Introduction+(background+to+my+e-portfolio)


 * EDNS 5101S STUDENT NO: RZYNOM001 HONS (EDUC.)**


 * E-PORTFOLIO DRAFT: NOMHLE RAZIYA**


 * PREPARED FOR : C. HODGKINSON-WILLIAMS**


 * ABOUT MYSELF: **


 * INTRODUCTION**


 * Background for my e-learning activity**


 * The learners doing the Marketing Course have achieved a Grade 9 pass, most have general knowledge on the subject or have never been exposed to it.**
 * of computers. The course requires them to develop and use theory work done in class and simulate it in a practical class for 3 hrs** **a week. By the end of each term they must have gained competency at a skill for that level. These skills are then applied to a real-life project in a Marketing context, for example research a product they would like to be selling during the end of term 3, which would be the project they would be doing for the doing related to topics and outcomes taught in class using different subjects falling in the Marketing Programme. During this time the make use of the Business Centre (Practical Room ) where with the help of the facilitator (myself ) they use the internet on computers , social media on a some computers, printers, scanners, telephone and drawing stationery (colour pens, scissors, charts etc).The various tasks are reviewed as they work in their groups and submitted fortnightly for summative assessment.**


 * For example: //Learning Activity//: Level 2 (Grade 10)**

Marketing **(One of the FOUR subjects offered and integrated to other 3 subjects offered in the programme. The topics in the various subject support each other.**


 * Task: Conduct Market Research of your Food Product.**


 * Instructions in the practical (Business Centre) are given face to face for few minutes to establish theoretical knowledge, I then use this content to explain the task at hand, thereafter with the help of the assisting subject lecturer start working on the task group by group by group.**


 * Business centre is equipped with 12 computers for a group of 30 students in one sitting, working in groups of 5-6 learners in a 3hr session per week.**


 * 2. ONLINE LEARNING DESIGN MODEL**


 * The importance of social and cultural context.**


 * I have based my learning activity on the Dabbagh, N & Bannan –Ritland, B Model because of its emphasis on integrations on pedagogical models, instructional strategies and learning technologies.**
 * Source : EDNS 5101S DAY 1 presentation. By C. Hodgekinson-Williams,adapted from Dabbagh,N & Bannan-Ritland,B (2005) Chapter : Integrative learning design framework for online learning environments.**


 * There were aspects in Rawsthorne, P (2005) Agile Methods of Software Engineering should Continue to have on influence on over Instructional Design Methodologies, using mainly the following assumptions:**


 * Constructivism**


 * Rawthorne believes that learners generate knowledge and meaning from an interaction between their experiences and their ideas. Agile Instructional Design (AID) Model enhances constructivism by involving the learner in the curriculum development process.**


 * Authentic Activity**


 * Younghee Woo looks at Authentic Activity as a subset in the Social Constructivist theory. To support the construction of meaning, students need to interact with one another in accomplishing authentic activities in social contexts similar to those in which these activities will actually be used. Peer interaction can enhance the construction of meaning and advance students' intellectual growth.**


 * Authors' underlying pedagogical assumptions**


 * Rawsthrone encouraged a collaborative teaching environment where the students would get involved in multidisplinary teams. Students are encouraged to work in teams and guide each other to the right answer. A constructivist teaching environment is reflected where encourages learner roles/needs are highlighted this implies that the teacher is the faciltator,guide as the students construct knowledge from the previous experiences.The teacher guides students by asking questions that will lead them to develop their own conclusion.**


 * The author encourages a democratic learning environment where activities are student centered and interactive this implies that learning is non authoritative.**