Exploration

This phase involves a summary investigation of the context within which I wish to design my online learning activity. It involves investigating and documenting relevant information related to the instructional and training settings, including individual and collective beliefs on learning and information solicited from others involved in the instruction and training situation, to inform the design (Dabbagh & Bannan- Ritland 2005:115).

**Online Learning Model: **

ILDF Model by Dabbagh and Bannan-Ritland (2005),Image from Vula UCT,Centre for Educational Technology Dabbagh & Bannan-Ritland’s Integrative Learning Design Framework for online learning will be used to inform my design of this prototype online learning activity. This framework is being used because it is a comprehensive and flexible model that draws heavily from the iterative nature of traditional systematic processes of instructional design and can be applied in multiple design and development settings (Dabbagh 2005). Also Traditional instructional system design models that include analysis, design, development, implementation, and evaluation stages have been applied to the development of many types of learning materials including online learning and there has been high attrition rates and dropouts due to the stale and unengaging nature of online learning environments (E-defining Education 2002,cited in Dabbagh 2005:111). Traditional instructional systems design models do not typically consider the trainer’s, professor’s or instructional designer’s beliefs, insights or intuitive understandings about teaching and learning (Dabbagh 2003).

Activities that would be carried out during this exploratory phase would include the following;
 * Context of Online Learning Activity: **
 * Gathering information about instructional/training context.
 * Explicitly documenting insights and findings on gathered information.
 * Examining individual perspectives on the learning process.
 * Incorporating published perspectives on the learning process.
 * Soliciting perspectives and existing information on the learning process, content and online delivery method.

This prototype online learning activity would be designed to train Educators,University lecturers and education policy makers who would be attending the M.Ed (ICTs) course at the University of Cape Town,South Africa. This programme is offered jointly by the Centre for Educational Technology (CET) and the School of Education (SoE) at the University of Cape Town. It includes both face-to face block sessions and online activities . <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students attending this course are mostly mature students who are employed and capable of learning indipendently.These students generally have access to internet although there is a general problem of limited internet connectivity(Internet Stats Africa) and infrastructure around Africa. Access to the internet is mainly by individual laptops ,Internet cafes or at work. Most of this students have mobile phones and check their emails regularly on mobile phones although they may not have 24 hour access to internet from a desktop computer or laptop. Due to the limited technology infrastructure,students are able to access online content and are able to take part in asynchronous learning activities but may be largely unavailable for synchonous learning activities. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">The following key issues about my context therefore inform my design of this learning activity; <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 24px;">Another important aspect of this design is the context which surrounds the lecturers of this course. Generally, the lectures are; <span style="font-family: 'Times New Roman',serif; font-size: 16px;">This Online learning intervention will need to take these factors into consideration in the design. Camstudio and Power Piont presentation would therefore be used to produce screencast on the use of Adobe Connect and some of the contextual factors which affect its use. This design is based upon the designers knowledge of how learning occurs in an online environment and also the contextual factors within which the learners learn (Poor internet connectivity,ICT infrastructure and high mobile penetrations rates) Two assumptions are taken into consideration in the design of this elearning activiy; <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Based on theses two factors, the learning activity would be designed based on the following instructional strategies.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Limited internet connectivity and technology infrastructure.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Limited time to access online material.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participants for this online learning activity work full time.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participants are matured and capable of independent learning.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participants have greater access to emails through their mobile phones.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participants have a common interest in learning how to use Adobe Connect for online meetings.
 * <span style="font-family: 'Times New Roman',serif; font-size: 120%;">Matured and very Educated, hence they understand the contextual factors affecting the use of ICTs in developing communities.
 * <span style="font-family: 'Times New Roman',serif; font-size: 120%;">They are able to use various learning technologies properly.
 * <span style="font-family: 'Times New Roman',serif; font-size: 120%;">They have good access to the internet & ICT infrastructure is excellent.
 * <span style="font-family: 'Times New Roman',serif; font-size: 120%;">They are also very interested in the use of ICTs for educational purposes.
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Cognitive Information Processing perspective (Dabbagh 2005:26),which considers learning to be behaviourist in nature and;
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Situated Cognitive View ( Dabbagh 2005:26),which goes beyong the boundaries of a person to include social interactions,culture,environment and artifacts (Hutchins & Hollan, 1999, cited in Dabbagh 2005:27).In this view,coordination and social interaction amongst individuals is very important in the learning process.
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Supportive instructional strategies through modelling and explaining.
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">dialogic instructional strategies by promoting collaboration and social negotiation and also reflection.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">**Outcomes:** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">This prototype learning activity (Prototype online learning Activity.) would <range type="comment" id="844088">therefore help the students in sucessfully learning what Adobe connect is and some of the contextual factors which affect the proper use of Adobe Connect. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">The Adobe connect screencast would serve as an expert model on some of the functionalities and proper usage of adobe connect.This process is aimed at preparing the students for the Adobe Connect sessions they would have during the first year of their studies. Through this activity, lectures would understand ; <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 24px; text-align: justify;">The students should be able to understand ;
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">The main problems facing their students in the use of Adobe Connect through various interactive tools such as chat and also assists them in learning through asynchronous or synchronous features such as email and chat respectively.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">What Adobe Connect is.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">System requirements and ICT tools required to properly engage in online meetings using Adobe Connect.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">Some Contextual factors affecting the use of Adobe Connect in developing communities and also how to overcome this factors in order to successfully participate in online meetings.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">How to use Adobe connect during online meetings.
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: justify;">How to use the chat feature of Adobe Connect if they have difficulties participating by voice during meetings.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. //Educational Researcher, 32//(1), 21-24. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Dabbagh, N., & Bannan-Ritland, B. (2005). //Online learning: Concepts, strategies, and application//. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References: **