Advances in E-learning-Experiences and Methodologies
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RAPAD<br />
Table 1. RAPAD implemented as the “Learn<strong>in</strong>g at University” unit<br />
WEEK<br />
LECTURE TUTORIAL WORKSHOP/LAB.<br />
1 University learn<strong>in</strong>g <strong>and</strong> you: <strong>in</strong>dividual<br />
differences <strong>and</strong> <strong>in</strong>dependent<br />
learn<strong>in</strong>g<br />
2 Student cognitive <strong>and</strong> learn<strong>in</strong>g<br />
profiles<br />
3 Learn<strong>in</strong>g styles <strong>and</strong> learn<strong>in</strong>g<br />
strategies<br />
4 Cognitive styles <strong>and</strong> <strong>in</strong>dividual<br />
preferences <strong>in</strong> layout <strong>and</strong> content<br />
5 Personality types—how your personality<br />
can affect your learn<strong>in</strong>g<br />
6 Learn<strong>in</strong>g Resource Centres<br />
(LRC), Web sites, <strong>and</strong> Personalized<br />
E-Learn<strong>in</strong>g Environments<br />
(PELE)<br />
7 Onl<strong>in</strong>e learn<strong>in</strong>g <strong>and</strong> Web usability—tips<br />
on good learn<strong>in</strong>g<br />
environment design<br />
8 Rich Pictures <strong>and</strong> you—see<strong>in</strong>g<br />
yourself <strong>in</strong> the context of your<br />
learn<strong>in</strong>g<br />
9 Ideas for your PELE content—the<br />
BookHouse <strong>and</strong> the LearnHouse<br />
10 Develop<strong>in</strong>g learn<strong>in</strong>g strategies—<br />
units & assessment<br />
11 Develop<strong>in</strong>g learn<strong>in</strong>g strategies—<br />
semester, year <strong>and</strong> course<br />
Introduction to the unit<br />
ASSIST questionnaire<br />
University learn<strong>in</strong>g <strong>and</strong> you: <strong>in</strong>dividual<br />
differences <strong>and</strong> <strong>in</strong>dependent<br />
learn<strong>in</strong>g<br />
Student cognitive <strong>and</strong> learn<strong>in</strong>g<br />
profiles<br />
Learn<strong>in</strong>g styles <strong>and</strong> learn<strong>in</strong>g<br />
strategies<br />
Cognitive styles <strong>and</strong> <strong>in</strong>dividual<br />
preferences <strong>in</strong> layout <strong>and</strong> content<br />
Personality types—how your personality<br />
can affect your learn<strong>in</strong>g<br />
Learn<strong>in</strong>g Resource Centres<br />
(LRC), Web sites, <strong>and</strong> Personalized<br />
E-Learn<strong>in</strong>g Environments<br />
(PELE)<br />
Onl<strong>in</strong>e learn<strong>in</strong>g <strong>and</strong> Web usability—tips<br />
on good learn<strong>in</strong>g<br />
environment design<br />
Rich Pictures <strong>and</strong> you—see<strong>in</strong>g<br />
yourself <strong>in</strong> the context of your<br />
learn<strong>in</strong>g<br />
Ideas for your PELE content—the<br />
BookHouse <strong>and</strong> the LearnHouse<br />
Develop<strong>in</strong>g learn<strong>in</strong>g strategies—<br />
units & assessment<br />
Introduction to the lab.<br />
Logg<strong>in</strong>g on.<br />
Access<strong>in</strong>g Blackboard<br />
Introduction to Web design for e-<br />
learn<strong>in</strong>g environment development<br />
Web design for e-learn<strong>in</strong>g environment<br />
development (cont<strong>in</strong>ued)<br />
Cognitive styles <strong>and</strong> e-learn<strong>in</strong>g<br />
environment development<br />
Learn<strong>in</strong>g styles <strong>and</strong> learn<strong>in</strong>g environment<br />
development ASSIGN-<br />
MENT 1 DUE<br />
Learn<strong>in</strong>g communities <strong>and</strong> e-learn<strong>in</strong>g<br />
environment development<br />
Learn<strong>in</strong>g strategy features for e-<br />
learn<strong>in</strong>g environment development<br />
Learn<strong>in</strong>g support features for e-<br />
learn<strong>in</strong>g environment development<br />
ASSIGNMENT 2 DUE<br />
PELE development<br />
PELE development<br />
PELE development<br />
12 Unit review Presentations Presentations<br />
ASSIGNMENT 3 DUE<br />
13 Feedback sessions Feedback sessions Feedback sessions<br />
or used more directly to suggest the <strong>in</strong>clusion of<br />
specific e-learn<strong>in</strong>g related features.<br />
Later iterations of the process <strong>and</strong> methodology<br />
<strong>in</strong>troduced further elements such as the Rich<br />
Picture to enable students to consider additional<br />
aspects of how they might <strong>in</strong>terface with both<br />
onl<strong>in</strong>e learn<strong>in</strong>g environments <strong>and</strong> the university<br />
as e-learn<strong>in</strong>g environment. In this way, the methodology<br />
<strong>and</strong> techniques, as applied <strong>in</strong> the form of<br />
a taught unit, can be seen as an e-learn<strong>in</strong>g system<br />
which helps the student to produce a series of<br />
<strong>in</strong>terfaces for <strong>in</strong>tegrat<strong>in</strong>g with learn<strong>in</strong>g environments<br />
at the same time as aid<strong>in</strong>g the development<br />
of the student as an autonomous e-learner. There<br />
was a considerable difference between develop<strong>in</strong>g<br />
the methodology with a cohort of 64 second <strong>and</strong><br />
third year Human Computer Interaction students<br />
<strong>and</strong> a much larger number of students tak<strong>in</strong>g a