E-Learning Math Course Design Process-Reference-Cited by-同舟云学术

E-Learning Math Course Design Process

Published:2014 Issue: Volume: Page:138-155
ISSN:2327-6983
Container-title:Multicultural Awareness and Technology in Higher Education
language:
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Author:

Rudak Leszek¹

Affiliation:

1. University of Warsaw, Poland

Abstract

In this chapter, the process of designing a math (or science) e-course is discussed. The author suggests dividing it into three stages. The first stage consists of defining the general template of the course in terms of three attributes: organization, communication, and methods of access to course materials. The second stage aims at determining the domain and the scope of the content to be taught in the course. At the third stage, the course designer has to form blocks (i.e. to fill the template produced at the first stage with the units of the content provided at the second stage). The project of any block (e-lesson) should consist of the following elements: specific educational goals, description of rules, manner, and tools of communication, the order of materials and mechanisms of their presentation, and the specification of learning objects with regard to applied media and the role in the course.

Publisher

IGI Global

Reference22 articles.

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2. Bednarczyk, I., Orłowski, A., & Rudak, L. (2009). Designing e-courses: Where shall we begin? In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference: E-Learning 2009, (vol. 1, pp. 231-239). Algarve: IADIS Press.

3. Bednarczyk, I., & Rudak, L. (2012). Susceptibility to e-teaching. In D. Vymětal & P. Suchánek (Eds.), Conference Proceedings International Scientific Conference ICT for Competitiveness 2012 (pp. 10-17). Petrovice u Karviné: Silesian University in Opava.