EME 4610 - Emerging Trends in eLearning

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2024 (630)

Requisites

Admission to Educational Studies and Community Leadership (Bachelor of Science) (EDST-BS) or
Admission to Training and Development (Advanced Technical Certificate with Financial Aid Eligibility) (TRNDEV-ATC)

Course Description

Educators apply design skills to the principles of instructional design as applied to E-Learning. Skill development will include goal analysis, performance objective writing, instructional strategies, and creation of instructional materials. Educators will utilize industry standard authoring systems along with the process of developing and delivering Web-based instructional presentations. 

Learning Outcomes and Objectives

  1. The educator will determine which content can be taught in a virtual environment, face-to-face environment, or self-directed format, based on the organization’s learning and development objectives by:
    1. identifying the extent to which the organization operates as a “learning organization.”
    2. assessing the extent to which the organizational culture (i.e., leadership, employees, values) are conducive to E-learning.
    3. differentiating between strategic and operational learning goals.
    4. identifying when to develop content in-house, purchase solutions, or outsource E-learning.
  2. The educator will design and develop engaging learning and development E-learning courses by:
    1. describing how E-learning supports the adult learner’s natural propensity toward learning.
    2. identifying resources, including content asset types, development partners, and constraints.
    3. describing “information overload” and how to avoid it when designing training solutions.
    4. creating an action map for an E-learning concept.
    5. identifying possible delivery platforms/applications for delivering different types of content.
  3. The educator will develop instructional support materials, including a participant guide and a facilitator guide, for E-learning courses by:
    1. listing the basic components of a participant guide.
    2. listing the basic components of a facilitator guide.
    3. identifying strategies for keeping learners engaged in E-learning.
    4. discussing the role of using diagnostic assessment as a metacognitive strategy.
    5. discussing the importance of knowledge transfer and strategies for promoting it.
  4. The educator will demonstrate effective online facilitation skills by:
    1. practicing using their voice effectively to maintain learner engagement.
    2. stating the importance of technical tools, such as microphone/headset, audio signal, and internet speed on E-learning sound quality.
    3. designing materials (e.g., slides, guides, graphs, etc.) that have a balance of cognitive and visual load.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate
mastery of each of the above stated objectives through classroom measures developed by individual
course instructors.

History of Changes

C&I Approval: , BOT Approval: , Effective Term: Spring 2024 (630)

Related Programs

  1. Educational Studies and Community Leadership (EDST-BS) (665) (Draft)
  2. Educational Studies and Community Leadership (EDST-BS) (660) (Active)
  3. Training and Development (TRNDEV-ATC) (630) (Active)