The Digital Learning Zone eLearning Defintions

Story Board:

Digital Learning:

Subject Matter Expert:

Learning Management System:

Course Management System:

Authoring Tools:

Synchronous Learning:

Asynchronous Learning:

Instructional Design:

Zone of Proximal Development:

Scaffolded Learning:

Gamification:

 

 

INSTRUCTIONAL DESIGN

ADDIE: A linear instructional design model with five components: Analyze, Design, Develop, Implement, Evaluate.

SAMR:

Embed Code:

Learning Objective:

Action Verbs:

Reusable Learning Object: A stand-alone video, audio recording, or text-based instructional piece. It has been created without reference to scaffolded information so that it can be used in multiple learning contexts.

Blended Learning:

Content:

Learner-Centered:

Instructor-Centered:

Topic Transitions:

Learning Check:

Visual Design:

Word Cloud:

Concept Map (Mind Map):

Copyright:

Graphics:

 

EDUCATIONAL THEORY

Maslow’s Hierarchy: People move through a sequence of needs that when met can build strong relationships. When the lower needs are met, the personal can move to the next level. Levels: 1) Physiological – physical comfort needs; 2) Safety and Security – learning environment is safe to participate; 3) Love and Belonging – learning environment is welcoming and learners experience respect and being cared for; 4) Esteem – learning that the student values is taking place; 5) Self-actualization – students are becoming more of who they were created to be 

 

Erikson’s Stages of Development: There are eight stages, the most important for adult learners are: 1) Identity vs. Role Confusion – building personal identity and identifying and standing by core beliefs; 2) Intimacy vs. Isolation – maintaining strong, authentic relationships where we are known; 3) Generativity vs. Stagnation – continuing to develop as a person and contributing to the world around us; 4) Ego Integrity vs. Despair – having a sense of accomplishment and legacy

Ganés’ 9 Levels of Learning: Design instruction according to: 1) Gain attention; 2) Inform students of objective; 3) Stimulate recall of prior learning; 4) Present content; 5) Provide learning guidance; 6) Practice; 7) Provide feedback; 8) Assess performance; 9) Enhance retention and transfer learning

Bloom’s Taxonomy (Revised):

Basic Values Model: 

Constructivism: Learning by doing and apply new knowledge to the real-world

Constructionism: Learning by creating, thus applying new knowledge to the real-world

Connectivism:

Cognitive Load:

Dual Coding Theory: Reading text and interpreting images take place in different parts of the brain. By combining both, the text explains the image, while the image provides organization for the text. Reading text requires going back and forth in order to determine which parts relate to which. So by adding a visual image, the connections are more easily identified. We learn better with text + images, than with text alone.