Advances in E-learning-Experiences and Methodologies

RAPAD
Table 1. RAPAD implemented as the “Learning at University” unit
WEEK
LECTURE TUTORIAL WORKSHOP/LAB.
1 University learning and you: individual
differences and independent
learning
2 Student cognitive and learning
profiles
3 Learning styles and learning
strategies
4 Cognitive styles and individual
preferences in layout and content
5 Personality types—how your personality
can affect your learning
6 Learning Resource Centres
(LRC), Web sites, and Personalized
E-Learning Environments
(PELE)
7 Online learning and Web usability—tips
on good learning
environment design
8 Rich Pictures and you—seeing
yourself in the context of your
learning
9 Ideas for your PELE content—the
BookHouse and the LearnHouse
10 Developing learning strategies—
units & assessment
11 Developing learning strategies—
semester, year and course
Introduction to the unit
ASSIST questionnaire
University learning and you: individual
differences and independent
learning
Student cognitive and learning
profiles
Learning styles and learning
strategies
Cognitive styles and individual
preferences in layout and content
Personality types—how your personality
can affect your learning
Learning Resource Centres
(LRC), Web sites, and Personalized
E-Learning Environments
(PELE)
Online learning and Web usability—tips
on good learning
environment design
Rich Pictures and you—seeing
yourself in the context of your
learning
Ideas for your PELE content—the
BookHouse and the LearnHouse
Developing learning strategies—
units & assessment
Introduction to the lab.
Logging on.
Accessing Blackboard
Introduction to Web design for e-
learning environment development
Web design for e-learning environment
development (continued)
Cognitive styles and e-learning
environment development
Learning styles and learning environment
development ASSIGN-
MENT 1 DUE
Learning communities and e-learning
environment development
Learning strategy features for e-
learning environment development
Learning support features for e-
learning environment development
ASSIGNMENT 2 DUE
PELE development
PELE development
PELE development
12 Unit review Presentations Presentations
ASSIGNMENT 3 DUE
13 Feedback sessions Feedback sessions Feedback sessions
or used more directly to suggest the inclusion of
specific e-learning related features.
Later iterations of the process and methodology
introduced further elements such as the Rich
Picture to enable students to consider additional
aspects of how they might interface with both
online learning environments and the university
as e-learning environment. In this way, the methodology
and techniques, as applied in the form of
a taught unit, can be seen as an e-learning system
which helps the student to produce a series of
interfaces for integrating with learning environments
at the same time as aiding the development
of the student as an autonomous e-learner. There
was a considerable difference between developing
the methodology with a cohort of 64 second and
third year Human Computer Interaction students
and a much larger number of students taking a