KDKA a 21st Century e-learning Model
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BenMessaoud, F. (2009). KDKA a 21st Century e-learning Model. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1532-1533). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32675.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
October 26, 2009
Theo Bastiaens, Jon Dron & Cindy Xin
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Table of Contents
Instructional design and the sophistication of the LCMS are no longer sufficient to proclaim the success of e-learning in the true transfer of information and knowledge between learners and the facilitators. The KD-KA model portrays the relationship between curriculum and instruction in the interrelation between learning and performance where curriculum is to the instructor what teaching methods are to the curriculum just as instructions are to the learner what learning styles are to instructions. Consequently from the instructor side the teaching activities must be designed as just-in-time (JIT) learning where moments of understanding come at the point of the student’s need. While on the learner’s side all the student’s deliverables must be designed and delivered using four fundamental e-learning elements and not just one or two. These four essential e-learning elements consist of Instructional Design (ID) and Pedagogical Design (PD) for the content and courseware substance on one side and the Technical Design (TD) and Functional Design (FD) on the LCMS side.
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