When we talk about learning methods or modalities it is natural to assume they are a product of their predecessor, unfortunately for e-learning there is only so much history to build on and most of the time we are pioneering the learning methods as none have previously been defined as applying solely to e-learning. With emerging new technology, we may need to shift our focus and develop new learning methods that have never been seen before. The concepts of learning and teaching that have succeeded in traditional classrooms may or may not be relevant or transferable to an e-learning or distance environment, especially when we consider very recent technologies such as the use of AI. New or old, learning environments must do something that enable people to learn. They need to facilitate some method that makes learning occur, or employ a method for bringing about learning (Dron, 2014). With learning environments changing so quickly, are we keeping up? And has the way we learn changed? Should we radically change the way we look at instructional design?
Rothwell et al (2015) purpose instructional design starts with analyzing human performance problems systematically and responding in a way to find and apply solutions. The increasing use of distance education in healthcare has created a need to blend online learning i.e. open learning or distance online learning, with practical skills instruction. Competencies need to be both understood and displayed, meaning the instructional method needs to be able to satisfy both online and in person environments. The method for selecting an overall instructional design to fit the needs of a healthcare program is a complex ask. My own experience in the use of instructional design in healthcare uses the MPI (Merrill’s principles of instruction) model. Merrill’s design theory centers around a problem or task and integrating the following principles in relation to that task: activation, demonstration, application, and integration. This design strategy applies the simple to complex learning model; students face a problem with their existing knowledge, demonstrate their knowledge, apply it to a scenario, and learn how to integrate that knowledge into a more complex situation. The flexibility of this model allows it to apply to practical scenarios or skills instruction, as well as case studies and academic lessons. I have had success with instruction that follows this method, however there is a reflection principle missing from this model that may be valuable in designing curriculum.
Dron, J. (2014). Chapter 9: Innovation and Change: Changing how we Change. In Zawacki-Richter, O. & T. Anderson (Eds.), Online distance education: Towards a research agenda. Athabasca, AB: AU Press
Rothwell, W. J., Benscoter, B., King, M., & King, S. B. (2015). Chapter One – An Overview of Instructional Design. In Mastering the Instructional Design Process: A Systematic Approach. Hoboken, New Jersey: John Wiley & Sons, Inc. Alternate link
Hi, Emma,
Thanks for your post!
We wondered as we read this, what evidence you considered when claiming that “unfortunately for e-learning there is only so much history to build on and most of the time we are pioneering the learning methods as none have previously been defined as applying solely to e-learning”, this stimulated us to question – when did eLearning begin? In BC versus Alberta versus other provinces? Have learning methods been previously defined in Canada? Worldwide? Arguably there are numerous definitions and there is a rich history of eLearning and learning methods.
Weller (2020) considered the cyclic nature of EdTech and practices concerning digital environments (encountered in LRNT 523), and we are seeing many regurgitated models, so your question “With learning environments changing so quickly, are we keeping up?” is an interesting one…
How are these nebulous terms, methods, and practices being applied in your healthcare context? What conversations are vital?
Lisa & Leeann
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.