Instructional Design for eLearning Certificate Program Instructional Design for eLearning Instructor: Deborah George

Instructional Design for eLearning Certificate Program

Instructional Design for eLearningInstructor: Deborah George

Develop the core instructional design competencies.

Apply instructional design practices and principles within the electronic environment.

Develop and use strategies to lead and manage instructional challenges in a variety of online educational settings.

Provide knowledge of tools needed to transition from traditional classroom training to eLearning.

ID for eLearning Certificate Program Goals

Class Title Length CEU

Instructional Design for eLearning 7 hr. .7

Analysis and Planning 14 hr. 1.4

eLearning Technologies and Methodologies 14 hr. 1.4

Designing Instructional Content 14 hr. 1.4

Navigation, Storyboards and Prototypes 21 hr. 2.1

Practicum: Learning Object Design and Development 21 hr. 2.1

Total 91 hr. 9.1

ID for eLearning Certificate Program Structure

Instructional Design for eLearning

Who are you and What do you want to know about e-learning?

Who You AreName, Organization, E-ID experience

seasoned practitioner recent entrant--not quite

sure where to begin manager of e-learning

resources non-electronic trainer other ??

WhatIn other words,What is your one burning e-learning question?

and/orWhat keeps you up at night?

and/orWhat do you wish you know about e-learning?

Hello


Recognize common terms associated with elearning

Differentiate instructional design from training.

Explain differences and similarities in designing instruction for online and classroom delivery.

Define learner and facilitator roles in eLearning.

Describe adult learner attributes.

List uses for synchronous and asynchronous learning.

Describe benefits and challenges of using eLearning.

TODAY’S OBJECTIVES


Use Your Words – elearning Terms & Meanings

The Web 1-2 and 3?

Technology Talk

Architecture

Tools of the "e" trade

Instructional Design in Context

Instructional Design Models & Process

What's Different in the Process for elearning?

Analysis Needs, Goals, Learners

Design/Development

Instructional Strategies Role of Instructor Cohorts Near & Far Knowledge Transfers Virtual or Physical environments (Class) Size Matters

Chunking - Learning Objects Engaging Content - what is it?Development Functions of elearning development

Evaluating elearning – the good news

So What's Different about ID for eLearning?

What's Next

Our Map for Today’s Journey



Increasing Social Connectivity

Incr

easi

ng K

now

ledg

e Co

nnec

tivity

and

Rea

soni

ngNatural Language

Automatic Intellectual Property

Semantic Wiki

Semantic Agent Ecosystems

Semantic Blog

Semantic Social Networks

Semantic E-mail

Context-Aware Games

Blogjects

Semantic Enterprise

Smart Markets

Spime

Semantic Communities

The Ubiquitous WebConnects Intelligence

Artificial Intelligence

Personal AssistantsThesauri and Taxonomies

Intelligent Agents

Knowledge Bases

Semantic Search

Semantic Web site

Semantic Desktop

OntologiesBots

The Semantic WebConnects Knowledge

PZP

Pims

Enterprise Portals

Community Portals

Content Portals

DesktopFile Servers

Databases

Web SitesSearch Engines

File Sharing

Push, Publish & Subscribe

The WebConnects Information

WikiE-mail

Mash-Ups

Blogs

RSS Marketplaces & Auctions

Multi-User Gaming

Community Portals

Social BookmarkingSocial Networks

Instant Messaging

Conferencing

The Social WebConnects People

Harvey, P.(2010).Applying Social Systems Thinking and community Informatics Thinking in Kjell Rudestam and Judith Schoenholtz-Read (eds).Handbook of Online Learning 2nd Ed, p. 153.

Instructional Design for eLearning10

Talking Technological


Students

User PortalPedagogy, Content

Quality Assessment

Process

Courseware Development Team

Instructional DesignEditingCopyrightVisual Design Look & FeelMultimediaTemplates, Guidelines

L M SLearning management

System

Secure Server

Student information System

Services

Library

Other Repositories

Learning Outcomes

Organization’s Mission/Vision, Values & Goals

Davis, A. (2004). Developing an infrastructure for online learning. In Terry Anderson and Fathi Elloumi (Eds.), Theory and practice of online learning, (p. 102). cde.athabascau.ca/online_book: Athabasca University.

An Online Learning System Framework


Talking Technological – Authoring Tools


Rapid Authoring To

olsCreate less complex electronic information and instruction in a short period of timeRelatively easy to use for less complex projects Many also have features that allow for more complex authoring

Adobe CaptivateAdobe ConnectArticulate StudioCamtasia Studio

Complex Authoring To

olsCreate more complex electronic information and instruction Typically have a steeper learning curve. Many also have features that allow their use for rapid authoring

Adobe CaptivateAdobe ConnectAdobe FlashArticulate StudioTrivantis Lectora

TOOL PURPOSETOOL TYPE VENDORS


TOOL TYPE TYPICALLY CREATESProduces a digital recording of what is happening in a computer screen, window, or application.

A tool may also allow the addition and editing of narration, links, graphics and media, and interaction.

Screencast

14


TOOL TYPE TYPICALLY CREATES

PowerPoint-to-Flash

Produces Flash content out of PowerPoint slides, typically with narration.

Tool may also allow the addition and editing of links, graphics and media, and interactions.

15



Forms-to-Flash

Produces Flash content such as pages or rollover graphics from content placed into forms.

The tool may also allow the addition and editing of narration, links, graphics and media, and interactions.

16



Other-to-Flash

Produces Flash content such as pages, games or scenarios form content placed onto screens or imported.

Tool may also allow the addition and editing of narration, links, graphics and media and interactions.

17



Webinar

Enables a live presentation, with slides over the internet using a virtual classroom application.

Tool may also allow presenter to share his or her desktop, poll participants, and incorporate other presentation and participant interaction tools.

Many record the presentation as it happens so it can be made available later, non-live.

18


Theory & Practice


Instructional Design Theory

To increase probably of achieving learning goals

Learning TheoryExplanations about how learning occurs

Curriculum TheoryConcerns decisions about

what to teach

Instructional Design ProcessHow to plan and prepare

for instruction

Instructional Design Process


A.D.D.I.E


Analysis-Determine need-Analyze audience-Establish goals

Design/Development

-Create content outline -Review existing materials -Organize and develop content -Select/develop materials and delivery methods

Evaluation-Review goals and objectives-Develop evaluation strategy-Collect and analyze data

Revision-Develop and implement revision plan


Put This Training Online

Can we talk about the requirements for this training?

Analysis-Determine need-Analyze audience-Establish goals



What’s new Demo Job Aid Tutorial Simulation

Information Instruction


Instructional Strategiesfor elearning


Broadcast Presentation Lecture w/Q&A Learner sets pace, facilitator monitors progress

Learner in complete control

INSTRUCTOR-LED OR LEARNER-LED?


COHORT COHESIVENESS


eLearning has no related materials

Related materials exist, but not linked together

Related materials tightly linked electronically, but separate

eLearning indistinguishable from surrounding materials

KNOWLEDGE TRANSFER

For example, a tutorial on how to make a jelly sandwich.

For example, a Wizard or mouse-over help

For example, text of references for sources of different types of jelly

For example, link to glossary of sandwich-making terms


PHYSICAL OR VIRTUAL LOCATIONS

Traditional Classroom Instruction

Sandwiching slabs of existing classroom content and elearning

Mixing classroom and elearning event based on subject

All learning done virtually

All Classroom Blended All Online


CLASS SIZE

Classes > 50 to thousands ~ 20 < 30 people ~ 5 < 20 people Class of 1

Large Small Individual


The instructor can answer questions and solve problems as they arise

Instructors provide authority that some learners need for motivation

An instructor can adjust the course to suit the needs of specific learners

Instructors can grade activities and tests too subtle for automated scoring

Instructors can sympathize, empathize, urge, cajole and inspire learners

Studies show that not all learners prefer nor profit from controlling their own learning tasks

Learners are not required to conform to the instructor’s schedule.

Learners are empowered by the ability to learn when, where and as much as they wish

Learners develop self-reliance

All learners get the same quality of learning experience

Learners are do not feel intimidated or judged by an instructor.

Studies show that transferring the locus of control to the learner, increases intrinsic motivation to learn and more satisfaction is derived from the learning experience.

ORINSTRUCTOR-LED? LEARNER-LED?


Learners need to discuss issues with other learners at length

Learners need the motivation of scheduled events reinforced by peer pressure

Most learners share the same needs and have the same questions

Learners are from a wide span of time zones and countries

Learners have inflexible or unpredictable work schedules

Learners cannot wait for a class to form

Learners have unique individual needs

Synchronous Activities good when

Asynchronous Activitiesgood when


easier to revise

easier to manage

may be less constrained as to size, design

appears when learners need it

can be integrated with job aids, user interfaces, etc.

blends in with the application; less distracting

helpful to guide complex decisions.

Standalone Embedded

4 Personal Custom tailoring detailed learning experiences to the needs of individual learners

3 Tactical Mixing methodologies, design approaches, and media for each individual topic

2 Strategic Mixing classroom and e-learning event based on subject matter and goals

1 Mechanical Sandwiching slabs of existing e-learning and classroom content

0 Paralytic Endlessly debating the proper blend while doing nothing

LEVELS OF BLENDED LEARNING


More economical as fewer sessions are required

More people taught in less time

More classmates with which to interact

Enough learners for all types of activities

More individual attention from the instructor

Whole-class activities are practical

Classes start more frequently

Meets expectations of learners accustomed to small classes

Moderate instructor load

Large Class SizeLearner gets a private

tutor or mentor

No waiting for a class to form

Learning is private

Small Class Size Class of 1

Lesson TitleObjective: 1) Explain foundational ideas and key concepts of sustainability

2) Apply systems thinking to the challenges of the Earth's finite resources. 3) Relate your personal activities to the health of the planet using a standard

measure of greenhouse gas emissions.

Learning ActivitiesAbsorbLecturettes: read/listen

DoUse Quiz Hints to Review & Reinforce key concepts

ConnectOptional Carbon Footprint Calculation

Assessments/EvidenceObjective scoring of MC quiz

MetadataTerminology {glossary}

Learning Object

Lesson 1: Fundamental Concepts ReviewObjective: 1) Explain three key concepts of sustainability

Learning ActivitiesAbsorbLecturettes: read/listen

DoUse Quiz Hints to Review & Reinforce key concepts

ConnectOptional Carbon Footprint Calculation

Assessments/EvidenceObjective scoring of Multiple Choice quiz

MetadataTerminology {glossary}

Chunk of electronic content

Can be accessed individually

Completely accomplishes a single learning goal

Can prove it


A Forrester Research study found that managers were meeting real resistance from employees who preferred traditional person-to-person training methods.

According to the report's author, John P. Dalton, “much of the problem is caused by firms who simply convert standard instruction manuals into Web pages.”


Learning Pyramid75% Practice

10% Reading

5% Lecture

90% Teach Others

50% Group Discussion

30% Demonstration

20% Audio-Visual

From NTL Institute for Applied Behavioral Science, Alexandria, VA


LearningTechnology


Provides consistency between various courses developed by various instructors/designers. The general look and process of content exploration is standardized.

Distance learning courses are likely to fail if they are delivered as if they were traditional courses

Pedagogy must drive the choice of instructional technology, not the other way around.

Subject contents have to be well organized and strategies for teaching via a chosen medium have to be well-thought-out.

Technology, no matter how advanced, cannot compensate for its misapplication.

AdvantagesCompared with a human

instructor, technology is less adaptive.

In a classroom, an instructor can adjust "on the fly.” Online, this type of adjustment is usually not possible.

The design process must anticipate and meet potential concerns/ambiguities. In other words, ID tries to do online what the instructor does in a classroom.

Be Aware Challenges

What’s new Demo Job Aid Tutorial Simulation

Information Instruction

Alternatives to e-LearningA single type of pure e-learning may not always be the solution


SOCIALIZED PROCEDURE FOR APPLICATION MEASUREMENT

SPAM

Describe how you plan, or have begun, to apply your new skills and knowledge.

Add information about your experiences in the training sessions. Specify what you enjoyed and what you disliked during the session.

Send the email note to your learning buddy and cc the facilitator [ [email protected] ]

If you don't hear from your partner after three or four days, send her a gentle reminder. . .

The person on your card is your learning buddy. Sometime during the next week, write an email note to this person. In this message:

mailto:[email protected]

Documents

Instructional Design for eLearning Certificate Program Instructional Design for eLearning Instructor: Deborah George