L7 2 3

=E-learning design and development is guided by the need to build an authentic context for student learning. =

Evidence
Student learning success is significantly affected by the creation of an e-learning environment that provides active engagement in experiential contexts. This requires teachers to clearly understand programme outcomes, teaching approach, students’ motivation and learning styles, all of which depends on diligent planning. Also, students need to be able to link their learning to their life experiences. Technology plays a significant role in this and requires that the online teaching/learning environment undergo a reconstruction of student and teacher roles, relationships and strategies – students need to become active players in their own learning in regard to learning approach and intellectual challenges (Grabinger and Dunlap, 2000).

Evidence suggests that e-assessment can provide assessment that is more authentic – through the use of e-portfolios, reflective diaries, blogs, or virtual scenarios.

Quality assurance and staff training in the design and delivery of e-assessments need to respond to these new developments. Also, examination regulations need to be revised. The regulatory bodies in England, Wales, and Northern Ireland are producing regulatory principles and guidance for e-assessment. http://www.ofqual.gov.uk/files/Final_regulatory_principles_document_-_PRINTED.pdf

Resources
Evidence of capability in this practice is seen through course and programme designs that provide students with authentic and personally relevant contexts for their learning. E-learning technologies and pedagogies should be flexibly designed so as to allow incorporation of student experience and knowledge.

Chickering and Ehrmann (1996) update experiential learning to take account of assistive technologies, which they categorise into three areas, namely ‘tools and resources for learning by doing, time-delayed exchange, and real-time conversation’ (p. 4), all of which are being increasingly supported by the development of integrated, extended purpose software, or worldware (for example, CleverPHL (Schroeder and Spannagel, 2006)). They also update the earlier notions of apprentice-like participatory learning experiences by relating these to newer technology. The examples include activities that not only use technology, such as computing and statistical research, but also activities where technology can simulate environments that may be risky or inaccessible, or that can ‘visualise’ invisible effects such as electromagnetism