instructional design for elearning certificate program instructional design for elearning...
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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
Instructional Design for eLearning
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
Instructional Design for eLearning
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
Instructional Design for eLearning
Instructional Design for eLearning
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
Instructional Design for eLearning11
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
Instructional Design for eLearning12
Talking Technological – Authoring Tools
Instructional Design for eLearning13
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
Instructional Design for eLearning
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
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Instructional Design for eLearning
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.
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Instructional Design for eLearning
TOOL TYPE TYPICALLY CREATES
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.
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Instructional Design for eLearning
TOOL TYPE TYPICALLY CREATES
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.
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Instructional Design for eLearning
TOOL TYPE TYPICALLY CREATES
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.
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Instructional Design for eLearning19
Theory & Practice
Instructional Design for eLearning
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
Instructional Design for eLearning
A.D.D.I.E
Instructional Design for eLearning
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
Instructional Design for eLearning23
Put This Training Online
Can we talk about the requirements for this training?
Analysis-Determine need-Analyze audience-Establish goals
Instructional Design for eLearning
Instructional Design for eLearning
What’s new Demo Job Aid Tutorial Simulation
Information Instruction
Instructional Design for eLearning27
Instructional Strategiesfor elearning
Instructional Design for eLearning
Broadcast Presentation Lecture w/Q&A Learner sets pace, facilitator monitors progress
Learner in complete control
INSTRUCTOR-LED OR LEARNER-LED?
Instructional Design for eLearning
COHORT COHESIVENESS
Instructional Design for eLearning
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
Instructional Design for eLearning
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
Instructional Design for eLearning
CLASS SIZE
Classes > 50 to thousands ~ 20 < 30 people ~ 5 < 20 people Class of 1
Large Small Individual
Instructional Design for eLearning
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?
Instructional Design for eLearning
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
Instructional Design for eLearning
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
Instructional Design for eLearning
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
Instructional Design for eLearning
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.”
Instructional Design for eLearning40
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
Instructional Design for eLearning
LearningTechnology
Instructional Design for eLearning
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
Instructional Design for eLearning45
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: