E-Learning for Kids: A Global Non-Profit Foundation

Background
In today’s complex world, children’s futures are determined by their ability to master the basics of reading, science, math and computers. Yet costs, class sizes and other issues often prevent children access to quality online learning that can support and reinforce these essential skills.

The vision is to be the source for childhood learning on the Internet – available from anywhere and without charge. Established in late 2004, e-Learning for Kids is a global, nonprofit foundation dedicated to fun and free learning on the Internet for children ages 5 - 12. We offer free, best-in-class courseware in math, science, reading and keyboarding; and we’re building a community for parents and educators to share innovations and insights in childhood education.

E-learning for Kids isn’t only for kids, though; it’s also a site where parents get more engaged in their kids’ education, educators and experts champion e-learning and contribute their knowledge on how kids can learn better. Commercial education and game developers contribute to the next generation. Corporations and associations channel their social responsibility efforts. People with a passion for childhood education make a difference.

All-volunteer staff consists of committed education and e-learning experts and business professionals from around the world. Team members develop and source e-learning courseware, marshal resources for educational content, collaborate with other educational foundations, reach out to corporations and associations for funding and sponsorships, and build awareness among schools and the media.

Programs are designed for children ages 5 through 12, developed by leading e-learning vendors and qualified instructional designers, and reviewed by members of our Advisory Board and Quality Assurance teams. Schools can incorporate our tested online courses into their curriculum; teachers can work with their students on specific skills; and children can access the self-paced programs independently. Our programs are designed to engage children at the level where they can perform well.





Executive Team
Nick van Dam, Ph.D., Founder and Chairman
Brian Petersen, Ph.D., Chief Operating Officer
Vicki Cerda, Director of Communications and Outreach
Arjen (AJ) van de Voort, Director of Business Operations
Gregory Bylos, Chief Technology Officer
Amy Castillo, Director of Translations
Michelle Hancock, Director of Quality Assurance
Elaine Grandolfi, Executive Assistant
Advisory Board
Elliot Masie, the MASIE Center
Allison Rossett, Ed. D., San Diego State University
David Holcombe, President and CEO of The eLearning Guild

Courses for Kids
Math Courses
Language Arts Courses
Computer Skills Courses
Science Courses
Health and Life Skills Courses
English Language Courses


Instructional

Motivation
First, the program provokes attention with the use of colour, brightness, sound and animation. However, for the sound, it is not set in front of the homepage but when we open every exercise, we can hear the sound. Although it has exercise but it is only in lesson format, not games. This program only focuses on some topic and the exercises that related to the lesson. Besides that, this program gives challenges to the user as it maintains appropriate levels of challenge which means increase levels of difficulty with progress. It also can maintain the user’s confidence by giving encouragement. For example, if the users answer it right, they will get compliment. But if the user answers it wrong, they will give chance to try again. It also encourages the users to envision themselves in an imaginary context or event where they can use the information that they are learn. For the goal setting and scoring, it is clearly stated and provides indication of how the users are proceeding periodically.
Interaction and Feedback
This program reinforces the correct answer with positive feedback such as clapping, compliment; give present like trophy and medal. It also supplies the correct response with giving the correct answer but it is repeating and recommends special remediation to students through exercise in vocabulary and memorization. This program not evaluates the users' answers and explanations why the users' answers are correct.

Goal Orientation
This program has a clear goal for tutorial style stated and its documentation have defined objectives and goals.

Learner Control
This program gives the user able to discover the program freely and can exit any time. But, it does not allow the user to be active, collaborative and reflective in knowledge construction as the user can give own answer except the answer provided.

Curriculum

Accuracy and Fairness of Content
The content of the program fit well into local school curriculum at the grade level for which it is intended. The using of the vocabulary level also can compatible with the reading level of the intended users. In the other way, the presentation of the content logical and well organized and delivered according to the main ideas or the big picture and followed with supporting ideas, it is also requires the users to complete certain base tasks before they are allowed to move on to next exercise.

Cosmetics

For cosmetics, it can divide into several categories such as colour, text layout, use of hypertext, graphics, animation, sound, menus and icons, interface design and instructions. About the colour, in this website we find that it can enhance the impact and legibility of the screen.

Colour
Using colour, it can attract students because it look interesting.




Text Layout
The program require no scrolling when reading the information, the font chosen are appropriate so it help students to read more easily and we think that the sound used are not become distraction for the main point of the screen.

Hypertext
It can help leaner to develop understanding by providing useful links.

Graphics
We find that the graphics are make information more attractive, because using the graphics students are more excited to read the information in this website. Even more, the graphics also can help the students in visualization of particular event, place or object; it helps students in memorization of key information by using colours or highlights the important point in the subject, and graphics also aid students understanding about the subject or information that they read in this website.

Animation
It invite input to students using animation so, it can minimize static boredom. However, the animation are not motivate through humour.

Sounds
It is add to the understanding to the teaching point. For example in this website, it uses the sound to give instruction and explain the steps in certain activities such as in mathematic and science subjects.

Menus and Icons
Provide an intuitive clear interface and various options are readily available. Besides that, with menus and icons learners can see components which they have already completed and ones still to be done. For example the exercise that is given in science subject about our heart, the students still can see the components even thought they have already finished the activity.


Interface Design

In this website, it provide orientation information such as welcome screen, offering an overview, basic tips and links to more in depth help. The welcome screen goes away when learner is no longer new to the program.

Technical Aspect

Finally, is about technical aspect that can divide into 3 main categories such as ease of use, speed of access and personalization.

Ease of use
About ease of use, we think that the system require specialize training to operate because before use this website students must have knowledge about the subject that they want to learnt using this website to make sure that by the end of this activities students can improve their self in that subject.

Speeds of access
Besides that, for speeds of access category we find that the homepage can be downloaded efficiently enough to keep student on task.

Personalization
Before the students can start doing the activity, they need to fill their name into the program available to start the activity.

CONCLUSION

We hope using this web, every student will enjoy in their learning and more understand about the subject that they have learnt in school. This web can help them to measure their understanding in the subject like Science, Mathematic, and English.

Assalamualaikum w.b.t…

For the first task, we have to choose one textbook to see its instructional technology. Cause of that; we use the secondary textbook which is ‘Pendidikan Sivik & Kewarganegaraan’ for Form 1. Therefore, we can determine the textbook either using ‘childish elements’ like primary school’s textbook or it has been upgraded. Furthermore, we also want to know whether it implements more graphic or more emphasis on contents. To support our task, we have differentiated into three different areas including organization, content and physical aspects. These categories are only a selection of criteria and don’t cover every aspect that needs to be considered.

ORGANIZATION

The first aspect is about organization of the textbook. From our findings, we assume that this textbook provides a useful table of contents as it has been placed at the first page of the text book. It shows a logically arrangement and development of subject which means easy to understand and in order. Same with the glossary and index, they are useful as they put the important of key words and the highlight of each theme. Besides that, all pages are numbered and although some of the pages aren’t it will not confusing the students. Aren’t number pages are mostly for the theme of each topic in the textbook. Moreover, this textbook has provides the references and each reference has been attached with their title of the book or journal including their author, year, and pages. Unfortunately, for each chapter or theme, it doesn’t provide introduction and summaries that are clear and comprehensive because it is only ‘story teller’ or trilogy of the graphic.

CONTENT

Second aspect that we assess in our task is the content of textbook. The language in this textbook is appropriated for the intended age group and reading level, clear and grammatically correct (if not how come it can be published). It is also using the simple word which make easy to understand and more over, it is in Bahasa Malaysia. At each topic, it contains end of lesson questions or quizzes for students to measure their understanding and make revision about the topic. Furthermore, the activities in the textbook engaged students in active learning as being done in grouping which make encourage them to work in group and exchange the ideas. They also are appealing to a wide range of abilities and interests as many of the activities need the students to use their creativity such as they have to act, present and do the further discussion looking for more information. Nevertheless, the content is not really accurate and up-to-date because there are many stories that we have known before. For example, in the textbook, it contains themes such as our personality and ‘cerita rakyat’ for each ethnic. It should be using more interesting methods related to and relevant with the current situation. Meanwhile, this reason makes the textbook can’t be use for several years before it is updated throughout the time to compete with others text book. Besides that, the content of the textbook doesn’t meet the local and national standard as it is only about our country, Malaysia and also not be supported by other text book or resources. If it has, it is only a little bit related to Islamic Education and Moral.
PHYSICAL ASPECTS

The last part is about physical aspects. The using of font and style are age-appropriate as it is clear to read and standardized in text, style and size of font. Regarding its layout page, it is also uncluttered and balanced which in landscape orientation. Moreover, the binding, pages and cover are durable as its arrangement is systematic like other text books. Unfortunately, the size and weight of the text book aren’t appropriate for students. Maybe it is more readable if it is in a small term just like ‘Kerusi’ textbook whereby it will easy to bring and more attractive. This textbook also not appeals to the student because it makes them dullness. Although it provides appropriate representations of age as it has some illustration such as graphic, it still can’t attract students from boring (monotonous).

SUMMARIZATION

Alhamdulillah with the great of Allah, we feel grateful as we finished this task. This textbook has its own advantages as it fulfills the standard that had been invariable for the text book. On the other hand, it also has disadvantages. So, our suggestion to make this textbook more interesting and can attract the students, it should be improved in its content, organization and physical aspect from time to time. Thank you!!!