An instructional design model for constructivist learning

The emergent requirements for effective e-learning calls for a paradigm shift for instructional design. Constructivist theory and semiotics offer a sound underpinning to enable such revolutionary change by employing the concepts of Learning Objects. E-learning guidelines adopted by the industry have led successfully to the development of training materials. Inadequacy and deficiency of those methods for Higher Education have been identified in this paper. Based on the best practice in industry and our empirical research, we present an instructional design model with practical templates for constructivist learning.

Interoperability for eLearning Service Management and Provision

Learning Objects offer flexibility and adaptability for users to request personalised information for learning. There are standards to guide the development of learning objects. However, individual developers may customise these standards for serving different purposes when defining, describing, managing and providing learning objects, which are normally stored in heterogeneous repositories. Barriers to interoperability hinder sharing of learning services and subsequently affect quality of instructional design as learners expect to be able to receive their personalised learning content. All these impose difficulties to the users in getting the right information from the right sources. This paper investigates the interoperability issues in eLearning services management and provision and presents an approach to resolve interoperability at three levels.

Articulation of information requirements for personalised knowledge and construction

The quality of information provision influences considerably knowledge construction driven by individual users’ needs. In the design of information systems for e-learning, personal information requirements should be incorporated to determine a selection of suitable learning content, instructive sequencing for learning content, and effective presentation of learning content. This is considered as an important part of instructional design for a personalised information package. The current research reveals that there is a lack of means by which individual users’ information requirements can be effectively incorporated to support personal knowledge construction. This paper presents a method which enables an articulation of users’ requirements based on the rooted learning theories and requirements engineering paradigms. The user’s information requirements can be systematically encapsulated in a user profile (i.e. user requirements space), and further transformed onto instructional design specifications (i.e. information space). These two spaces allow the discovering of information requirements patterns for self-maintaining and self-adapting personalisation that enhance experience in the knowledge construction process.

A Design for Generating Personalised Feedback in Knowledge Construction

As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process. The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.