Introduction

**Introduction **
The method of teaching and learning adopted at the Centre has been the didactic method which has not been fully effective despite the fact that graduates are able to establish their relevance at in the school setting. The didactic method of teaching and learning being used at the Centre has not been very effective and cannot prepare the students for the 21st Century education demands. The traditional teaching method has the teachers as the sender or source, the educational material is the receiver of the information. The instructional delivery has been through chalk and talk method as well as the overhead projector. According to Skinner (1938 in Damodharan $ Rengarajan, 2004), [|http://math.arizona.edu/~atp-mena/conference/proceedings/Damodharan_Innovative_Methods.pdf] this directed instruction model has its foundations embedded in the behavioural learning perspective. The didactic teaching being used at thye Centre is more teacher-centred rather than learner/learning centre is more teacher-centred rather than learning/learner centred. Thus, the teacher controls the instructional process by delivering the content which only emphasises factula knowledge to the entire class. The teacher delivers the lecture content and the students listen to the lecture. This approach makes the learning/learners to be passive and the learners play little part in the learning process. The major weakness of this method is that it does not challenge the learners into critical thinking and construction of new knowledge. Teo & Wong (2000) reiterated that the traditional teaching method is defective because it places more emphasis on theory without any practical and real life. In order to address this lapses, I think of designing an online learning activity that would facilitate creative and critical thinking among the students of the AMRC, University of Ibadan. Since the traditional approaches to teaching and learning do not encourage students to question what they have learnt or to associate with previously acquired knowledge (Teo & Wong, 2000 in Damodharan & Rengharajan, 2004), problem/project-based learning is seen as an innovative measure to learn how to learn via real-life problems (Boud & Felleti, 1999 in Damodharan & Rengharajan, 2004). The Online learning activity is to make the students to be more engaged with the content and learn better by making meanings out of the content they engage and associated with. It is believed that the more connections people have to a concept, the more likely that person would be able to retrieve it latest in another context.

 Many widely followed instructional design practices assume that the purpose of instruction is to automate behavior, primarily through memorization, drill, and practice, but this no longer seems to be working because the reality of life and demands of work environment no longer consist of mainly routinised tasks as more expansive views about instruction and desired outcomes have begun to take hold while designers are beginning to develop interest in interactive activities that allow learners to discover principles and apply them in particular contexts" (Shank, 2008: 248). This activity provided opportunities for learners to interact with one another and subject matter experts to better understand the complexities involved in real-world work and to be conscious of multiple perspectives. Since the aim of this activity is to facilitate collaborative learning among the students. Wikispaces and typewith.me tools were adopted for the activity. These tools provided affordance that enable collaborative learning and group work. Laurillard in Lowerison, Cole, Abrami & Lavoie (2008) reiterated that the power of computer (technology) and computer-based tools, had the potential to shift teaching and learning from an instructor-led, didactic, linear learning environment to one that is student-centred, resource-rich, collaborative, and active, promising dramatic changes in learning

This e-Portfolio describes the processes involved in the design, and evaluation of the Online learning activity designed. The first section of the e-Portfolio describes the learning design model adopted for the design of the Online learning activity. The Reflective, Recursive, Design and Development (R2D2) model is adopted for the design. The R2D2 model has three focal points which are Definition of focus, Design, and Development and Dissemination. The focal points present a convenient way of organising thoughts through the design to support constructivist approach to learning (Willis & Willis, 2000). Thus, this e-Portfolio is organised in line with the focal points in the Willis and Wright's R2D2 model of Instructional System Design. The Definition of Focus section of the e-Portfolio describes issues relating to the Context, Content, Lecturers, Students, Theories of learning adopted as well as the Learning design model adopted for the OLA. The Design and Development stage of the e-Portfolio provides information on the pedagogical strategies and tools adopted for the OLA, the affordances of the Tool(s), and the Development procedure adopted for the OLA while issues such as assessment, evaluation and reflection come under the Dissemination stage of the e-Portfolio.‍.‍

media type="youtube" key="5dxeQVM9SJ0" width="425" height="350" The process of the designing the online learning activity is discussed under the following topics Definition of Focus

@Design and Development

Dissemination