Badrul H. Khan

E-Learning QUICK Checklist.

Chapter 1: Institutional Chapter 2: Management Chapter 3: Technological Chapter 4: Pedagogical Chapter 5: Ethical Chapter 6: Interface Design Chapter 7: Resource Support Chapter 8: Evaluation

Flexible Learning in an Information Society

Flexible learning in an information society , Flexible learning in an information society , کتابخانه دیجیتال جندی شاپور اهواز

A framework for open, flexible and distributed e-learning

Designing open, flexible distance learning systems on the World Wide Web requires thoughtful analysis and investigation combined with an understanding of both the Webs attributes and resources and the ways instructional design principles can be applied to tap the Webs potential. A framework for open, flexible, and distributed learning has been developed to provide guidance in designing, developing, implementing, and evaluating instructional and training materials on the Web. The proposed framework is based on eight interrelated and interdependent dimensions and associated subdimensions as follows: (1) pedagogical (content, goals/objectives, design approach, methods and strategies, organization, instructional medium, evaluation); (2) technological (infrastructure, hardware, software); (3) interface design (page and site design, navigation, usability testing); (4) online support (instructional/counseling support, technical support); (5) management (maintenance of learning environment, distribution of information); (6) resource support (online resources, offline resources); (7) ethical (social and cultural diversity, geographical diversity, learner diversity, information accessibility, etiquette, legal issues); and (8) institutional (academic affairs, student services). The proposed framework is said to have the potential to provide guidance in designing Web-based learning materials; reviewing Web-based instruction and training courses; organizing resources for Web-based learning; designing comprehensive authoring systems; and designing distributed learning systems, virtual universities, and cyberschools. (Contains 45 references.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. Saturday 8 April, 2000 Dr. Badrul H. Khan Crossroads of the New Millennium A Framework for Open, Flexible and Distributed Learning Prepared and Presented

E-Learning Who, What and How?

Developing high-quality e-learning courses is a complex process. It requires a variety of competencies at every stage of the development process. The literature on the subject so far emphasizes on development of e-learning content. The P3 model of people–process–product continuum explained in this article provides a holistic approach for not only creating good-quality e-learning content, but also deploying the course on the server and maintaining it.

User interface design for virtual environments : challenges and advances

The design of various virtual environments should be based on the needs of a diverse population of users around the globe. Interface design should be user centric and should strive for making the users interaction as simple, meaningful, and efficient as possible. User Interface Design for Virtual Environments: Challenges and Advances focuses on challenges that designers face in creating interfaces for users of various virtual environments. Chapters included in this book address various critical issues that have implications for user interface design from a number of different viewpoints. This book is written for professionals who want to improve their understanding of challenges associated with user interface design issues for globally-dispersed users in various virtual environments.