Curriculum Development for E-Learning: A Conceptual Framework

2019

ةمَكٌحمُ ثوحبو تاسارد ةلسلس .. يملعلا رمتؤملا يف ةمكحملا ثوحبلاب صاخ ددع ثلاثلا ٢٠١٥ Abstract Each age has its characteristics and features . Our age has uniqueness by being information age and called society live in it information society, where technology became used everywhere. Modern age Witness advancing and development in various sciences which keep pace with scientific developments and events fields for being the first building block for all the pillars of science from which all new and modern. The recent trends and styles have become in the ways of building the electronic curriculum for the development of educational skills in the light of the quality of E-Learning Standards which occupies foreground in its developing applications and patterns that clearly contribute to improving the quality of educational outcomes through positive interaction with techniques to overcome the educational problems. Current work paper dealt with the following represented key points: electronic ...

This study critiques and reviews Information Technology (IT) on a sociological level and explains the role of teacher in e-learning according to the presented review. In order to fulfill the purpose of the study, this study takes a critical approach and method. According to the ideas of some critical thinkers of education, critical studies of educational technologies could be led on two levels of “political-economical” and “sociological”. The present study which is conducted on a sociological level, has examined the nature and ideological applications of IT as an educational technology. The findings of the study indicate that the instrumentalist and technical approach toward IT is not able to explain and illuminate the normative and value backgrounds for generation and expansion of e-learning. In the process of e-learning, taking a technical viewpoint, the teacher might provide the grounds for domination of technical logic instead of critical, political, moral, and creative understanding. Accordingly, the discourses of the classroom would be mainly focused on technique rather than content. In contrast, taking a cultural view instead of a technical one could, on the other side, facilitate understanding the value grounds for generation of e-learning as well as the ideological motivations and aspects which might lead to re-producing the present educational inequalities. It could, on the other side, change the present business-oriented and normalizing conditions. In this way, it could be concluded that IT is not merely a set of machines and the relevant software. Rather it involves a form and way of thinking that could direct the individual’s viewpoint toward the universe. A cultural view could help changing the materialistic and business-oriented basis, and following that the class- based structure, in the society. Also, it could balance the relationship as well as the mutual effects between economy and culture. According to the findings of the study, it is recommended that the role of teacher should change from an expert to an expert intellectual. Such a teacher could provide the essential grounds for a cultural viewpoint instead of a merely technical viewpoint in learners regarding the cultural and social issues. This teacher understands the significance and the need to attend to the questions regarding the nature (what) and reason (why) of e-learning and addresses these types of questions in the classroom. In this way, it could be said that one of the main and basic issues to consider in electronic education is the role that education plays in order to expand democracy and prepare the citizens for valuation and discussion about the social conflicts and problems such as equality and freedom. These discussions and trainings could prevent determinism and social reproduction. The teacher might even pose questions from the manner (how) of electronic education according to the previous questions. In this viewpoint, technical issues are also taken and defined as part of political and moral issues. For example, the teachers and learners would face various educational, moral, economical, ideational, and political questions during the process of e-learning. In this way, free and creative thinking also takes on a new definition. In the process of e-learning, freedom does not signify the one-dimensional involvement of learners in more efficient application of information in line with the economical and business life. Rather it means a creative cooperation in cultivating public virtue. In these conditions, along with applying the e-learning, the teacher encourages learners to review and consider the associated obstacles and problems.

eLearning - Theories, Design, Software and Applications, 2012

European Educational Research …, 2004

The purpose of this article is to analyse the meaning of different cultural paradigm in the development of educational technology. The article analyses technology critically from the perspective of the philosophy of technology, examines the manifestations of instrumentalism in the curriculum theory and analyses its effects on the different levels of decicion-making relative to the design processes of educational technology. It is claimed that instrumental rationality may increase if common curricular models are used when engineering techology. One major problem that affects the development is that instrumentalism and its manifestation on different levels of design and application of educational technology excludes alternatives by its internal logic, while it provides a general problem-solving model which is justifiably rational. The essential feature of educational technology in relation to the topic of the article is the underlying logical framework in which every feature that is to be supported by technology must be given a quantifiable description.

The essay presents the incorporation process in the reconstruction of distance education in Italy. The paper tries to highlight the transition from modern to postmodern society, focusing both on this extraordinary change in the landscape of cultural and communication processes, and outcomes for the education system and educational and pedagogical models that govern this relationship. The research aims to understand, on the one hand, the potential of these techno-social environments for educational systems, and on the other, raises new questions for a sociological reflection more attentive to new social dynamics produced by these technologies. We seek to trace the effects triggered by the advent of ICT on persons and learning systems. We starts from the idea that, despite widespread criticism, immobility of education system and the absence of an overview about the use of these new devices in teaching practices, we register a significant tendency towards change. On the basis of these considerations, the research attempts to: • highlight any differences in perspectives/models in use among the e-learning systems and teaching practices; • draw a reflection of risks/opportunities, strengths and weaknesses associated with the use of such instruments/techno-social environment in educational processes.

RUSC: revista de …, 2008

This paper has strong links with the European Commission's statement on the initiative "E-learning: designing tomorrow's education", adopted on 24 May 2000. It tackles the question of how Higher Education Institutions (HEI) follow the development of and manage their e-learning activities. This emerged in work package no. 3 of the eLene-EE project (Economics of e-learning, 2006(Economics of e-learning, -2007, which examines the economic models of e-learning.

This research is based on identifying the importance of e-Learning and how the development in society and business changes the way of education, and also identify the difference between distance Learning & e-Learning and how there is a mis-understanding of both of them, in addition to identify the impact of the e-learning on universities strategies and it is important to identify & build quality factors that help to the continuous the use of e-Learning and also the presence of techniques to solve problems such as “ adoptive intelligence system” and finally to identify the expectations & feedback of students toward new technology and how they will interact within it, how it affect the effectiveness of employees and affect training .

Organizacija, 2009

Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of eeducation production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.

ISBN:9781716971143 Two Day International Online Seminar On E-Pedagogy for the Digital Age, 2020

E-pedagogy is "design of learning that includes educational quality, values and effectiveness of teaching, learning, co-curricular activities, curriculum development and assessment activities supported by technology". E-pedagogy is an effective behavior designed to impart knowledge and has an associated with students" learning. Main outcomes of these pedagogies is associated with social interactions and online discussions. Research and evaluation literature suggests that new modes of teaching and learning are emerging through the use of online networks, e-technologies, mobile technologies etc. This article discuses the curriculum development trends in thinking, learning and teaching about appropriate pedagogies for developing e-content at secondary schools. In this paper, we are going to discuss the different types of secondary school curriculum and curriculum designs tips using e-pedagogical aspects.

Considering the multi-layered and complex world we live in, the approach to defining objectives in education is to be multidimensional. The most important dimensions of the aims are derived from the concept of varied world, from the basic antropins and results of educational and psychological research. These studies show that the evolution of human intelligence through intellectualisation of upbringing and education is too one-sided. Based on the theory of multiple intelligence and interconnection of cognitive, value, emotional and action approaches in education such parts of traditional and electronic educational process are strengthened which pay more respect to the uniqueness of the pupil, student, the range of his knowledge, experience, experiences, impressions skills. Such approach results in accomplishing the ideas for education of 21st century covering the relations I-you, I-profession, I-world, I-I, while I is not understood as superior in the sense of egoism and egocentrism, but in its potential as a starting point of the personalized educational process which can be adequately intensified by electronic education (e-learning).