Challenge

Activity Feedback

Context

The Center for Teaching and Learning

Adapted from ASTD Advanced E-Learning Instructional Design

Certificate Program

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 | 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 learner’s 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?