Developing Effective eLearnings Workshop

Presenter: Jenna Spears

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Day 1 of eLearning Project

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One week later…

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Today’s Goal

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We will be able to make effective eLearnings.

What are goals you have for eLearnings you have created or are planning to create?

We will be able to turn these into great objectives!

SMART

Specific

Measurable

Attainable

Realistic

Time-bound

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Making Good Objectives: SMART

Objective Template

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After ______________ and given _____________________________,

(time period) (these resources)

__________________ will be able to________ __________________.

(the audience) (action verb from Bloom’s & specific task)

Success will be determined by ________________________________.

(measuring tool)

Today’s Objective

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The trainers should be able to design and execute the making of an eLearning using a standardized process. By the end of the workshop today, each team member should be able to identify design principles and describe the standardized process. By the end of three months, each team member will have designed and appropriately submitted an eLearning using the give templates and tools. Success will be measured and evaluated using an eLearning rubric.

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Bloom’s Taxonomy

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Bloom’s Taxonomy Action Verbs

A CHORD: KNOWLEDGE

• An A chord has the notes AC#E.

• This is how you play it.

• Can you show me how to play it?

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A MINOR CHORD: KNOWLEDGE, UNDERSTANDING, ANALYSIS, APPLICATION, SYNTHESIS

• The notes on a standardly tuned guitar are EADGBE as shown here.

• Each fret represents a half-step up from the note before, so if you put your finger in the first fret of the A string, you get an A#. If you move your finger up the neck another fret, you get a B.

• B and E don’t have sharps, so if you move up a fret on those strings, you jump from B to C and E to F.

• Make an A minor chord with the notes ACE.

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Bloom’s Taxonomy Action Verbs

Objective TemplateLet’s turn some of your goals into objectives!

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After ______________ and given _____________________________,

(time period) (these resources)

__________________ will be able to________ __________________.

(the audience) (action verb from Bloom’s & specific task)

Success will be determined by ________________________________.

(measuring tool)

Objectives Review: What do objectives do for us that goals

don’t? What does SMART stand for in terms of

objectives? What is Bloom’s taxonomy? What does

it help us do? Where can I go if I’m looking for some

good action verbs to express the level of cognition I am trying to reach with my students?

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Developing Training

nalysis

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ADDIE Model of Developing Training

esign

evelopment

mplementation

valuation

ADDIE

Brainstorm – Formulate goals and narrow topics

Survey audience and determine abilities/needs

Gather information for real-to-life scenarios

Evaluate – Is eLearning the best modality?

Send letter to SMEs

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Analysis

Analysis Goal: You will be able to brush your teeth.

Topics:

◦ Brushing Frequency

◦ Toothpaste Application

◦ Brushing Motion

Survey audience habits.

What kind of feedback does the learner need to be successful? Can I do this in an eLearning? Is it too complicated? Is it too lengthy?

Send SME letter to a dentist and to an end-user with excellent dental health.

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ADDIE

Turn your goal into an objective.

Structure and sequence the course by creating a detailed outline

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Design

Design Turn goals into Objectives:

◦ By the end of this lesson, you will be able to demonstrate brushing your teeth in a circular motion with a pea-sized amount of toothpaste and the head of the toothbrush angled toward the gums. Success will be determined by observing brushing technique after each meal and by gum and teeth health at biannual checkup.

Determine what level of cognition you are asking. ◦ Demonstrate = Application

Make a detailed outline (that includes every click):◦ State Objective.◦ Set the Hook – why this is important to you/why you should be motivated to pay

attention. Possibly use story of “Jimmy and the Rotten Tooth” as engagement tool.◦ Outline/introduce format of course, length and materials used.◦ How to put toothpaste on toothbrush.◦ How to angle toothbrush to gums.◦ How to move toothbrush in a circular motion.◦ How long to brush each tooth/area.◦ Review.◦ How often to brush teeth.◦ How to see if brushing has been successful.◦ MD appt.◦ Review.

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ADDIE

eLearning Checklist

Making a Script

Peer Review◦ Peer Review Checklist

SME Review

◦ SME Review Questions

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Development

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Qualities of a good script:

Use personal language.

Use complete sentences.

Do not use run on sentences.

Make sure your subject and verb are located close together.

Use the active voice.

Stick to one idea per sentence.

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Objective:

By the end of this lesson, the learner will be able to demonstrate brushing his or her teeth in a circular motion with a pea sized amount of toothpaste and the head of the toothbrush angled toward the gums. Success will be determined by observing brushing technique after each meal and by gum and teeth health at biannual checkup.

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A pea sized amount of toothpaste is what you should use on the head of the toothbrush.

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You never want to not brush your teeth with the toothbrush at a 45 degree angle.

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The toothbrusher will move the head of the brush in a circular motion with the head of the brush angled toward his or her gums (up for upper, down for lower).

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You, using the angled instrument, should brush for about 2-3 seconds per area. You may want to count the time by saying “One Mississippi, Two Mississippi, etc.” in your head.

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Now we want to address how often to brush your teeth you should brush them after each meal.

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You should brush after every meal for optimal dental health, and flossing helps too.

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This means you may need to bring a toothbrush and toothpaste to work!

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This will take commitment and planning, but you will certainly be more satisfied with your dental and gum health after following this process. You can do it!

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Please make a dental appointment with your provider on a biannual basis.

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During this appointment, the provider will check and clean your teeth, giving you a report on the health of your mouth.

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SME Review

ADDIE

Deliver the final product to your audience. The eLearning team needs to know: Start date/Completion date

Official title of eLearning

Objectives

Name of the SMEs

Will the eLearning have a proficiency?◦ If yes, submit it with the final draft.

Who is the audience? ◦ Job role?

◦ Location (N/S/C)?

Is this a one-time assignment or will it be recurring for NEO?

Will it be combined with any other eLearnings?

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Implementation

ADDIE

Did end users pass evaluation on the first try?

Observation in the clinics/hospital.

Talk to SMEs.

Feedback from learners.

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Evaluation

ADDIE Review: What does ADDIE stand for? What steps do I take in the Analysis

phase? What steps do I take in the Design

phase? What steps do I take in the

Development phase? What steps do I take in the

Implementation phase? Evaluation?

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Script-Style Review:

What are some of the things I should and should not do when writing a script?

Review Review:

What does the peer review help me do?

What does the SME review help me do?

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Memory

Use a high-level organizer:

◦ Road map, overview, acronym, mnemonic device

Use visuals:

◦ Like a coatrack to hang things on

Use a story (real-to-life)

◦ Taps into our understandings and give us a framework

Allow users to work through likely problems

◦ Makes information relevant

Use a metaphor or analogy

◦ Leverages already existing knowledges

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Memory Can Be Enhanced!

Memory Review:

What are some strategies to increase memory?

Explain the relationship between sensory, short- and long-term memory.

Why is the brain like a closet, according to Dirksen? Elves! What!?!

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George Miller’s Magical Number

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548964785

123456789

720 303 970 719

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Keep eLearnings between 5 and 9 pieces of info.

Limit info if complicated.

Chunk into bits for greater retention.

Review.

Use familiar contexts.

George Miller’s Magical Number!

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Bransford & Johnson’s Context

• What would happen if the balloons popped?• Why should we be concerned about a closed

window and a well-insulated building?• What happens if the wire breaks?• What is the problem with shouting?• Why might there be no accompaniment to

the message?• What is the best solution that would reduce

the number of problems in the scenario?

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Bransford & Johnson’s Context

Motivation Investigate the situation to look for

intrinsic motivators.◦ Use relevant, real-world tasks.

Search for aggravations that may be alleviated in the implementation of the new process.◦ Show how the new process will

make life easier.

Avoid extensive theory and background.◦ Parsimony!

Use intriguing problems to channel intrinsic motivation.◦ Give a situation, a challenge, a

puzzle to increase curiosity.

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Assessments: Question for Application Write questions that

focus on application of knowledge instead of just comprehension level.◦ The instructional design model we studied today was:a) ADDIEb) SMARTc) BLOOM’Sd) TAM

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Assessments: Question for Application

What instructional design model does the following passage demonstrate?◦ The designer used a survey to

gather info about her end-users. With that knowledge, she make an outline for her eLearning and set up her information in her training environment. After that she recorded her eLearning and inserted her script into the storyboard. After having her SMEs approve the product, she submitted it for final draft and the end-users received the product. Finally, she evaluated her assessments and decided that the course had been truly effective.a) ADDIEb) SMARTc) BLOOM’Sd) TAM

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Assessments: Avoid Negatives Teresa would be

successful in making eLearnings if she would not:a) Wait until the last

minuteb) Try to work without

an outlinec) Use bad grammar in

her scriptsd) Skip screenshots

she needs

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Assessments: Don’t give away the answer! You must confirm that

the student has plenty of context to understand the new material. Without a _________ the student will be lost and will not retain the information.

a) Attitudeb) Originc) Contextd) Evaluation

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Assessments: Things to Avoid Avoid:

◦ Simple knowledge/memorization questions

◦ Giving away the answer with grammar

◦ Negatives in your question stem

◦ All of the above/None of the above answers

◦ Both A & B answers

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End of Presentation:

Developing Effective eLearnings Workshop

Presenter: Jenna Spears