e-Learning by Design Chapter 1
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The document is a guide on designing effective e-learning, emphasizing the importance of instructional design in creating successful learning experiences through electronic technologies. It outlines the key steps involved in e-learning design, such as identifying goals, analyzing learner needs, setting learning objectives, and selecting appropriate media. The author stresses that good design can prevent common pitfalls and enhance the overall effectiveness of e-learning programs.
e-Learning by Design Chapter 1
- 1. e-Learning by Design William Horton e-Learning Rinkou May 21, 2018 Mehrasa Alizadeh Photofromhttps://horton.com/e-learning-services/william-horton/ Chapter One
- 2. “ Preface What’s new in the 2nd edition? I must confess that I am the kind of reader who skips over prefaces, acknowledgements, and other throat warming found at the fronts of books. If you are that kind of reader also, go ahead and jump to Chapter 1. It won’t hurt my feelings as an author. 2
- 3. Designing e-Learning What is e-Learning? What is e-Learning Design? Design Quickly and Reliably Then Redesign Again and Again
- 5. What is e-Learning? “e-Learning is the use of electronic technologies to create learning experiences.” 5
- 6. Varieties of e-Learning Standalone courses Learning games & simulations Mobile learning Social learning Virtual classroom 6
- 7. What is e-Learning Design? 2
- 8. Creating effective e-learning requires both design and development. 8
- 11. 11 Start with a good instructional design.
- 12. Apply just enough instructional design. Unless you get instructional design right, technology can only increase the speed and certainty of failure. 12
- 13. Instructional design determines everything else. ● Authoring tools ● Management systems ● Technologies to buy or license 13 ● Development of content ● Selection of media ● Decisions on budget, schedule, …
- 14. Good design can prevent common failures. ● Trying to teach too much ● Failing to teach what people really need 14 ● Teaching what is easy to teach ● Boring and frustrating learners
- 15. Avoid bad instructional design models. 15 Instructional design is not rocket science — it’s harder.
- 16. Avoid bad instructional design models. ● RAPRAPRAPAWAP 16 ● Pack ‘em, yak ‘em, rack ‘em, and track ‘em
- 17. Do NOT expect a guarantee of learning. 17 Like it or not, some people are going to fail regardless of what the designer and teacher do.
- 18. 18 Apply design to all units of e-learning.
- 19. 19
- 20. Recognize various names for levels. 20
- 21. 21
- 22. Time for a Real Example! ● Curriculum ● Course ● Lesson ● Topic ● Activity ● Media 22 Master of Business Administration Program Accounting 101 Assets and Liabilities Evaluating Assets Using a spreadsheet to calculate the value of assets Voice over animation explaining the concept & Live spreadsheet
- 23. Design Quickly and Reliably 3
- 24. 24
- 26. “What matters to your organization?” For your company, university, department, government, or institution, what is the single most important measure of success? Ask What Matters 26
- 27. Consider a Wide Range of Goals 27 Observe what your leaders emphasize as the values and goal of the organization.
- 28. Don’t just read lofty mission statements and listen to flowery speeches by your president. Identify the Real Goals 28
- 29. Create a bridge connecting a high- priority goal of your organization and the learning objectives of your e- learning. Link Learning Objectives to Organizational Goals 29
- 31. What capabilities and traits are the most important? 31
- 37. Test to Identify Essentials Testing with potential learners to determine: ● what they need ● what they do not need 37
- 38. Analyze the Gap between Real and Ideal Performance Gaps between ● the current state of learning ● the goal 38
- 39. Analyze How Work Is Done Determine what abilities the learner must acquire to perform actions and make decisions. 39 Actions Decisions Area of Work Jobs Tasks
- 40. Ask “Those Who Should Know” Those who routinely interact with learners and observe their behavior 40 • Bosses • Co-workers • Subordinates • Clients
- 41. Analyze Critical Incidents Critical incidents are ● Costly failures ● Widespread mistakes ● Surprising results ● Invaluable successes What did people (fail to) create, decide, or do to cause incidents? 41
- 42. Do NOT Let the “Content Committee” Decide ● Don’t ignore subject-matter experts, but do not blindly follow their advice either. ● Instead of letting them define the course, have them verify the accuracy of the finished e-learning. 42
- 44. Everything stems from the objectives! 44 Identify prerequi sites Select learning activities Design tests
- 45. Write Your Learning Objectives ● Simple formula to write objectives: 45
- 46. What Makes a Good Objective? 46 Clear Precise Worthy
- 47. There Are Six Types of Objectives 47 Primary Secondary Create or design an X that does Y. Know X about Y. Decide X, given Y. Believe X. Do procedure X to accomplish Y. Feel X about Y.
- 48. There Are Six Types of Objectives 48 Performance or Terminal Objectives Enabling or Supporting Objectives
- 49. Example: Synonyms for Create ● Build ● Design ● Draw ● Compose ● Synthesize ● Formulate ● Conceive ● Form ● Author ● Invent 49 pp. 32-37
- 51. Spot Related objectives 51 Next Slide
- 52. 52 Objective: TEACH how to shorten projects TO mid-level managers WHO can interpret the critical path Objective: TEACH how to interpret the critical path projects TO mid-level managers WHO can interpret Gantt Charts Objective: TEACH how to interpret task bars TO mid-level managers WHO can recognize task bars Objective: TEACH how to interpret task dependencies TO mid-level managers WHO can recognize dependency markers
- 53. State Objectives in Shorthand 53 shorten projects Interpret the critical path Interpret task bars Interpret task dependencies
- 54. Hierarchy of Learning Objectives 54
- 55. Identify What Each Objective Requires ● For each objective, identify the prerequisites. 55
- 56. List Prerequisites ● There is no magic formula but careful analysis of objectives will help! 56
- 57. 57 Objective Type Create an X that does Y. Do procedure for planning or building. Know requirements for Y and rules governing the process. Decide approaches to take. Feel open to new ideas. Decide X. Know rules that govern the decision. Know what choices are available. Know the consequences of each choice. Know principles and concepts that guide the decision. Believe that the decision is necessary. Feel positively toward the correct choice.
- 58. Teach Essential Objectives Identify High-Value Objectives Eliminate Unnecessary Objectives Tip: Say “No” to Know Objectives Don’t Ignore Feel Objectives Consider Defined Curricula … 58
- 59. 59 6. Pick the approach to meet each objective.
- 60. 60 7. Decide the teaching sequence of your objectives.
- 65. Then Resign Again and Again 4
- 66. Redesign but do not repeat. 66
- 69. 69 Thanks! Any questions? Presentation template by SlidesCarnival
Editor's Notes
- #15: Pedagogical autopsies on failed e-learning projects most failures can be traced back to bad or nonexistent instructional design
- #17: RAPRAPRAPAWAP, which stands for read a paper, read a paper, read a paper, and write a paper. Pack ‘em, yak ‘em, rack ‘em, and track ‘em, which is designed to economically handle large numbers of learners. In it, the institution enrolls large numbers of people (“pack ‘em”), lectures to them (“yak ‘em”), tests their regurgitative abilities to ensure conformity and compliance (“rack ‘em”), and records extensive statistics to create the illusion of learning(“track‘em”).
- #54: State just what the learner will be able to do after accomplishing the objective.
- #55: Looking at this tidy hierarchy, it is tempting to proceed to the next step. We should not do so without dealing with some of the traps that often lurk at this stage. For one thing, some of the objectives may be too basic or too vast to fit within the scope of the project.