Instructional Design for eLearning

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Instructional Design for e-Learning
Dr Richard HydeAtlantic Link Ltd.
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Overview

• What is instructional design?
• Theories and models
• Choosing an approach
• The development process
• Top ten tips

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What is Instructional Design?

• Instructional design is the systematic
  development of instructional specifications using
  learning and instructional theory to ensure the
  quality of instruction
• Good instructional design facilitates
  understanding
• It creates a framework for learning
• Instructional design does not guarantee quality

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Why use Instructional Design?

• Distance learning courses are likely to fail if
  they are delivered as if they were traditional
  courses
• Technology is less adaptive than a human
  instructor
• Provides consistency between courses and authors
• Development time is reduced
• Learning is accelerated

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Learning Theories

• Underpin our understanding of how people learn
• Extended to e-learning from classroom teaching
• Behaviourism behavioural pattern repeated,
  assessment based on whether objectives have been
  met, a linear system
• Cognitivism as above, but uses changes in
  behaviour as indicators of learner comprehension
• Constructivism content not pre-specified,
  learner control, assessment subjective, long
  development time

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Which is the Best Theory?

• Depends on the learners and the situation
• Find what works and use it
• Use an eclectic approach
• Modify the closed approaches to accommodate
  constructivist values
• Some learning problems require highly
  prescriptive solutions, others are more suited to
  learner control

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Instructional Design Models

• Robert Gagnes 9 step model
• ADDIE model
• ARCS model
• Roger Schanks goal-based scenarios
• Empathic instructional design

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Gagnes 9 Step Model

• Traditional behaviourist approach
• Gain attention Stimuli activates receptors
• Inform learners of objectives Creates level of
  expectation for learning
• Stimulate recall of prior learning Retrieval and
  activation of short-term memory
• Present the content Selective perception of
  content
• Provide learning guidance Semantic encoding
  for storage long-term memory
• Elicit performance (practice) Responds to
  questions to enhance encoding and verification
• Provide feedback Reinforcement and assessment of
  correct performance
• Assess performance Retrieval and reinforcement
  of content as final evaluation
• Enhance retention and transfer to the job
  Retrieval and generalization of learned skill to
  new situation

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ADDIE Model

• Best known model and frequently used
• Analyse gaps in knowledge identified
• Design learning outcomes, specify content and
  assessments
• Develop creation of learning materials
• Implement delivery to the audience
• Evaluate effectiveness is assessed

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ARCS Model

• More constructivist approach
• Attention stimulate curiosity, challenge
  existing knowledge, novel approach
• Relevance integrate prior knowledge, target
  future goals, give choice in learning path
• Confidence clear objectives and prerequisites,
  numerous practice opportunities
• Satisfaction immediate opportunities for
  practice, rewards and feedback

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Roger Schanks Goal-Based Scenarios

• Most constructivist approach
• Goals are the root of human learning
• Adults loose the excitement to learn
• Identify target skills what are the skills and
  processes?
• Develop missions that need skills write a
  proposal, sell a product, produce a budget
• Choose a class of skills to be learnt design,
  diagnose, control
• Create a theme half the world is starving, you
  can help
• Plan the activities questions, simulations,
  searches
• Build the learning environment lab, office,
  resource area

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Empathic Instructional Design

• Most pragmatic approach
• Observe watch daily tasks to gain rich
  understanding
• Capture data record images, video, open
  questions
• Reflect and analyse picture current state and
  visualise desired state of performance to find
  learning gaps
• Brainstorm for solutions just-in-time,
  simulation, blended, multimedia, themed,
  exploration
• Develop prototypes test with learners and refine

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Choosing an Approach

• Define the purpose of the e-learning

Source Epic
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Choosing an Approach

• Define the category of e-learning

Source Epic
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Choosing an Approach

• Define the instructional integrity required

Source Epic
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The Development Process
Deployment
Development
Design and specification
Analysis and setup
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Define Objectives

• Base them on the needs of the target audience
• Base them on a list of skills
• What does the learner need to do differently?
• What performance issues does the course need to
  address?
• Break down the curriculum into skills based on
  job needs

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Scope and Planning

• Determine what needs to be e-learning / face to
  face
• How will the e-learning integrate with a blended
  solution?
• Chunk material into 15-20 minute learning
  objects
• Define an incremental learning path
• Categorise the content
• What is aimed at novices/intermediate/expert
  learners?
• What MUST learners know and what could be
  reference material?
• What needs to be refresher material/quick
  reference?

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Develop a Graphical Theme

• Think of a motivating theme to hold the course
  together
• Gain attention with a targeted title
• Build on your corporate style and culture
• Base the design on budget and time available
• Use good quality media appropriately

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Build a Template Library

• Reusable templates reduce development time,
  standardise e-learning and improve quality
• Build a library of Flash templates and Content
  Point slides
• Develop templates for each type of course
• New product launches
• Safety bulletins
• Systems training
• Equipment training
• Policies and procedures training

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Storyboard Content

• Show cause and effect
• Make comparisons
• Use glossaries, jargon busters, quick reference
  cards
• Show real world examples and interviews
• Top 10 lists
• Questions and answers
• Tips and techniques
• Sequential steps
• Pie charts, bar charts, organizational charts,
  workflow diagrams, line charts, line drawings,
  maps

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Engage retain learners

• Challenge the learner
• Entertain the learner
• Make the learner think about what they are doing
• Vary the activities
• Maintain the pace
• Give regular feedback
• Allow plenty of practice
• Reward the learner

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Learn How to Write

• Trainers tend to be too verbose
• If it is possible to cut a word, always cut it
  (George Orwell)
• Remember that e-learners are impatient
• Include one idea per paragraph, 3 sentences per
  paragraph
• Use the active voice
• Spell and grammar check before publishing

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Prototype and Evaluate

• Pilot the course with designers, SMEs and a few
  learners
• Collect suggestions for improvement
• Make improvements based on engagement of the
  learner, the format and the content

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Refine and Deliver

• Deliver less of higher quality if time is short
• Use feedback to improve the course
• e-Learning must evolve to meet changing job needs
• Discuss additional training needs with learners
• Schedule course changes and inform managers of
  updates

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Top Ten Tips

• Think What must the learner do differently?
• Less is more on the screen
• Learners should know why
• Everything should be intuitive
• Learners should be in control
• Long sequences of anything are bad
• Learning should be job-focused
• Use humor and surprise sparingly
• Sort our your speling and gramar
• Good design good information

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Learning thinkers
Assimilators
Bloggers
Gurus