Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24G ood teaching begins with the learner,” says Melis- sa Johnson, eLearning Instructional Design Lead for Saint Mary’s Press. That description sums up the veteran educator’s philosophy for creating instruc- tional materials as well. “This is what we are striving for,” she says of SMP’s eLearn- ing efforts, “to develop eLearn- ing content that is motivational, meaningful and memorable.” Johnson’s philosophy of eLearning comes from years of graduate studies in education and ministry, and 30 years of experience in faith formation and sacramental preparation, including ten years in youth ministry, five years as a middle school religion teach- er and campus social justice minister, and fifteen years as an instructor and religion depart- ment chairperson at Hill-Murray High School in St. Paul, MN. Johnson understands good teachers love to teach, and she says effective eLearning instruc- tion requires effective teaching. “Our eLearning courses do not require teachers to lecture. In fact, research tells us that lectures are not effective teaching strategies compared to student-centered strategies such as cooperative learning jigsaws when students are problem-solving and creating and presenting rather than just passively watching and listening.” What about the potential for distraction with electronic devices as part of classroom instruction? “The best classroom manage- ment is presenting content so compelling students want to pay attention,” Johnson says. “It is hoped that our eLearning courses, with a variety of activities, will be attention-getting. Using these courses will require teachers move about the room to pace students through the online activity sets, monitor students as they are doing the activities, respond to questions, and facilitate class discussions. These courses also enable teachers to sit among their students to facilitate class discussions, field questions and encourage deeper reflection.” “Our goal in creating SMP eLearning courses continues to be offering activities that are interesting enough to get students doing and the room talking. Our eLearning courses require ac- tive classroom management by teachers physically interacting with their students,” she says. “Technology is not good or bad,” Johnson says, “it’s how we use it. Technology is a powerful social tool teachers can use in relational ways—that’s what we’re aiming for. ELearning is not isolating, we preserve and amp up the relational aspect of learning.” THE POWER OF STORYTELLING Saint Mary’s Press eLearning presents what might otherwise remain abstract concepts and understandings in practical, relational terms, Johnson says. She uses the eLearning course Understanding Catholicism to illus- trate. “We have a wonderful intel- lectual tradition but it’s too often abstract,” she says. To introduce it, Understanding Catholicism pres- ents practical, everyday stories “embedded with faith concepts.” “ELearning design involves imag- ining how the doctrines relate to students’ lives,” Johnson says. So students encounter these treasures of our faith through rich story- telling and scenarios that involve the Ms 3WITH MELISSA JOHNSON 1. Motivational 2. Meaningful 3. Memorable SPARK // SMP.ORG/ELEARNING // 17 16 // SMP.ORG/ELEARNING // SPARK