elearning technologies and methodologies instructional design for elearning instructor: scott nipper...

eLearning Technologies and Methodologies

Instructional Design for eLearning

Instructor: Scott Nipper

Certificate Program

1. Find x.

4 cm

3 cm

AgendaDay 11. Introduction2. Review3. Psychology of Learning4. Activity5. Break6. Methodologies, Pt 17. Activity8. Lunch9. Methodologies, Pt 210. Activities11. Break12. More Activities13. Recap the day14. Preview of Day 2

Day 21. Review2. Activity3. Technology, Pt 14. Break5. Technology, Pt 26. Lunch7. Activity8. Technology, Pt 29. Activity10. Break11. Putting it all Together12. Activity13. Preview of next class14. Wrap-up15. Adjourn

Class Title Length CEU

Instructional Design for eLearning 7 hr. .7

Analysis and Planning 14 hr. 1.4

eLearning Technologies & 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

Program Structure

We are here!

eLearning Technology and MethodologyInstructional Design for eLearning Certificate Program

Introduction

What specific technologies do you use in learning?

What methodologies are you currently using?

What are your expectations of this course?


Goals


Objectives

7

Identify methodologies and activities to engage learners in an online setting.Describe how various learning objects influence learner motivation.Assess cultural influences on learner motivation.Compare F2F instructional methods to technology-based instructional methods.Identify patterns of user interaction for common online learning methodologies.Differentiate quantitative and qualitative assessments in eLearning.Designing formative and summative evaluations of eLearning products.Use evaluation data to design the eLearning objects.Identify the types of methodologies that run on various platforms.Describe eLearning strategies, technologies and tools.


Participant Guide – Pages 4-6

• Review• Psychology of Learning• Activity

eLearning Technology and MethodologyInstructional Design for eLearning Certificate Program 11eLearning Technology and MethodologyInstructional Design for eLearning Certificate Program

You are working towards the answer to this basic question:

How do we enhance the

learner’s motivation to learn?


The Psychology of LearningIn the first class, you talked a little about the psychology of learning.

♦ Adult Learning Theory

♦ Instructional Design Theories

♦ Learning Theories

♦ Curriculum Theories

It is important to have a basic understanding of the psychology of learning to better understand how to create and deliver “good” or “instructionally sound” learning.


ActivityBreak into groups of two.

Each group pick one from the list below (a different one for each group) and go onto the Internet and find

The definition and/or attributes of the theory or principle Who it is generally attributed to or associated with When it was introduced/developed (year)

1. Behaviorism2. Cognitivism3. Constructivism4. Adult Learning Theory5. Objectivism6. Curriculum Theory

Take 15 minutes and then each dyad will report out to the group.


Methodologies

http://www.pritchettcartoons.com/wrong_rail.htm


What is Instructional Design?

• Content• Interactive• Relevant• Interesting

Four Key Four Key Elements of Elements of

Solid Solid Instructional Instructional

DesignDesign

In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn.“ (Kruse, 2004)

Good Instructional Design is…A mechanism of facilitating the learner to reach his/her destination---by making learning an easy and interesting process. (Valiathan, 2003)


The Guerra Scale

1.1. 3.3. 5.5. 7.7. 9.9.

2.2. 4.4. 6.6. 8.8. 10.10.

PDFPDF

Quiz w/F

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Quiz w/F

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Multi

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Multi

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Knowledge

Reposi

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Knowledge

Reposi

tory

Comm

unities

/ DB

Comm

unities

/ DB

Simula

tions

Simula

tions

w/Coac

hing

w/Coac

hing

Page Turner

Page Turner

w/ Links

w/ Links

Motion

Motion

User Input

User Input

Workbook

Workbook

Simulation

Simulation

Virtual Reality

Virtual Reality

Less More

Interactivity Range

(Source: Learning Circuits, ASTD)


The Guerra Scale

1.1. 3.3. 5.5. 7.7. 9.9.

2.2. 4.4. 6.6. 8.8. 10.10.

PDFPDF

Quiz w/F

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Quiz w/F

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Multi

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Multi

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Knowledge

Reposi

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Knowledge

Reposi

tory

Comm

unities

/ DB

Comm

unities

/ DB

Simula

tions

Simula

tions

w/Coac

hing

w/Coac

hing

Page Turner

Page Turner

w/ Links

w/ Links

Motion

Motion

User Input

User Input

Workbook

Workbook

Simulation

Simulation

Virtual Reality

Virtual Reality

Good Better Best

Instructor Centered

Student Centered

Lecture and Reading

Average Retention Rate*:Average Retention Rate*:5-10%5-10%

Practice by Doing

Average Retention Rate*:Average Retention Rate*:75%75%

*Excerpt from How the Brain Learns, Dr. David A. Sousa


Instructional System Design Concept Map


Process Considerations


Methodologies

Tutorials

Hypermedia

Drill and Practice

Simulations

Real-world scenarios

Games

3D Virtual Worlds

Quizzes and tests


Tutorials

♦ Introduction

♦ Learner control

♦ Motivation

♦ Information presentation

♦ Questions and responses

♦ Judging responses

♦ Feedback on responses

♦ Sequencing decisions

♦ Closing


Activity

• Duration: 15 minutes• Individually, write down ideas from list• Then pair up and combine lists• Then combine paired lists into one class list• Report out


Hypermedia


Hypermedia

http://www.youtube.com/watch?v=6gmP4nk0EOE

Hypertext

+ Hypermedia=

Multimedia


Drill and Practice

• The practice phase of instruction is important• People learn by doing


Simulations


Real-World Scenarios


Games


3D Virtual Worlds


Quizzes and Tests


The Technology Part

• Hardware• Software

<iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/8zktN00HU9s" frameborder="0" allowfullscreen></iframe>

http://www.youtube.com/watch?v=8zktN00HU9s&feature=related

Next week


Backup


References


• Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:

• Social relationships: to make new friends, to meet a need for associations and friendships.

• External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.

• Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.

• Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.

• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.

• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm


• Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, "red tape," and problems with child care and transportation. Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives.

• The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers. Instructors must learn why their students are enrolled (the motivators); they have to discover what is keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing adult learners the relationship between training and an expected promotion.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm


Knowing your learning style can also help avoid repeating mistakes by undertaking activities that strengthen other styles For example, if you tend to “jump in at the deep end”, consider spending time reflecting on experiences before taking action.

Activitists (Do)Immerse themselves fully in new experiences Enjoy here and now Open minded, enthusiastic, flexible Act first, consider consequences later Seek to centre activity around themselves

Reflectors (Review)Stand back and observe Cautious, take a back seat Collect and analyze data about experience and events, slow to reach conclusions Use information from past, present and immediate observations to maintain a big picture perspective.

Theorists (Conclude)Think through problems in a logical manner, value rationality and objectivity Assimilate disparate facts into coherent theories Disciplined, aiming to fit things into rational order Keen on basic assumptions, principles, theories, models and systems thinking

Pragmatists (Plan)Keen to put ideas, theories and techniques into practice Search new ideas and experiment Act quickly and confidently on ideas, gets straight to the point Are impatient with endless discussion


Traditional Classroom Model• “There are things we hold near and dear about what school is, but we’re

asking people to reimainge it,” said Christopher Rush, co-founder of a revolutionary new learning system called School of One.

• So imagine this: A student arrives in school in the morning and answers five questions that will be calculated in a customized algorithm to figure out what she’ll be doing that day. That algorithm will decide which teacher she’ll work with, her level of learning based on what she learned the previous day, and her specific activities.

• The system completely subverts the traditional classroom model of one teacher for 25- 30 students per classroom. And each student learns in different modalities throughout the day: individually with computer software, with groups, with a virtual tutor, with a live tutor, and so on.

http://mindshift.kqed.org/2010/12/school-of-one-revolutionizes-traditional-classroom-model/


a mashup site with direct links to learning tools (authoring, quiz makers, LMSs, etc):http://www.c4lpt.co.uk/Directory/Tools/instructional.htmla similar site:http://www.elearninglearning.com/authoring-tools/instructional-design/ wikipedia:http://en.wikipedia.org/wiki/Web_2.0 We will likely explore the Top 5 e-learning tools of 2009 as determined by a writer at Technorati (

http://technorati.com/technology/article/top-5-e-learning-tools-of/) (I haven't found a 2010 list yet...maybe Cindy knows of one) that focuses on "key tools needed to create e-learning from beginning to end."

Specific sites will be: Articulate http://www.articulate.com/and Articulate products that focus on creating elearning courses, interactivity, quizzes, and more Adobe http://www.adobe.com/Because it has Captivate http://www.adobe.com/products/captivate/and so, so much more and PowerPoint because both Articulate and Captivate heavily rely on PowerPoint We will Electronic Performance Support Systems (EPSS) with the reference site beinghttp://www.epsscentral.net/ We will look at sites creating and delivering world class elearning such asIBM https://www-304.ibm.com/jct03001c/services/learning/ites.wss/us/en?pageType=page&c=a0006064GE https://www.gelearningcentral.com/index.php I will also be going to Youtube http://www.youtube.com/, social networking sites like Twitter http://twitter.com/ and 3D virtual reality sites

like Second Life http://secondlife.com/ I will also be showing them resources sites like ASTD http://www.astd.org/, elearning guild http://www.elearningguild.com/, Elliot Masie's

site http://www.masie.com/, and other assorted references sites, blogs, and wikis.


Exercise – Encouraging Interaction and Reflection• Work individually• List the characteristics of classroom learning

and online learning, include pros and cons• Get into three groups of four• Compare lists and create one for your group• Report out


Exercise – Classroom vs Online

• Work individually• List the characteristics of classroom learning

and online learning, include pros and cons• Get into three groups of four• Compare lists and create one for your group• Report out


Traditional learning typically takes place in an identifiable classroom space, usually in a school or in an institution dedicated to learning. A traditional classroom usually has a number of specific features, including:

• an instructor who delivers information to students • a number of students who are all physically present

in the classroom and regularly meet at a specific time • student participation in lectures and discussions• Many learners favor traditional learning while others

find that it is more restrictive and lacks flexibility

Traditional Classroom Model


Classroom Learning – Pros and ConsPros• Provides interactive classroom setting that promotes the open exchange of ideas.

Having numerous students learning in the same classroom has the added benefit of allowing students to exchange ideas and questions with one another providing another valuable learning medium that online envrionements cannot replicate. First-hand interaction with the educating professor also allows for ideas to be exchanged freely and without any communication barriers.

Cons• Encourage passive learning

Depending on the level of interaction in the classroom setting, shy students may be allowed to attend classes without providing alternative ways to communicate ideas. Forcing students to learn by vocal exchange with a professor may limit their ability to learn.

• Ignore individual learning differences between students• Classrooms environments tend to group students together in large number often making it difficult for

instructors to isolate learning deficiencies and provide the necessary close attention that individuals may need to learn. Online classes allow for a more individual persepective from the professors standpoint due to most of the communication being easily handled through email and chat.

• Neglect problem solving, critical thinking, and higher order learning skills• The classroom setting can also hinder ones ability to learn by allowing other, more vocal, students to

dominate the bulk of the discussion environments. Quieter personalities are limited in their communication options for exchanging ideas and information.


http://ccastdsig.wordpress.com/page/2/


Online LearningOnline learning, also known as e-learning, involves learning materials

over the computer, with the help of the internet. In an online course, there is no physical classroom. Instead, all assignments, tests, and exams are completed over the computer. Online learning courses include:

• online tutorials and online class notes • chat rooms in which you can discuss class materials with fellow

classmates • online audio and visual materials • online testing• Many learners enjoy the opportunities that online learning

provides. It offers you the ability to learn at your own pace and according to your schedule. It also enables you to learn in the comfort of you own home.


Online Learning – Pros and ConsPros• Allows for learning in in distant or disadvantaged locations• Online education is easy to access and provides a convenient way to obtain course materials such as

homework, exam schedules, test scores and more. Most online learning environments are accessible from a standard internet connection and typically require average home computer system requirements.

• Facilitates easy information transfer

For most online schools, all course information is obtained by browsing the internet and sending/receiving email. This instant and secure transfer of information provides a convenient way for students to communicate with their instructors and fellow classmates. Some classes participate in chat sessions on a weekly or even more frequent basis. This provides a means for students to interact with each other while learning a particular subject thus enhancing the overall learning experience. Also visit Online Degrees for further detail regarding distance learning and training.

Cons• Changing technology may create barriers to accessing learning environments• As with new teaching methods, online learning has faced much criticism from many sources as they claim

it has devalued post secondary education and will reduce the effectiveness of obtaining quality career positions by obtaining higher education. These skeptics claim many existing barriers to effectively learning complex subjects in an online-only setting. They also feel that it isolates the students from one another as well as their instructor reducing the overall value of taking the course.

• Limited understanding of effective teaching methods due to youth of online learning

Due to the youth of online learning, there has been little research conducted to evaluate the teaching methods or the effectiveness of student comprehension through an online-only learning environment. Some programs also offer a combination of online and classroom style teaching for the same course. This allows for the benefits of both types of learning to be realized.


“Why” We Learn

Source: http://www.artlex.com/ArtLex/m/motivation.html

People learn because they are motivated to do so


References – Participant Guide http://herkules.oulu.fi/isbn951426911X/html/x245.html

http://newmedia.wikia.com/wiki/Hypermedia

http://cuip.uchicago.edu/~cac/nlu/cahfall2005/

http://www.diggerdesigns.com/break%20time.html

http://www.upsidelearning.com/blog/index.php/2010/03/24/elearning-development-is-an-iterative-process/

http://askgeorgie.com/?p=1411

http://christdominion.com/methodology.aspx

http://christdominion.com/methodology.aspx

http://www.d.umn.edu/cla/faculty/troufs/anth1604/camethods.html

http://www.mitov.com/html/tutorials.html

https://www.calico.org/p-81-LearnPlus.com-Deutsch%201%20(82002).html

http://www.learningcoffee.com/cursos/Netex_application_training/

http://www.skillq.com/

http://www.filetransit.com/download.php?id=41063

http://aboutonlineschool.info/second-life-a-virtual-education-platform

http://unstoppablebsc.aimoo.com/

http://gothamschools.org/category/testing/


Hypertext

+ Hypermedia=

Multimedia


• <iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/6gmP4nk0EOE" frameborder="0" allowfullscreen></iframe>

elearning technologies and methodologies instructional design for elearning instructor: scott nipper...

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