What do you think should be top criteria when designing professional e-learning courses?

The most important thing to remember about providing professional e-learning courses is that there should be a consistent alignment of learning theories (e.g., behaviorism, cognitivism, critical constructivism, connectivism, etc.), methods (synchronous and asynchronous), and multimedia (web 2.0/3.0 tools, software, etc.) that is conducive to forming a learning community that takes the learner from being dependent, to independent, to finally interdependent. Such a learning community would be "open, diverse, interactive, and autonomous" (to use Stephen Downes's words).

I know, a broad answer (to a broad question), but we need to consider the "whole ball of wax".

Note: I'm avoiding a detailed description of the method (synchronous and asynchronous) because it's only a third (actually less in my opinion) of the real issue: aligning learning theory, method, and media. These three impact each other as in it's all or nothing. We can't talk about one without mentioning the other two.

The most important thing to remember about providing professional e-learning courses is that there should be a consistent alignment of learning theories (e.g., behaviorism, cognitivism, critical constructivism, connectivism, etc.), methods (synchronous and asynchronous), and multimedia (web 2.0/3.0 tools, software, etc.) that is conducive to forming a learning community that takes the learner from being dependent, to independent, to finally interdependent. Such a learning community would be "open, diverse, interactive, and autonomous" (to use Stephen Downes's words). I know, a broad answer (to a broad question), but we need to consider the "whole ball of wax". Note: I'm avoiding a detailed description of the method (synchronous and asynchronous) because it's only a third (actually less in my opinion) of the real issue: aligning learning theory, method, and media. These three impact each other as in it's all or nothing. We can't talk about one without mentioning the other two.

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I think we have to adjust our teaching, and therefore course design, to reflect the digital way of communicating and this means training learners to find information etc. online and then bring the results of that work into the online classroom for discussion, games or play, as George so rightly says, and feedback, which as David mentioned, is really valuable, so in the words of Salman Kahn "flipping education"

I think we have to adjust our teaching, and therefore course design, to reflect the digital way of communicating and this means training learners to find information etc. online and then bring the results of that work into the online classroom for discussion, games or play, as George so rightly says, and feedback, which as David mentioned, is really valuable, so in the words of Salman Kahn "flipping education"

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Real time - game cenetered. They will then be motivated to go "on the cloud" (use the interent) to better compete without your involvement.

Real time - game cenetered. They will then be motivated to go "on the cloud" (use the interent) to better compete without your involvement.

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I believe one component students want in an online course is constructive feedback, which can be incorporated in both synchronous and asynchronous courses. Feedback does not necessarily have to originate from the teacher. In fact, feedback from other students benefits both the recipient and provider. I believe well designed e-learning courses include systems which facilitate this feedback process.

I believe one component students want in an online course is constructive feedback, which can be incorporated in both synchronous and asynchronous courses. Feedback does not necessarily have to originate from the teacher. In fact, feedback from other students benefits both the recipient and provider. I believe well designed e-learning courses include systems which facilitate this feedback process.

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Thank you all for your well thought-out comments & opinions. I love this community!!

@ George, you continue to challenge my right-brain, left brain & whatever connects those bewildering super-highways....

For me there's still a difference between 'games' and 'gaming'...Games remind me of typical ( but good) offline varieties, and gaming reminds me of sophisticated applications and computer programming....I know the truth must lie in the middle..

The common denominator that I see in all of your answers is the concept of learner autonomy & creative self- discovery within a flexible framework.

@ J.Aleta, your answer reminds me of web questing which I love...and could be wonderfully woven into any course...

As for feedback, I know that games and technology as well as peer activities are great - thanks David & George...

@ Ben..I'd imagine that theory, methodology & and multi-media would naturally be aligned, as the former or inspires the latter.

How could they be separated or be mis-aligned exactly?

Maybe you mean in the case of eclectic teaching styles, priorities might get muddled?

I need to assimilate all of this , of course....but am thinking along the lines of web-questing and essential interactivity...as well as multi- sensory and mind mapping.

@ Ben, maybe you meant not using tools and toys just for the sake of it, but making sure they fulfill a true learning need?

Thanks again everyone.

Thank you all for your well thought-out comments & opinions. I love this community!! @ George, you continue to challenge my right-brain, left brain & whatever connects those bewildering super-highways.... For me there's still a difference between 'games' and 'gaming'...Games remind me of typical ( but good) offline varieties, and gaming reminds me of sophisticated applications and computer programming....I know the truth must lie in the middle.. The common denominator that I see in all of your answers is the concept of learner autonomy & creative self- discovery within a flexible framework. @ J.Aleta, your answer reminds me of web questing which I love...and could be wonderfully woven into any course... As for feedback, I know that games and technology as well as peer activities are great - thanks David & George... @ Ben..I'd imagine that theory, methodology & and multi-media would naturally be aligned, as the former or inspires the latter. How could they be separated or be mis-aligned exactly? Maybe you mean in the case of eclectic teaching styles, priorities might get muddled? I need to assimilate all of this , of course....but am thinking along the lines of web-questing and essential interactivity...as well as multi- sensory and mind mapping. @ Ben, maybe you meant not using tools and toys just for the sake of it, but making sure they fulfill a true learning need? Thanks again everyone.

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Good question ;) I think the top criteria would be the characteristics+needs of adult learners, how they learn best using a variety of tools and resources which are suitable and challenging enough. Activities in the course should be able to provide ample opportunities to have participants explore on their own, learn with others and learn from mentors if they need to. I personally like courses which will allow me to experiment on my own and carve the path I'd like to take with a teacher/peers who can coach me at different points of my learning.

Good question ;) I think the top criteria would be the characteristics+needs of adult learners, how they learn best using a variety of tools and resources which are suitable and challenging enough. Activities in the course should be able to provide ample opportunities to have participants explore on their own, learn with others and learn from mentors if they need to. I personally like courses which will allow me to experiment on my own and carve the path I'd like to take with a teacher/peers who can coach me at different points of my learning.

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