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=Welcome to my EDN5101s Online Learning Design E-portfolio = = = =BACKGROUND TO MY E-PORTFOLIO= = = This e-portfolio is structured under the following key headings: ===**INTRODUCTION:** **Online learning design model adopted** ===

I would like to open this section with a brief introduction of who is referred to as ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍an ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ instructional designer in this portfolio. The instructional designer, me, is not an expert in this field, ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍but‍‍ is rather a postgraduate student who designed a prototype online learning activity hereby attached []# as part of the ‍‍‍‍‍requirements ‍‍‍‍‍ for the Postgraduate Diploma course offered by the Centre of Educational Technology at the University of Cape Town. The course that specifically necessitated this design is EDN5101S: Online Learning Design. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍It should be made explicitly clear that though referred to as an Instructional Designer in this portfolio, the designer is not experienced in this field, but is in the learning process. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍My experience is limited to classroom teaching at tertiary level. I am based in the Languages Department at the Polytechnic of Namibia where we are striving to incorporate technology in education as part of the national development plan as stipulated in the Namibian ICT Policy for Education. This necessitated me to get enrolled for this ICTs in Education course which led to me designing an online learning course.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍The portfolio starts with an explanation of the online learning design model that was adopted in the design of the prototype online learning activity, ADDIE. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ The ADDIE model is then used as a basis for analysis of the context or learning environment in which the learning activity is implemented. As per the model, analysis leads to the design of the learning activity, aligned with learning theories and ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍the affordances it provides ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍. The activity is then developed by employing suitable pedagogical strategies and ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍technological affordances ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍. The final product, a functional prototype online learning activity, is then evaluated formally with the intent to highlight its strengths and weaknesses. This kind of evaluation facilitates improvement of the online learning activity design before it is piloted on a large scale.

The most interesting component of my portfolio is the prototype online learning activity I created in google docs as attached on this page. I am impressed to see my product, considering the fact that I had no prior knowledge of, or experience in google docs. It is the Online Learning Design course that open my eyes to this interesting technological tool. There are other key sections worth highlighting in this portfolio. Among them is the description of the overall design model that was adopted, the ADDIE design model. This section facilitates understanding of the overall learning design model adopted and the reasons behind. The analysis stage that involves analysis of the context of the online learning activity, the type of content, and the nature of learners and educators in this context is also worth perusing, especially the attached brief informal survey that reflects learners' views on the course and the learning environment. Informal methods of gathering information (Dabbagh and Bannan-Ritland, 2005) were used to provide insights into context, learners, content and educators at analysis stage. This understanding is of importance as the nature of context influences the selection of pedagogical and learning strategies, as well as technological tools. The design section is also worth highlighting. This section gives hints on the motive behind selection of the instructional strategy, and learning outcomes that are congruent with the instructional strategy are listed in this section. The development section that focuses on design of instructional material is also interesting. This section elaborates on the ICT that was adopted, google docs, and the reasons behind. A technological affordances analysis matrix that led to the adoption of google docs is attached to this section. Evaluation is another key section. The opinions of others add value to the design, especially when strengths and weaknesses are highlighted to be attended to. Surely, though not specified, all other sections in this portfolio are equally important, but are intertwined in the sections hereby highlighted in one way or another.

References

Dabbagh, N. and Bannan-Ritland, B. (2005). Integrative learning design framework for online learning environments. In N. Dabbagh and B. Bannan-Ritland (Eds). Online learning: Concepts, strategies and application, 108-160. New Jersey: Pearson.