1. Challenge ActivityFeedback Context The Center for Teaching and Learning Adapted from ASTD Advanced E-Learning Instructional Design Certificate Program
2. 2 | P a g e 1. Designing eLearning: The Introduction 2. Designing eLearning: The Context 3. Designing eLearning: The Challenge 4. Designing eLearning: The Activity 5. Designing eLearning: The Feedback The Designing eLearning series will be centered on creating one eLearning module as a team. Our learning objectives are: Demonstrate the features of Articulate Storyline. Define and create a basic storyboard. Utilize Articulate Storyline to create an interactive eLearning module. Apply concepts from each workshop to build the final product. We will not focus on writing objectives and other pieces to instructional design. This series will strictly focus on designing interactivity in a module. At the end of the series, you will have a completed eLearning module of content. There are several definitions of what is considered eLearning. The e has been represented as electronic, engaging, and/or everywhere just to name a few. There are also different types of eLearning (informal, corporate, and academic). As instructors in a learning institution, we are going to focus on academic eLearning with a preference of the e focusing on engagement. We are not looking to replace our online courses with an eLearning formats however; we would like to infuse more interactivity into courses so that students will be more engaged with the content. ONLINE eLEARNING Learner drives the content Content drives the learner Limited flexibility in learning path Learner creates individualized learning path Quizzes and Exams Interactive Learning Activities Lectures in podcasts or audio recordings Lectures in interactive images and memorable activities
3. 3 | P a g e What problem are you trying to solve? Why do you need interactivity in this content? How do I stimulate the mind of the student? What are the enabling learning objectives? Interaction that actively stimulates the learners mind to do those things that improve ability and readiness to perform effectively (Allen, 2003, p.255) Choose Presentation When Choose Interactivity When Content is readily understood by your students Students are diverse in their ability to understand the content. Errors are harmless Errors are injurious, costly or difficult to remedy Desired change to existing skill is minor and can be achieved without practice. Behavioral changes will require practice Students can easily differentiate between good and inadequate performance. Students need guidance to differentiate between good and poor performance. CONTEXT How is this content relevant to the student? CHALLENGE What can you do to stimulate the brain of the student regarding this content? ACTIVITY What is the physical response to the challenge/stimulation of the brain? FEEDBACK How do I inform learners about the quality of their performance?