Characterising effective eLearning resources

Characterising effective eLearning resources

Allison Littlejohn, Isobel Falconer and Lou Mcgill

Computers & Education, Volume 50, Issue 3, April 2008, Pages 757-771

The widespread availability of digital learning resources in a variety of media formats offers the possibility to make a profound difference in education. This potential has not been fully realised for range of interrelated reasons. In this paper we study the key characteristics of learning resources that have proved effective in changing learning and teaching, and relate them to existing frameworks for understanding
resources. We outline the relationships between resources, their users, and the way they are used, and explore issues that influence practitioners in choosing a particular resource. Our study is based on
a review of resources for e-learning and chemistry in post-compulsory education, undertaken for the UK Joint Information Systems Committees (JISC), as part of a wider study examining ‘The Effectiveness of
Resources, Tools and Support Services used by Tutors in Designing and Delivering E-Learning Activities’.

Book and research framework

Design, development, implementation and evaluation of open, flexible and distributed learning systems require thoughtful analysis and investigation of how to use the attributes and resources of the Internet and digital technologies in concert with instructional design principles and issues important to various dimensions of online learning environments.

Badrul Khan has developed A Framework for E-learning. These factors can encompass various online learning issues, including: pedagogical, technological, interface design, evaluation, management, resource support, ethical and institutional. Various factors discussed in the eight dimensions of the framework can provide guidance in the design, development, delivery and evaluation of flexible, open and distance learning environments.

The E-Learning Framework was reviewed by scholars and practitioners from various countries around the globe, including USA, Canada, UK, Australia, New Zealand, Netherlands, South Africa, Turkey, Korea and China.

The E-Learning framework has the potential to provide guidance in

1. planning and designing e-learning materials,
2. organizing resources for e-learning environment,
3. designing distributed learning systems, corporate universities, virtual universities and cyberschools,
4. designing LMS, LCMS and comprehensive authoring systems (e.g., Omni),
5. evaluating e-learning courses, and programs.
6. evaluating e-learning authoring tools/systems, LMS and LCMS.
7. designing and evaluating blended learning environments

http://www.bookstoread.com/framework/

LDNet, the support network for learning designers

http://www.flinz.ac.nz/course/view.php?id=18
A site from New Zealand on Learning Design, with five sections:
- Learning technologies
- Learning resources
- Learning supports
- Learning activities
- with the Learning Design process in the centre.