Instructional Design And ELearning In Australia Essay

Instructional Design And ELearning In Australia Essay Instructional Design And ELearning In Australia â€" Essay Example > Instructional Design and e-Learning in AustraliaThe past decades have seen much research and work go into the processes of learning and thinking and on the enhancement of proficiency. Much of this research has repercussions for the designing of learning environments and for the features of instructional practices. There are three aspects that are central to education and learning, namely curriculum, instruction and assessment. The word Curriculum implies the knowledge and skills in the specific subject matter or area of learning. Instruction means the methods of teaching and learning activities that are integrated to help students learn the content specified in the curriculum to the standards specified. Assessment refers to measuring the outcomes of education and the achievement of students with regard t the knowledge that has been imparted to them (Pellegrino, 2001). However studies show that present approaches to curriculum, instruction and assessment are founded on theories and models that are obsolete and that do not keep pace with modern-day knowledge of how people learn and master a subject. They have been designed based on implicit and limited concepts of learning and these concepts are highly outdated. Alignment of the three basic aspects of education and learning can be achieved better if they were all derived from a scientifically credible and shared knowledge about cognition and learning practices. Pellegrino also gives important principles about learning which have major implications on learning, teaching and learning environments. The first important principle suggests that students come to the learning environment with existing knowledge on the subject known as schema. This comprises of preconceptions about how the world functions. If people’s initial comprehension is not engaged they fail to grasp the new concepts and procedures that are taught. The second principle about learning suggests that in order to develop skill in a subject area, learners must first have a deep foundation of accurate knowledge, comprehend facts within the context of a conceptual framework and organize knowledge in ways that will assist retrieval and application. A key finding in this context is that organizing information into a conceptual framework leads to greater transfer. The third principle is that a metacognitive approach enables learners in to take control of their learning by setting out goals and monitoring progress. From the above knowledge and principles of learning, four major characteristics of effective learning environments have been identified. Firstly, effective learning environments are Knowledge Centered. This means that attention is given to what is taught, why it is taught and what mastery looks like. Secondly, effective learning environments are Learner Centered. Here, close attention is paid to knowledge, skills and attitudes of learners. This environment takes into account the preconceptions that are present among st udents regarding the subject and tries to gain a broader understanding of the learner. Thirdly, effective learning environments are Assessment Centered. Importance is given to frequent student assessment to ensure mastery and progress. Formative assessment is done at every stage of learning. Fourthly, effective learning environments are Community Centered. This refers to the development of norms for the classrooms which support core learning values. Tanner (1999), adds another important characteristic to existing knowledge. He says that effective learning environments do not use one single source of information, namely textbooks. He also adds that curriculum guides and lesson plans must not be formulated based on a single source. He says that a wide variety of source materials must be drawn upon to meet the comprehensive needs of students and for effecting teaching and learning.