elearning tips

7/29/2019 elearning tips

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58TIPSBreakthrough eLearning

Instructional Design

Contributing Editor, Chris Benz, The eLearning Guild

for


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58 Tips for Breakthrough eLearning Instructional Design i

2012 by The eLearning Guild. All rights reserved.

The eLearning Guild120 Stony Point Rd., Suite 125

Santa Rosa, CA 95401

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1.707.566.8990

Contributing Editor: Chris Benz

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Guilds 58 Tips for Breakthrough eLearning Instructional Design

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was written and the date it is read.


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58 Tips for Breakthrough eLearning Instructional Design ii

58 Tips for Breakthrough

eLearning Instructional Design

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

About Our Tipsters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Twelve Tips for Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Twenty Five Tips for Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Fourteen Tips for Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Seven Tips for Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17


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58 Tips for Breakthrough eLearning Instructional Design 1

Introduction

Dear Colleagues,

Instructional design (ID) is or at least should be the oundation or eective eLearn-

ing. ID drives both development and delivery, and can mean the dierence between

successul eLearning and something that just wastes peoples time and your organi-

zations money. But whether you are new to ID or have been designing eLearning or

a while, its easy to get stuck in certain ways o doing things, and dicult to come up

with new ways. So how do you develop something new in your eLearning designs?

In early 2012, ater completing the program or The eLearning Guilds May 2012

Online Forum on eLearning Instructional Design: Advanced and Breakthrough Tech-niques, we realized that we had a wonderul opportunity. By gathering ID tips rom

each o the 14 ID design experts we had lined up to present at the Online Forum,

we could share some o that expert knowledge ar beyond the event. This eBook is

the result o that eort.

All 14 presenters submitted tips, or a total o 58. Presenters submitted tips directly

relating to their Online Forum presentations or to ID in general. The Guild then edited

the tips and organized them into our categories: Research, Design, Development, and

Project Management.

I hope you get great value rom this eBook, and are able to use many o the tips to en-

hance the way you design eLearning. I also hope you consider attending or presentingat an upcoming eLearning Guild Online Forum!

Sincerely,

Chris Benz

Director of Online Events, The eLearning Guild


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About Our Tipsters

Michelle Costello, Education and Instructional Design Librarian,Milne Library, SUNY Geneseo

Michelle Costello has been at the State University o New York (SUNY) at Geneseos

Milne Library since 2007. Michelle recently became Education and Instructional De-

sign Librarian, serving as the librarys liaison to the Universitys School o Education

and providing reerence help and library instruction to students, aculty, and commu-

nity members. Prior to this new position, she was part o the Circulation Management

Team, where she designed and implemented a new service model combining the li-

brarys reerence and circulation desks. Michelle holds a M.L.S. degree rom Syracuse

University and a B.A. in Psychology and Elementary Education rom St. John Fisher

College.

Jennier Cote, Curriculum Developer, Salesforce.com

Jennier Cote has over 10 years o experience developing instructor-led training

(ILT) and eLearning courses. She took one company rom zero to multiple eLearning

courses within the rst year. She has expertise using rapid eLearning tools to create

stimulating and eective eLearning courses using narrated presentations, interactive

sotware demonstrations, simulations, and scenario-based activities. She has taught

technical courses to high-tech companies worldwide.

Kimberly Davies-Homan, Coordinator of Instruction and ReferenceServices, Milne Library, SUNY Geneseo

Kimberly Davies-Homan has worked at the State University o New York (SUNY) at

Geneseo since 1999. As an indication o Kimberlys passion and diligence to out-

standing library instruction, customer service at the reerence desk, and overall collab-

oration with colleagues and departments across campus, in 2006 alone, she received

a continuing appointment, was promoted to Associate Librarian, and received SUNYs

Chancellors Award or Excellence in Librarianship. Kimberly earned her M.L.S. degree

at SUNY Bualo and her B.A. degree in French and International Relations at the Uni-

versity o New Hampshire.

Julie Dirksen, Independent Consultant,Usable Learning, LLC

Julie Dirksen holds a M.S. degree in Instructional Systems Technology rom Indiana

University, and has had nearly a dozen years o experience designing interactive

eLearning environments or Fortune 500 clients. She has been an instructional strate-

gist with Allen Interactions, and an adjunct aculty member at the Minneapolis College

o Art and Design, teaching courses in Project Management, Instructional Design, and

Cognitive Psychology. She also believes that we need to learn how to use the addictive

powers o Tetris or good rather than evil.


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Corey Ha, Instructional Technologist, Milne Library, SUNY Geneseo

Corey Ha has been a technology enthusiast or the past 20+ years with a wide range

o experiences. Corey has been involved with K12 and higher education as an appli-cations specialist, learning developer, Web programmer, and systems administrator. In

his current role on the Milne Librarys Instruction Design Team, he assists users with

integrating technology in instruction. Corey earned his M.L.S. degree at SUNY Bualo

and a M.S. degree in Inormation Technology at Capella University.

Dick Handshaw, Founder and President, Handshaw, Inc.

Dick Handshaw is a consultant, speaker, and champion or real innovation and quality

in ID. Dick is a pioneer in the eld, with more than 30 years o experience as a learn-

ing and perormance-improvement proessional and entrepreneur. In 1985, he ounded

Handshaw, Inc., a company that today is a leading provider and innovator in the designand development o learning services and solutions. Dick has served as a consultant

or many organizations to help them establish a results-oriented learning strategy, meth-

odology, and practice, and he is a respected thought leader who has presented at vari-

ous international conerences.

Charles Jones, Instructional Systems Specialist, U.S. Department ofVeterans Affairs

Charles Jones has been developing interactive Web-based training games and course-

ware on healthcare topics or the U.S. Government since 1998. In 2010, the Strategic

Health Care Communications Group gave Charles an e-Healthcare Leadership Awardor Best Internet Site in the category o business and process improvement applica-

tions or products or a physician-oriented Web-based learning game. In 2004, Nielsen

Norman Group named his government intranet site as one o the worlds Top 10 gov-

ernment and public-sector intranet designs. Charles holds a Masters Degree in Educa-

tion with a specialization in distance learning or adults.

Jean Marrapodi, Ph.D., Chief Learning Architect, Applestar Productions

Jean Marrapodi currently works at New England College o Business as an ID and ac-

ulty member, teaching communications and management courses. Jean has more than

a decade o experience in the eLearning eld, where she has worked in the nancial,retail, and healthcare arenas, and serves as a volunteer in the non-prot sector. She

holds a Masters degree in Online Instructional Design and a Ph.D. in Adult Education,

both completed online at Capella University. She is a Certied Proessional in Learning

and Perormance, ASTDs highest credential.


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David Metcalf, Ph.D., Senior Researcher and Director, Institute or

Simulation & Training METIL, University o Central Florida

Dr. David Metcal explores leading-edge innovations in learning. Specifc areas oocus include learning-business strategy, perormance measurement, operational

excellence, outsourcing, blended learning, and mobile learning. David was ormerly

the Chie Learning Technologist at RWD Technologies. He joined RWD with the sale

o his NASA Kennedy Space Center (KSC) laboratory spin-o company, Merrimac.

Prior to the spin-o, he was the Lead Multimedia Designer at NASA KSC. David is the

author o several recent works including Blended eLearning: Integrating Knowledge,

Performance Support, and Online Learning; mLearning: Mobile Learning and Perfor-

mance in the Palm of Your Hand; and mHealth: From Smartphones to Smart Systems.

Brendan Peterson, Manager, Training and Certifcation, Salesorce.com

Brendan Peterson has designed, developed, and managed eLearning or over a de-

cade. He has worked as a Learning Strategist at DigitalThink, as a Learning Solutions

Architect at Apple, and as a Curriculum Developer and Manager at Salesorce.com.

Gina Richter, Instructional Designer, First Data

Gina Richter is an action-oriented lielong learner with a zest or lie, a good imagina-

tion, inquiring intellect, ingrained ethics, and a desire to excel. That is why online learn-ing was the perect way or Gina to obtain her M.S. in Instructional Design / Online

Learning and move orward in her career. She is now pursuing her doctorate. With over

10 years o experience in the analysis, design, development, delivery, and implementa-

tion o learning, she continues to bring passion to the table in her pursuit or the right

learning solution, at the right time, through the right delivery methodology.

A.J. Ripin, Director, Future and Emerging Technologies, Moving Knowledge, Inc.

In his current role, A.J. Ripin leads collaboration and discussion with world leaders rom

industry, healthcare, academia, military, and nonproft organizations. Beore joining Mov-

ing Knowledge, A.J. served as a Co-ounder and Principal o Mem-Cards Corporation,

where he worked with the likes o Tom Peters, Jerey Gitomer, Stephen Covey, and

Ken Blanchard, and developed hundreds o job aides and mobile-perormance-support

guides. He also participated in the U.S. Secretary o Educations Innovators Roundta-

ble on the Integration o Education and Technology. He is a graduate o the University

o Hartord, where he earned a B.S. in Business Administration with a concentration in

Entrepreneurship.


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Judy Unrein, Senior Instructional Designer, Nike, Inc.

Judy Unrein specializes in designing eLearning and blended-learning solutions. Judyspeaks and writes regularly about learning design and technology or a variety o or-

ganizations and publications. She holds a Bachelors degree in English, and both a

M.B.A. degree and a M.Ed. degree in Instructional Design. She has worked in the

learning and development industry since 1997 as a trainer, project manager, and learn-

ing designer.

Inge de Waard, eLearning Coordinator, Institute of Tropical Medicine

Inge de Waard is an internationally engaged eLearning coordinator and researcher at

the Institute o Tropical Medicine Antwerpen (ITM) in Belgium. She is an international

speaker who has consulted or eLearning start-ups in South Asia, Arica, and LatinAmerica in addition to eLearning projects within ITM. Working requently with partners

rom developing countries, she is involved in mobile and Web-based learning projects

in dierent low-resource regions throughout the world. Involved in eLearning since

1999, Inge has a background in pedagogy and IT and she combines both spheres to

ensure optimal Technology Enhanced Learning or all stakeholders. She is also an ac-

tive member o several international learning organizations.


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The eLearning Guild | 120 Stony Point Rd., Suite 125 | Santa Rosa, CA 95401 | +1.707.566.8990

http://bit.ly/olf94info | +1.707.566.8990LEARNMORE

May 17 & 18, 2012Advanced and Breakthrough Instructional DesignHow can you take your instructional-design skills and techniques to the next level? What are some of the

newest innovations in instructional design? What does the research tell us about which design techniques

really work and which ones dont? If you want to design increasingly compelling online learning experiences,

or just need some fresh ideas, join the authors of this eBook at this upcoming Online Forum.

Learn more athttp://bit.ly/olf94info

Register for an individual Online Forum for $495 ($395

for GuildMembers) and get access to the live event plus

the recordings of all ten sessions for 12 full months.

Register Now at http://bit.ly/registerolf94

Become an eLearning GuidMember-Plus and get access

to all Online Forums the live events plus the 700-ses-

sion archive for 12 full months, all for only $695.

Join Now at http://bit.ly/joinolf94

How to Attend...

OPENING SESSION

101 - Demonstrating Instructional Design Value through

Results, Dick Handshaw, Handshaw, Inc.

CLOSING SESSION

601 - Evolving Possibilities for eLearning Design,

David Metcalf, Ph.D., University of Central Florida, and

A.J. Ripin, Moving Knowledge, Inc.

ADVANCED DESIGN TECHNIQUES

201 - How Rapid Development Tools Inuence Your

Design, and How to Not Let Them, Judy Unrein, Nike, Inc.

301 - Flash and Beyond: Making eLearning Accessible,

Charles Jones, U.S. Department of Veterans Affairs

BREAKTHROUGH DESIGN TECHNIQUES

202 - Library as Catalyst to Collaborative Instructional

Design Initiatives, Michelle Costello, Kimberly Davies-Hoffman

& Corey Ha, Milne Library, SUNY Geneseo

302 - Chiropractic ID: Adjusting for Alignment,

Jean Marrapodi, Applestar Productions

ADVANCED DESIGN TECHNIQUES

401 - Whats Your Story? Using Personas to Focus Your ID,

Brendan Peterson & Jennifer Cote, Salesforce.com

501 - The Advantages of MOOCs for an International Learnin

Audience, Inge de Waard, Institute of Tropical Medicine

BREAKTHROUGH DESIGN TECHNIQUES

402 - Designing for Flow: Creating Compelling User

Experiences for Learning, Julie Dirksen, Usable Learning, LLC

502 - Beyond ID: Moving from Filling Training Requests to

Improving Performance, Gina Richter, Behavior Learning

Systems, Inc.

THURSDAY, MAY 17, 2012 FRIDAY, MAY 18, 2012

Register for this Online Forum Best Value All Online Forums


10/22


Twelve Tips or Research

Beore you start designing your next course, do some research onan ongoing basis on general ID techniques, strategies, and trends,

as well as on the specics o your learners and your subject matter.

(Reading this eBook counts! So does talking with other designers.)

Even i youve been designing or years, theres always something

new or at least new to you and learners needs and preerences

can change over time. Research is one o the best ways to ensure

that your designs stay resh and relevant, and that you dont burn

out doing the same old thing. Here are some ways our tipsters stay

inormed.

I you are able to, regularly attend workshops and conerences on instructional design

and instructional technology. These will keep you apprised o the newest developments

in the eld and are a great way to network. Make sure you take the time to go to events

outside o ormal sessions; these are oten the best times to meet new people and talk

about the ideas discussed during the ormal sessions. In addition, take advantage o

conerences and workshops outside o your specic eld or area. (For example, i you

are an academic, go to a corporate-ocused conerence.)

Michelle Costello

Play Plants vs. Zombies. Seriously, play the video game Plants vs. Zombies, www.

plantsvszombies.com/, (or some equivalent video game) and look at how the game

does a ew things. It:

Provides feedback to help players adapt their performance

Uses scaffolding to gradually develop skills

Balances the challenge to match the learners ability

Uses incremental increases in complexity to teach highly complicated tasks

Julie Dirksen

Expose yoursel. To other ideas, that is. I you havent experienced a wide range o

learning experiences, go out and nd them. Rather than letting authoring tools tell you

how to design, learn rom what you like and dont like.

Judy Unrein

Keep building relationships and asking questions to integrate into the business. This

will enable you to create integrated learning experiences.

Gina Richter


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Understand your learners. Use ocus groups to ask questions, gather inormation, and

dene the characteristics o your target audience.

Brendan Peterson and Jennifer Cote

Keep an eye out or peers on your campus or in your organization who are taking on

new projects and are asking or help in their instruction. I you can successully work

with this one new person, they will spread the word to others and you can build your

portolio one case study at a time.

Michelle Costello

Ask the subject-matter expert how well the learner needs to perorm the task. I learn-

ers would do it with the assistance o a job aid, assess them doing the task with the

job aid. There is no need to teach something to mastery i people will always look up

that something. Think mail merge: Ater you understand the concept and walk through

it the rst time, there is no need to do it without assistance unless it will be a daily task.

Use the help le as needed in the uture.

Jean Marrapodi

Stop thinking about courses and start thinking about integrated learning experiences.

Gina Richter

Training personas should be ully feshed-out characters with pictures and back-stories

that identiy characteristics o your target audience such as skill level, experience, and

job role.


Oer workshops or any new ideas you glean. I you are able to teach others what you

have learned, it will not only help you gain a better understanding o the content, but

show those around you what you can do or them.

Michelle Costello

Scratch. In The Creative Habit, Twyla Tharp explores the idea o scratching or ideas,

or looking or inspiration in small things such as everyday conversation. Some o my

best ideas or interactions have come rom small nuggets that Ive added on to. Once

the idea is developed, you can gure out what tools you need to make it happen.

Judy Unrein

Provide inormal credits or bonuses or learners who oer substantially relevant inor-

mation. All organizations have employees that, rom time to time, have great ideas on

improving eciency or saving costs. Create a workplace environment where employ-

ees can share these ideas with the training department. When you use such an idea,

make sure you give that employee credit or a bonus or promoting knowledge sharing.

To avoid misunderstandings, make sure youre clear up ront on what is substantially

relevant.

Inge de Waard


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Twenty-fve Tips or Design

The core o instructional design entails envisioning learning out-

comes and determining the learning tactics and strategies or pro-

ducing these outcomes with your learners. Our tipsters share some

o their best ideas or designing eective learning.

Design or fow. Match the level o diculty to be slightly but only slightly out o

reach o the learners current ability, and match that with corresponding opportunities

to practice and coast a little. When a challenge ar exceeds a learners ability, it quickly

becomes rustrating. And when a challenge is ar too easy or a learner, its boring. Butsomething that is slightly too hard can be a satisying challenge, while something that

is a little bit too easy can be a satisying opportunity to coast or a ew minutes.

Julie Dirksen

Dont take a training order; ask questions to determine the business drivers, processes,

culture, and technical inrastructure, and learn how you will measure success. Then,

in context, build knowledge and change behaviors and/or attitudes to improve peror-

mance.

Gina Richter

I a SME cannot articulate the big idea o a desired course in a single sentence, theydo not know what they are looking or. Help them reocus by asking, What do you

want your learners to be able to do at the end o the course? Then drill down and ask,

What things do they need to know to do that?

Jean Marrapodi

Do the right amount o analysis and design beore you begin creating eLearning mod-

ules. Avoid the temptation to dive into eLearning development until you have a clear

task analysis that will help you, your subject-matter experts, and your clients clearly un-

derstand the desired learning outcomes.

Dick Handshaw

Start big. Start by dreaming up the learning experience you would like to create i time,

money, and skill were no object. Then take the kernel o what makes that experience

compelling and whittle down to what your resources let you do while keeping that ker-

nel intact.

Judy Unrein

Dont let inormal learning scare you. Embrace the concept, and put structure around it

to align the learning with organizational goals.

Gina Richter


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Use training personas to ensure that your content is the right tone and level or your au-

dience.


Instructional design is vital, and so is inormation design. One o the rst steps you

should take as you begin to design or dierent delivery modalities is to decide on the

user interace and experience, and begin with a clear end state. Its undamental to en-

sure a communication structure that does not get in the way o learning, whether youre

using a social-media tool, mobile delivery, computers, or whatever. Be aware that the

user experience can change by interaction rom tablet to mobile to laptop to ace-to-

ace. Inormation design needs to account or these variables. A good example o this

practice is pretotyping, a technique that Matt Landis o Google has been using to rap-

idly design the user experience, inormation design, and instructional design using a

simple paper-based method.

David Metcalf and AJ Ripin

Design with accessibility in mind. During the audience-analysis portion o your course

design, you might typically ask questions about the diversity o the audience, as well

as what kinds o tools or processes they use in completing their jobs. This is where

you can consider the needs o your learners with disabilities. These disabilities might

include blindness, visual impairment, or color-blindness; deaness or other hearing im-

pairments; speech impairments; or issues with mobility, dexterity, strength, or the ability

to reach.

Some instructional designers view accessible design as an aterthought, to be in-

cluded ater they nish developing the course. This is ineective. You should incorpo-rate accessibility into the training design rom the initial stages o development. When

designing a button, or example, have you ensured it is viewable to learners who are

color-blind? Can a screen reader identiy that button and its purpose to a visually im-

paired learner? Can a learner who is unable to use a mouse use the keyboard to tab to

the button, or use a keyboard shortcut to activate the button? I the button starts some

narrative audio, have you provided closed captioning or that audio?

Designing or learners with disabilities is just as important as designing or other learn-

ers. Considering these needs in the initial analysis and design steps will help ensure

eLearning that is accessible or all.

Charles Jones

Remember, social learning has been around longer than we have been alive. Now we

just have tools that make social learning possible globally. Leverage these tools!

Gina Richter

Stimulate your learners to share their inormation, trust their expertise. When building

courses, leave room or learner input. Learners are on the work foor or in the eld, so

they know what is really happening and have relevant inormation to share rom their

experiences. Add a real-lie cases section or each learning topic and ask learners


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to upload videos or pictures right rom the eld. This has a double benet: you get rel-

evant examples you can use in uture courses and the learners eel respected in their

work.

Inge de Waard

Instructional design should be an iterative process. Throughout the process, dont or-

get to circle back to goals, objectives, business drivers, and success measures.

Gina Richter

Scaold the learning. Give learners lots o support in the beginning, then take away

supports little by little to move them toward independence.

Jean Marrapodi

Design or accomplishments. Use a combination o immediate, short-term, medium-term, and long-term goals to have your learners accomplish things with your content.

So instead o having a sales course thats structured with a module about determining

customer needs, ollowed by a module about product eatures and benets, ollowed

by a module about the sales process with the client, learners instead have a series o

goals, and i learners ail at any goal, they must practice and try again until they suc-

ceed.

Here are some sample goals:

Immediate: Gather relevant data about different customers and their needs.

Short-term: Determine a product and sales approach for different clients based on

their needs.

Medium-term: Succeed in closing with the client (make the sale, get the meeting, get

the reerral).

Long-term goal: Hit your sales quota for the quarter and win a trip to Hawaii.

Julie Dirksen

Use your learner research to create training personas that represent archetypes o your

target audience.


Assessment does not always mean a test. How will the learner demonstrate mastery?

More oten than not, it is through doing something, not knowing something. Knowing

enables doing.

Jean Marrapodi

Design or color-blindness: When designing accessible eLearning, most designers o-

cus on the visually impaired who are using screen-readers or other assistive devices.

But what about learners who suer rom color-blindness? The National Center or

Health Statistics reports that nearly three million Americans are color blind. Not all o

your learners view colors the same way. For this reason, you should avoid using color


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to convey inormation, such as click the red button or the correct answer is high-

lighted in yellow. One way to ensure accessibility is to provide sucient color contrast.

Insucient contrast between oreground and background colors can make a screen

inaccessible to color-blind learners. And since most color-blind individuals dont havelow or no vision, they dont need to use a screen reader or other assistive technology.

An easy way to ensure sucient color contrast is to use a ree color-contrast checker

such as the ones at http://webaim.org/resources/contrastchecker/ and https://www.ss-

bbartgroup.com/reerence/index.php/Color_Contrast_Checker. Simply enter the hexa-

decimal values o your oreground and background colors into one o these tools, and

the tool will tell you i there is sucient contrast.

Charles Jones

There is a dierence between assessment and evaluation. Assessment evaluates the

learner while evaluation evaluates the learning with an eye toward improvement and/or

results. Formative assessment examines the learner or development or mastery as the

concept is orming; it may indicate the need or more work, re-teaching, more practice,

or it may identiy mastery. Summative assessment occurs in the end state, determin-

ing the learners mastery at the end o the module or program; you should also use it to

evaluate how well the learning enabled the learners mastery.

Jean Marrapodi

Write learning objectives or your training persona. This allows you to ocus on what

your learners need, and omit objectives that are not important or your learners.


Tony ODriscoll says, Content may be king, but context is the kingdom. Dont just dis-

pense inormation; use simulations, case studies, scenarios, and anything else you can

to make the learning relevant to the job task your learners need to perorm. Allow imme-

diate opportunities or learners to practice their new skills on the job with coaching and

eedback. ELearning without coaching usually doesnt work.

Dick Handshaw

Create a matrix to align all your training activities and content with your anticipated out-

comes. This helps SMEs see how their nice to have material is not helping to pro-

mote the course objective.

Jean Marrapodi

Create social spaces where learners can start, join, or add to the discussion on the

subject matter. Creating courses is important to help your learners stay on top o what

they need to know. However, its crucial that they can discuss the inormation you pro-

vide or the topics you ask them to ollow. When learners discuss what they know, or

they share their remarks on the subject, they refect on the content. Refection is a

deeper learning action that allows a longer memorization to take place and it stimulates

peers to do the same.

Inge de Waard


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Dont build a spaceship when a wagon will do. The goal is to get learners rom one

place to another. Handing the learner a wagon may be all you need to do. Think job aid.

Jean Marrapodi

Manage your learners cognitive load. Ruth Clark has pointed this out extensively, and

plenty o research backs it up. For example, dont give your learners something to read

and something to listen to at the same time.

Dick Handshaw

Sketch. Paper is probably the most fexible sketching medium. Its also cheap and

highly portable. I you are very fuent in visualization or mind-mapping sotware, that can

work well, too, but dont start designing in an actual authoring tool.

Judy Unrein

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17/22


Fourteen Tips or Development

Once your design is ready or at least ready enough its time to

start gathering and developing the learning content, using the tools,

and building the structure required to execute and support your

learning tactics and strategies. Our tipsters provide some ideas or

bringing your design to ruition.

Create a ubiquitous learning environment to meet your (global) learning population and

their own diversity o devices. As computing devices continue diversiying, you need to

ensure that your learners can access your learning environment independent o device,as well as independent o time, location, and context. Every second lost on searching

or the right device is a loss o money and motivation.

Inge de Waard

Develop content that uses context, stories, and characters based on a training per-

sona. Creating a narrative-driven, scenario-based training experience is much easier

when you have a clear picture o your main character.


Make sure you are evaluating learners against intended outcomes. Each evaluation

question should map to an outcome.

Jean Marrapodi

Only use social-media tools whose aordances t your learning/teaching goals. Social-

media tools are just that: tools. Embedding them will not ensure good learning out-

comes. To use these tools to their ullest potential, you the instructional designer

must learn their benets and downsides in relation to in-depth learning. You must

walk the talk to create strategic, impactul social-media learning decisions in your de-

sign.

Inge de Waard

Use the accessibility panel: Adobe Flash and Captivate both provide an accessibility

panel to help developers create accessible learning products. This panel allows you to

provide a name and description o your entire Flash project, each movie clip, and each

screen object. You cannot use the panel with graphic symbols or static text, so be sure

to convert each symbol into a movie clip and use dynamic text.

Charles Jones


18/22


Use prescriptive eedback all the time. People dont learn much by just reading. The

teachable moment in any eLearning course comes when the learner makes a mistake

in a simulation, exercise, or when answering a question. When they make the mistake,

you have their attention. Use eedback to explain why their particular choice or answeris incorrect and how to gure out the correct approach. Dont just spoon-eed them the

correct answer.

Dick Handshaw

Build your expert learning environment in The Cloud or immediate knowledge ex-

change. Experts in any eld or proession already are at the top o their knowledge. But

in this rapidly evolving era, any knowledge has rapid turnover, so even experts need to

keep their eyes and ears open or new evolutions and insights. I you bring your inter-

national experts together in a learning environment located in The Cloud and acilitate

active learner participation, you will need only minimal course architecture and you will

get an optimal exchange o ideas. From that starting point, you can build knowledge

iterations where your experts eed their insights and new knowledge to the training

managers, and subsequently to the instructional designers that developed the learn-

ing environment. An organization that can keep its top knowledge workers in immediate

communication with the training department will be able to keep up with the latest

insights and evolutions, which will drive a general eeling o expertise throughout the

organization.

Inge de Waard

Test a prototype with sample learners and solicit their design advice. No one knows

better than your learners what they need in order to learn. Just ask our to six samplelearners to use a prototype module that embodies most o your instructional strategy. In

two-to-three hours they can determine whether your instructional strategy will be suc-

cessul or not. I it isnt working, they can probably tell you what to do to x it.

Dick Handshaw

Use interval spacing o content tied to Kirkpatrick Level 3 (behavioral changes over

time) as a solution.1 Reviewing inormation at spaced intervals based on the learner

and the content can help transition material rom working memory to long-term mem-

ory, and thereby create more eective learning. Linking this to a time-spaced method o

evaluating training eectiveness with Kirkpatricks Level 3 makes good sense, not only

to reinorce the learning but also to show the value o the learning i you access some-ones actual perormance based on what they have learned a week, a month, or a quar-

ter ago. This will show not only deep, eective learning but demonstrate putting that

learning into practice.2

1Ebbinghaus, Hermann. Memory: a Contribution to Experimental Psychology. New York:Dover Publications, 1964. Print.

2 Kirkpatrick, Donald L. Evaluating Training Programs: The Four Levels. San Francisco:Berrett-Koehler, 1994. Print.



19/22


Dont apply accessibility to everything: Screen readers will read everything that has a

name or description. This includes the entire Flash project, each movie clip, and each

screen object. Sometimes, all this reading will be too much. In many cases, the name

and description you assign a movie clip will satisy accessibility requirements. In thiscase, use the accessibility panel to provide a name and description, but be sure to un-

check the option to make all child objects o that clip accessible. This way, learners us-

ing screen readers dont hear a description o the clip and o every child object.

Whats a good rule o thumb? I you were describing this movie clip to me over the

telephone, would you give me a general description, or would you tell me about each

and every object in that clip? How you answer that question should help you determine

the items to which you should apply accessibility eatures.

Charles Jones

On using audio and Podcasts to deliver instructional materials: While we have all heardo cognitive load theory (72 items is what the human brain can hold at one time),

when it comes to audio content it may be better to use a rule o thumb o 52. When

someone hears inormation, ve and seven items may be the logical limit on inormation

clumping. Keep this in mind, especially when delivering audio content over mobile de-

vices. Shorter bursts o inormation may be appropriate.


Closed captioning is not just or the hearing impaired: While many developers ensure

their courses work with assistive technology, dont orget learners who are hearing im-

paired. These learners generally dont use assistive technology, but instead depend on

course developers to include closed captioning. Adobe Flash provides components orgenerating closed captions, and Adobe Captivate supports synchronization o audio

with text. But these tools can also help learners who are not hearing impaired. Heres

an example: An employee working the graveyard shit on a hospital ward is completing

her eLearning course requirements. Because she does not want to wake any sleep-

ing patients, she lowers the volume on her computer to barely audible levels. Giving

her the ability to press a CC button on the Flash player lets her complete the training

without disturbing her patients.

Charles Jones


20/22


Build suites o apps or mLearning. As weve built a series o mobile-learning solutions

in the past years, weve discovered there is no one app that can do it all. Instead o try-

ing to rely on one app, conduct a proper job-task analysis or cognitive-task analysis to

determine the needs o a particular role. Then map those needs to capabilities acrossmultiple apps or learning and human perormance. For example, when traveling in a

oreign country, learners may need an app that has inormation about the country, an-

other app that has maps like Google Maps, another app that has inormation on lan-

guage, and another app that has specialized inormation about their role in that country

or their business activity while there. To expect one app to do all o these things is not

likely to produce success. Rather, provide a suite o careully organized apps with a

checklist or job aid to provide mental scaolding or which app to use or a particu-

lar task within the overall task or mission. Also, monitor the development o Web apps

(mobile Websites). The mobile versions o Twitter.com and Linkedin.com look and act

just like the native apps, and Web apps oer better fexibility in distribution, greater uni-

ormity across dierent platorms, and lower costs.


Google Form is one o the many ree document types available in Google Docs,

http://docs.google.com. Google Form is a great tool or collecting inormation rom

learners, such as or a survey or assessment. Although Google provides some op-

tions or simple orm customization through Themes, controlling the look and eel o a

orm beyond the deault requires CSS coding. There are many tutorials available on the

Web.

Here is the beore-and-ater o a orm I created, and then customized with CSS:

Before CSS customization: https://docs.google.com/a/geneseo.edu/spreadsheet/vie

worm?ormkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQ

After CSS customization: http://eres.geneseo.edu/library/instructionaldesign/major-

concepts.html

Corey Ha
https://docs.google.com/a/geneseo.edu/spreadsheet/viewform?formkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQhttps://docs.google.com/a/geneseo.edu/spreadsheet/viewform?formkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQhttps://docs.google.com/a/geneseo.edu/spreadsheet/viewform?formkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQhttps://docs.google.com/a/geneseo.edu/spreadsheet/viewform?formkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQhttp://eres.geneseo.edu/library/instructionaldesign/majorconcepts.htmlhttp://eres.geneseo.edu/library/instructionaldesign/majorconcepts.htmlhttp://eres.geneseo.edu/library/instructionaldesign/majorconcepts.htmlhttp://eres.geneseo.edu/library/instructionaldesign/majorconcepts.htmlhttps://docs.google.com/a/geneseo.edu/spreadsheet/viewform?formkey=dG52ejVZSmZQam9Da1FFemtySExwZXc6MQ


21/22


Seven Tips or Project Management

These days, many instructional designers also serve as project man-

agers. I youre one o these designers, you need to look beyond in-

structional design and development to make sure that you and your

colleagues have the resources they need to deliver on time and on

or under budget. And even i you dont manage the work o others,

you still need to manage your own work. Here are some great proj-

ect-management suggestions rom our tipsters.

Plan to ail. One o the best ways to keep tools rom dictating your designs is to be an

experienced, skillul, and condent designer. That takes practice, knowledge, and time;

ailure can be one o the best teachers. Make sure your project plans arent so tight

that you cant try new things and discard them along the way.

Judy Unrein

Take notes at every instructional-design meeting. It helps you and others keep track o

what was discussed at the meeting, it can act as an eective reminder or uture meet-

ings, it helps minimizes assumptions, and helps keeps everyone on the same page.

Corey Ha

Use training personas to help multiple instructional designers ocus on the same learn-

ers. By targeting each course toward a specic persona, designers will be able to

home in on the specic needs o the audience, creating consistency or learners.


Start with a clear end state. Weve oten heard Gary Walker talk about the importance

o having a clear vision o what your end state o success looks like and ollowing

that through in project design as well as instructional design. This will help ensure con-

sistent outcomes or key perormance indicators and stakeholder expectations. Follow-

ing this simple guidance can also help you build a clear pathway to Kirkpatrick Level 4

evaluation o the eectiveness o learning at a strategic level.


As a new instructional designer, you may want to start with small, manageable, and

measurable projects. Get your eet wet with projects that have a realistic timerame and

attainable goals, then move on to bigger projects. Make sure you break larger projects

into smaller chunks and create timelines. Schedule time on your calendar to work on

these projects; this is how to keep yoursel on track and make sure colleagues cant

claim that time or meetings.

Michelle Costello


22/22


Use training personas to create learning paths, marketing materials, and clear messag-

ing around whom your training is or, and what people will learn.


At instructional-design meetings, ask yoursel What are we trying to accomplish dur-

ing this meeting? You can ask the person you are working with what are the top two

areas youd like to work on today? Its always helpul to ocus on whats at hand and

work on the task.

Corey Ha

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Upcoming Online ForumsMay 17 18, 2012

Advanced & Breakthrough InstructionalDesign Techniques

June 7 8, 2012Using The Cloud for eLearning

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August 23 24, 2012Graphic/UI Design & Visualization foreLearning

September 13 14, 2012eLearning Development & Implementation:

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October 11 12, 2012

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December 6 7, 2012

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