Abstract:

Higher Education Institutions (HEIs) should promote the Teaching and Learning (TL) activities through student involvement in the construction of their own knowledge in a more autonomous way. In this context, Information and Communication Technologies (ICTs) can have an important role in supporting this new paradigm, improving the TL process. The professor should then assume the role of a mentor, providing the learning environment that allows the referred process going beyond the physical classroom space.

The main technologies used in the TL context can be classified according to the three technological generations that support the Teaching/Learning process: Learning Management Systems (LMS), Web 2.0 technologies and Massive Open Online Courses (MOOCs).

In this work a model to help professors in planning and developing courses with the most appropriate ICTs is presented. This model which is composed by five phases, namely Analysis, Design, Development, Implementation, and Evaluation, is based on the ADDIE model which is the most used instructional one (Hoogveld, Paas, Jochems, & van Merriënboer, 2001; Hsu, Lee-Hsieh, Turton, & Cheng, 2014; Khodabandelou & Samah, 2012; Myers, Watson, & Watson, 2008; Zimnas, Kleftouris, & Valkanos, 2009). In the development of the actual work, there were also considered the best practices of top world universities.

In order to be easy to understand and use, the proposed model is presented as a set of guidelines for planning and developing courses that can be, for example, curricular units, training courses or TL activities. These courses can be implemented using the modalities of face-to-face, e-learning, b learning or m-learning.

It is hoped that the resultant model be a more flexible and versatile way to support the planning and development of an educational program in HEIs.

The outcomes of this work are expected to be valuable for researchers on ICT use in HEI and may help professors implementing innovative courses in their own environment.

References:
[1] Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & van Merriënboer, J. J. G. (2001). The effects of a Web-based training in an instructional systems design approach on teachers’ instructional design behavior. Computers in Human Behavior, 17(4), 363-371.
[2] Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014). Using the ADDIE Model to Develop Online Continuing Education Courses on Caring for Nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 1-9.
[3] Khodabandelou, R., & Samah, S. A. A. (2012). Instructional Design Models for Online Instruction: From the Perspective of Iranian Higher Education. Procedia - Social and Behavioral Sciences, 67(0), 545-552.
[4] Myers, P. M., Watson, B., & Watson, M. (2008). Effective training programs using instructional systems design and e-learning. Process Safety Progress, 27(2), 131-138.
[5] Zimnas, A., Kleftouris, D., & Valkanos, N. (2009). IDEL - A simple Instructional Design Tool for E-Learning. World Academy of Science, Engineering and Technology, 37, 366-372.

Keywords:

Learning Management Systems (LMS), Web 2.0, Massive Open Online Courses (MOOCs), ADDIE model, Higher Education.