Along with the three keys that Stephen Downes presents in his essay, interaction, usability and relevance, I think at least one more key needs to be added. Just as most college professors are not taught how to teach, most students are not taught how to learn. Since e-learning puts the responsibility for learning on the students' shoulders moreso than some face-to-face environments, e-learning designers need to add metacognitive devices to help students succeed.
These devices might include, but are not limited to:
- tips for successful online learning (e.g., time management, workload planning, how to work in online groups)
- learning style surveys and strategies
- self-assessment instruments throughout each course (e.g., quizzes, guidelines, rubrics)
- how to evaluate resources related to validity, reliability and bias
As for whether or not we are building portals that are over complex, look at the Montessori method as a possible, non-technological model. The "prepared environment" in the Montessori classroom is highly structured, but that structure is not apparent to the user/learner. The environment "already possesses a certain order and disposes the child to develop at his own speed, according to her own capacities, and in a noncompetitive atmosphere in her first school years." (Source, link opens in new window: http://montessorieducare.org/?/academics/method.htm) For instance, learning activities are placed on shelves in order of difficulty, from left to right and from top to bottom. The learners get accustomed to the pathway required for reading (in many Western cultures, at least) on top of everything else.
Further, Dr. Montessori "observed that the child absorbs from the environment she is in, and using specially designed materials she was able to call to the child's inner desire to learn. These materials are presented in small groups, frequently on the floor, encouraging individual hands-on participation, and peer problem-solving dialogue. The child is allowed certain freedoms to be independent within the highly sequenced structure of the Montessori Method. Control of error is built into manipulative materials and charts, encouraging self-confidence and independence." (Source, link opens in new window: http://www.tidenet.com/gms/FAQ.html#where) Our virtual learners also need structured environments and need to be engaged in participation and interaction.
If our virtual learning environments embody these concepts, I think it is okay for it to be more complex behind the scenes. The complexities for instructors may require additional support from academic technology staff.