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Download Essentials of E-Learning for Nurse Educators by Tim J. Bristol PhD RN CNE ANEF, JoAnn Zerwekh EdD RN PDF

By Tim J. Bristol PhD RN CNE ANEF, JoAnn Zerwekh EdD RN

AJN ebook of the 12 months 2011

Meet the turning out to be call for for extra interactive, self-paced, academic opportunities—master the area of on-line studying! This accomplished, trouble-free, textual content may also help you comprehend the rules in the back of on-line studying; enable you to effectively use it within the lecture room, in scientific, and for employees improvement. Maximize your academic creativity with this unparalleled resource!

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Extra resources for Essentials of E-Learning for Nurse Educators

Sample text

It could be that e-learning is valued in system A more than in system B and, thus, adoption of use of the e-learning strategies would be faster and easier in system A. The use of MP3 technology for streaming audio was adopted slowly as people converted from “traditional” CDs to MP3 players; the advent of the IPod changed the adoption cycle and the use of audio as a means to convey information to learners. qxd 22 UNIT 1 12/7/10 ❘ 5:58 PM Page 22 UNDERSTANDING E-LEARNING Strategies for Implementation For application of Roger’s theory, the four elements must all be present—innovation, communication, time, and social system.

Qxd 12/7/10 6:00 PM CHAPTER 3 ❘ Page 27 INSTRUCTIONAL DESIGN FOR E-LEARNING IN NURSING EDUCATION 27 INSTRUCTIONAL DESIGN MODELS Instructor design models (IDMs) are methods used to provide a systematic thorough process of getting together all that is needed in the design of a course. There are many such models and all have more similarities than differences. Three IDMs are presented here to give instructional designers a sense of what various models have to offer and to provide some choice for instructional designers who care to use one or more of the models.

Instructional design (ID) is the product of optimizing conditions for learners to achieve the cognitive, behavioral, and affective objectives ascribed to the learning activity, which, in this case, is assumed to be a course in a degree generating program, but could just as easily apply to a single learning event or a whole program. It may be easier to think of ID as a process instead of an outcome. Course designers and faculty usually are doing instructional designing to create an environment in which conditions are optimized for successful learning rather than looking at the final instructional design in and of itself.

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