October 21, 2014  |  By  | 

The pedagogy should be matched with and aligned to the appropriate curriculum through clear objectives; the relevance of content covered; the appropriateness of student activities; and the nature of the assessment. Learning objectives or learning goals are statements that describe what a learner should be able to do as a result of the learning process. it’s learning supports the import of learning objectives from regional standards, district or school standards, or even teacher-defined course goals. Imported learning objectives can be edited and adapted as needed. Teachers can then tie the learning objectives to the various learning activities and assessments in their course. Reports track performance on assignments, and against learning objectives. Linking a learning objective to an assignment in it’s learning In 2005, Professors Anderson and McCormick wrote A Common Framework for E-learning Quality and Ten Pedagogic Principles of E-learning describing an approach to the development of effective e-learning programs for Becta, the British government body which promotes technology in learning. According to the two authors, the Ten Principles may help designers to construct pedagogically sound e-learning materials and related activities. The principles may also help teachers to choose resources; design teaching and learning activities based on those resources; and support such activities while they take place. Anderson and McCormick state that there is an implicit assumption in their approach that the more of the ten principles are embodied, the better the quality of the pedagogy; and the fewer embodied principles, the lower the quality. Pedagogy is defined as the actions which shape the learning experience ranging from technical infrastructure to course design to teaching. The authors further state that, “learners are not passive recipients, indeed, one of the pedagogic principles draws on the idea that learners have agency. Learning does not take place without the learner exercising this “agency”; a passive learner exercises no agency and hence learning will be limited.” 1 Therefore, successful e-learning programs must provide students with an active role in the learning process. This paper will explore the Ten Pedagogic Principles of E-learning as defined by Anderson and McCormick, and present their application through the it’s learning platform. 1 Anderson, John and McCormick, Robert, 2005. Ten Pedagogic Principals of E-learning, Observatory for New Technologies and Educat ion PRINCIPLE 1: MATCH TO THE CURRICULUM

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