E-learning design theories work in much the same way as other learning design frameworks. By incorporating ICT's into the learning context, learning becomes more authentic, real-life, problematic, as well as supportive in the building of deeper knowledge and higher order thinking strategies.
One particular E-learning theory that I relate to best is the Learning Engagement Theory. Kearsley and Shneiderman (1998), produced a framework stemming from this theory in which they assert that "for learners to be truly engaged in their learning in an ICT learning environment they need to RELATE to a real-world, authentic problem scenario that are messy and ill-structured. They need to, in small teams, CREATE solutions to this problem and then DONATE the solution back into the real world".
The engagement learning theory is split into three principles of relate, create, and donate. The following concept map demonstrates these elements and their relationship to each other.
Learning activities that would be situated within the engagement learning theory would be problem based projects. The task guidelines would be board and messy. Students would work in small groups to problem solve a real-life, authentic situation, that has connections in and out of the classroom context. High levels of communication would be evident as students collaboratively relate, create, and donate to their learning.
Kearsley, G. and Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 25, 2010, from; http://home.sprynet.com/~gkearsley/engage.htm
