E-Learning Methodologies and Good Practices SECOND EDITION
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E-learning methodologies and good practices SECOND EDITION A guide for designing and delivering e-learning solutions from the FAO elearning Academy E-learning methodologies and good practices SECOND EDITION A guide for designing and delivering e-learning solutions from the FAO elearning Academy Food and Agriculture Organization of the United Nations Rome, 2021 II Required citation: FAO. 2021. E-learning methodologies and good practices: A guide for designing and delivering e-learning solutions from the FAO elearning Academy, second edition. Rome. https://doi.org/10.4060/i2516e The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. ISBN 978-92-5-134401-9 First edition, 2011 © FAO, 2021 Some rights reserved. This work is made available under the Creative Commons Attribution-NonCommercial- ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https:// creativecommons.org/licenses/by-nc-sa/3.0/igo/ legalcode). Under the terms of this licence, this work may be copied, redistributed and adapted for non-commercial purposes, provided that the work is appropriately cited. In any use of this work, there should be no suggestion that FAO endorses any specific organization, products or services. The use of the FAO logo is not permitted. If the work is adapted, then it must be licensed under the same or equivalent Creative Commons licence. 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Users wishing to reuse material from this work that is attributed to a third party, such as tables, figures or images, are responsible for determining whether permission is needed for that reuse and for obtaining permission from the copyright holder. The risk of claims resulting from infringement of any third-party-owned component in the work rests solely with the user. Sales, rights and licensing. FAO information products are available on the FAO website (www.fao.org/publications) and can be purchased through publications-sales@fao. org. Requests for commercial use should be submitted via: www.fao.org/contact-us/licence-request. Queries regarding rights and licensing should be submitted to: [email protected]. About this guide This guide has been developed to provide guidance, examples and good practices for the design and delivery of e-learning solutions, based on the work undertaken by the FAO elearning Academy over a 15-year period. The guide has been funded by FAO and the European Union through the Global Network Against Food Crises Partnership Programme. The document builds on and supersedes the publication E-learning methodologies – A guide for designing and developing e-learning courses, which was developed in 2011 as part of the FAO Trust Fund Project: “Improving the abilities of Regional Organizations to develop, implement and monitor food security training programmes”, funded by the Government of Germany and implemented by FAO. ©Shutterstock.com/JenJ_Payless IV Overview The purpose of this guide is to provide guidance on designing and developing e-learning-based solutions for trainers and instructional designers who are new to e-learning design. The guide also provides basic concepts and information on the processes and resources involved in e-learning development, which may be of interest to human resource (HR) and capacity-development managers. The content of this guide is based on consolidated instructional design models and learning theories and incorporates more than 15 years of experience of the FAO elearning Academy, including work practices, standards and quality criteria adopted for the delivery of learning programmes and self-paced e-learning courses in development contexts. While there are several defnitions of e-learning, which refect different perspectives, e-learning in this document is defned as follows: E-learning is the use of electronic devices and Internet technologies to deliver a variety of solutions to enable learning and improve performance. This guide focuses on courses designed to meet job-related capacity-development goals and targeted professional profles. Although many of the practices described can be applied to any capacity-development project, this document focuses on the design, development and delivery of activities that are specifc to e-learning. Its focus is on e-learning solutions suitable for development contexts characterized by technology constraints, such as limited hardware capabilities and low-bandwidth Internet connections. Although much of what is covered in this document can be applied to e-learning in primary and secondary school education, these guidelines have been developed mainly for e-learning aimed at adult learners, i.e. learners who have completed their formal education, but who are still motivated to increase their knowledge and competences. Adult learners share some characteristics that are different from those of full-time students, which infuence the design of learning programmes. In particular, adult learners: , need to know the benefits of learning (why they should learn something); , like to learn experientially; , approach learning as problem-solving; , learn better when they can see the immediate value and application of content; and , prefer to study at a time, place and pace that is convenient for them. V Overview The guide is divided into four main sections: Part I Introduction Part I (chapters 1 and 2) provides an introduction to e-learning characteristics, benefits, Part II activities and the resources needed to develop an e-learning project. It mainly targets Designing an training and capacity-development managers and e-learning programme those who are interested in starting an e-learning project or integrating e-learning components Part II into their organization’s capacity-development programmes. (chapters 3, 4 and 5) provides guidance on how to design an e-learning course (from the needs analysis to the definition of learning objectives, sequencing, choice of learning strategies and delivery formats). This mainly addresses trainers and instructional designers who aim to create learning projects that match learners’ needs by choosing among different methods and delivery formats. Part III Part III (chapters 6, 7 and 8) Creating provides detailed guidance interactive on creating interactive content (from the application of learning strategies content and media to courseware development). This chapter targets instructional designers and subject matter experts involved in content development, Part IV as well as all those who want to know more Managing and about the methodologies and tools used to facilitating learning create e-learning content. activities Part IV (chapters 9 and 10) provides an overview of online collaborative learning and learning platforms used to host online courses. This is aimed at capacity-development managers, facilitators and instructional designers who want to know how to conduct a facilitated online course and how learning platforms can support course delivery, knowledge exchange and communication among participants. The guide also includes a glossary, a bibliography, and a number of templates, checklists and tables. VI Contents About this guide ................III Part I Part II Overview ............................... IV Introduction ....................................1 Designing an ................................29 Contents ................................ VI e-learning programme Acknowledgements .........IX 1. Getting started ..................................... 2 3. Analysing learning needs ............ 30 1.1 Why develop e-learning?.................. 3 3.1 What is the goal of 1.2 E-learning content ............................... 5 the programme? ................................. 31 1.3 Types of e-learning content ........... 6 3.2 Who is the target audience? .........32 1.4 Online facilitation 3.3 What should the and social interaction........................8 programme cover?.............................33 1.5 Blended (face-to-face and online) 3.4 Case study: Identifying learning ................................................... 13 content of a series of 1.6 Case study: FAO blended e-learning courses on SDG learning programme ......................... 15 indicators ...............................................36