eLearning
• No one universal definition - now.• Basically learning through web-enabled
technology.• Usually delivered with/over
– CD-ROM– Internet– Intranet– LAN (Local Area Network)– WAN (Wide Area Network)
Today
• An overview of eLearning (!) • Some tricks and tips of the trade.• What resources do you need? • How do you know when you have a good
product?
True or False?
A learning product that does not
teach has no value. M.David Merrill
False
A learning product that does not teach has no value.
M.David Merrill
• Used in ISD (Instructional Systems Design)
and other design systems.
• Effective and efficient
• Versatile and flexible
• Stands the test of time
• * Criticized as too linear
A.D.D.I.E.
ADDIE
Evaluate
Analyze
DevelopImplement
Design(I&G)
Interaction &
Feedback
ADDIE minus the A=D’DIE
A=Analysis (Upfront Work)• Project manager with Instructional Design Manager and
Production Manager:• Analyze:
– Audience– Content (task analysis or content hierarchy – collaborate with
SME)– Resources ($$, human & tech)– Instructional needs – Processes (procedures)
• Deliver:– Budget (give high & low estimates based on media options &
resources)– Project proposal (and sometimes the look & feel samples)
• Do: – Present and get commitments (sign-off) from all
concerned parties – Distribute criteria and samples of META-TAGS to all
participating parties
Cautions
• No sign off : – responsibility with no authority.– Costly changes (time, money, resources)– Look-feel (color & image) choices!
• Skipping tasks for sake of speed.
D = Design
• Instructional Design• Re-design• Graphic Design
Instructional DESIGN • Determine goals and objectives: include both terminal and enabling
objectives. • Decide on:
– Approach: easy tasks first, non-sequential, or problem solving.– Types of communications: Synchronous, asynchronous, – amount of online time: total, blended (hybrid), computer
supported learning– Type of use: on the job training, on demand, home study, group
study, etc..– Reusability (objects and modules) - to SCORM or not to SCORM– List the entry behaviors that the learner must demonstrate prior to
training.• Design:
– Objects > pages > modules > courses > series. (What goes where and how it goes together.)
– Interactivity (Where, what for, how much.)– Assessments (Questions, answers, instant feedback & tracking)– Flow-chart for developers to use in design and development of
User Interface & Architecture
SCORM
• Sharable Courseware Object Reference Model includes three parts: – Overview - about the model, vision and
future– Content Aggregation Model - how to put
learning content together so it can be moved and reused.
– Run Time Environment: How content is launched and the learner's progress is tracked and reported back.
• Who uses SCORM?
(Information on SCORM in table at end of slide show.)
Flow-chart – top level
InteractiveVertical Learning
Center
InteractiveVertical Learning
Center
About UsOther Products
Accounting Marketing Finance Industry
Flow-chart: lower level
Accounting Accounting
Research Strategies
Research Strategies Research
Solutions
ResearchSolutions Research
Data Sources
Research Data Sources
Learn!Research skills
Learn!Research skills
Standard Pages for Strategies:-Introduction-Defining the Problem-Sources & Research Strategies1Resources
Standard Pages for Solutions: A. Problems-Problem Statement-Background-Strategy-Results-Tips B Case Study-Overview-Reference -Interview-Research Strategy-Research Results & -Analysis-Resources
Standard Pages for Data Sources:-About the Reviews-Overview: Ratings, -Tables,-Development, -Data Sources
Flow-chart: bottom level
Learn!Research skills
Learn!Research skills
#1
#1
#2
#2
#3
#3
#4
#4
#5
#5
#6
#6
#7
#7
#8
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Standard Pages for each of the tutorial:-Introduction- Goals & Objectives- Table Contents-Assignment-Strategies- Report- Tips
Cautions
• Marketing jumps the gun & makes promises.
• Unclear definitions to developers• Meta- tags not universal• Misinterpretations of the paths.• SMEs!!! (Subject Matter Experts)
Re-design
• Converting existing classroom or textbook courses to eLearning is a common task now.
• Deconstruct existing course (this is essential)– Determine the knowledge structure: Is there more
than one organizational choice?– Determine the dominate function: Is it?
Communication, concepts, procedures, affective…?– Do not recreate a classroom or textbook on line.– Use the strengths of the computer: nonlinearity, self-
pacing, media, interactivity, tracking, etc.
• Redesign then reconstruct course
Test
• Testing design docs (not programming)• By SMEs (Subject Matter Experts)
– Check accuracy of information including graphics
– Check activities, and assessments especially answers and explanations.
– Validate the instruction• Review the process
– For effectiveness and efficiency• Revise courseware and process
Cautions
• SMEs!!!• Electronic textbook approach.
– Need for speed.– Lack of knowledge of instruction and
learning.
Graphic Design
• Look & Feel – detailed out• UI & Navigation (sometimes)• Headers & Logos• Graphics & Images• Animations & slide shows• Interactive practices, questions, quizzes, tests,
etc.• Assessments (interactive)• Icons • Etc.
Cautions
• Pick the right graphic designer(s)
• Over-the-wall process• Unclear directions from ID• Improper meta-tagging• Platform conformity
D = Develop (produce)
• Develop a Rapid Prototype.* – remove bugs & provide marketing with sample
• Develop the courseware. • Select the media and media events
– text, animations, slide shows, etc.
• Produce the necessary materials – not already produced in graphic dept.
• Synthesize the materials into a viable learning program.
*A quickly assembled module that can be tested early in the production process.
Graphic Design
• Belongs here as well as in Design phase. Usually look-feel is complete by this phase.
• UI & Navigation (sometimes)• Animations & slide shows• Interactive practices, questions, quizzes, tests,
etc.• Assessments (interactive)• Icons • Etc.
Help Authoring Tools (HAT)
• Some tools the same as design phase. Sometimes more hard programming here.
• Knopf Onlinehttp://www.knopf.com/resources/index.htmlis a leading provider of consulting, training, and development services for the high-tech industry.
Macromedia Development ToolsMacromedia: http://www.macromedia.com/software/ • Contribute 3 lets everyone in an organization publish to websites and
bring them alive with up-to-date content and information. There is no easier or more affordable way to keep web content current and relevant. Cheap.
• Captivate (formerly RoboDemo) automatically records all onscreen actions and instantly creates an interactive Flash simulation. Point and click to add text captions, narration, and e-learning interactions without any programming knowledge. Not too expensive.
• Dreamweaver: Build professional web sites and applications. Not difficult to learn on a basic level so is good tool for beginning developers. Knowing some HTML allows for more custimazation and control. Not expensive.
• Flash is almost essential to provide animation and interactivity. Not too expensive.
• Authorware is the leading visual authoring tool for creating rich-media e-learning applications for delivery on corporate networks, CD/DVD, and the Web. Develop accessible applications that comply with learning management system (LMS) standards. VERY expensive.
Other Development Tools
• Programming knowledge of HTML, XML, JavaScript, Java, etc. for custom designs.
• A site that recommends tools: .http://www.e-learningcentre.co.uk/eclipse/vendors/authoring.htm
• This page provides links to software tools (None from Macromedia) that are useful for the production of formal e-learning solutions, listed in alphabetical order: http://www.e-learningcentre.co.uk/eclipse/vendors/authoring.htm
• An excellent article: Content builders- tools for e-learning authors http://www.fastrak-consulting.co.uk/tactix/features/content.htm
• Knopf Online: excellent resource page for tools:
http://www.knopf.com/resources/index.html
Test
• Validate the instruction to ensure it accomplishes all goals and objectives. – Have real people try the prototype.– Have real people try the course.
• Review courseware and process – Ensure that the training materials are clear,
accurate, and effective.– Ensure process is effective and efficient.
• Revise courseware and process.
Cautions
• Marketing jumps the gun.• Skip testing altogether.• Skip testing by real people.• Development goes on during testing!
I = Implement: Beta Version
• Make a plan for conducting course, testing program & tracking users.
• Implement (deploy/launch) course. • Conduct course. • Test course while in use.• Track users behaviors and learning.• Use information to revise course,
programming and processes.
Cautions
• No plan or poor plan. • Manipulation of or ignoring data.• Development starts for v.1 and goes on
during data collection.
E = Evaluation• Content
– Does the program include the appropriate amount of information?– Is the information up-to-date and correct?
• Instructional Design– Is the course designed to maximize learning? Are the objectives
met?
• Interactivity– Is the user engaged actively and meaningfully?
• Navigation– Can users determine their own path?– Is there an exit option? Is a course map accessible?– Is there an appropriate use of icons and clear labels to maximize
user friendliness?
• Use of Media
–Does the program appropriately and effectively employ graphics, animation, music, sound, video, etc.?
–Is the gratuitous use of these media avoided?
–Is the soundtrack really annoying?
Evaluation (cont.)• Evaluation (Assessment)
– Is there some type of evaluation, such as: completion of a module?
• Aesthetics– Is the program attractive and appealing to the eye and
ear?– Does the structure of the screen add to the program?
• Record Keeping– Are student performance data recorded, such as time to
complete, question analyses, and final scores? Is the data forwarded to the course manager automatically?
• Tone– Is the program designed for the audience? Does it avoid
being condescending, trite, pedantic, etc.?
• ROI (Return On Investment)Adapted from Brandon Hall
Cautions
• Report gets “filed”.• ROI is good.• ROI is poor.
Next: A.D.D.I.E. Add-ons
• Human Resources• Schedule• Course Management Technology• Sampling courses• Links
Human Resources• Needs vary: type of organization, money,
talent (multi-talented people), technology available.
• Managers:– Project– Instructional design– development (production)
• Writers/editors• Graphic designers• Programmers, web-masters, etc.
Work-flow Schedule 1. Analyze: 2. Design:
3. Develop:
4. Implement:
5. Evaluate:
6. Track:
Upfront work .
Informative text Instruction
Instructional events Implementation Process
ID Revisions ID Revisions
Instructional elements
Evaluation Process
Design & develop samples: look-feel
User Interface UI Programming Revisions
Develop V1
Begin: Graphics Graphics Graphic Revisions
Begin: Develop Prototype
Courseware
Beta Version Implement V1
Formative evaluation of learning elements & user reaction
Summative: data collection & Analysis
Track use, success & retention
Interaction & Feedback
Interaction & Feedback
Interaction & Feedback
Interaction & Feedback
Interaction & Feedback
Interaction & Feedback
Course Management Technology
• LMS: Learning Management System• CMS: Content Management System• LCMS: Learning / Content Management
Systems
What do you think?• Good or Poor? From Instructional Technology:
Global Resources Network: WBT Module: Motivation: http://www.ittheory.com/wbt/menu.htm
• Good or Poor? Rotary International Club and District Administration Software (RI-CAS and RI-DAS) Tutorials http://www.rotary.org/support/casdas/index.html
• Rip off or Service? Site for Free and low cost online training: Free Skills http://www.freeskills.com/ http://tutorials.freeskills.com/read/id/488/headline/Creating+Buttons+with+Flash+MX
• Good or Poor? Implementing and Managing Microsoft Exchange 2000. Module 1: Introduction to Microsoft Exchange 2000
http://www.microsoft.com/learning/syllabi/en-us/1572Cfinal.mspx#ECAA (Scroll down to: download module 1, click on download, unzip file and open.) (or open PDF).
Instructional Design & info Sites• Instructional Systems Design, from Colorado University,
Denver (more than you ever wanted to know): http://carbon.
cudenver.edu/~mryder/itc_data/idmodels.html • Big Dog’s ISD Page: lots of info and links to information
about Instructional Systems Design: http://www.nwlink.com/~donclark/hrd/sat.html
• The HPC SPIDER provides a wide range of information on eLearning : .https://www.spider.hpc.navy.mil/
• The Learned Man (eLearning & Training BLOG): http://elearning.typepad.com/thelearnedman/2004/03/top_10_blunders.html
• Gagne’s 9 Learning Events (how to design the lessons): http://www.nwlink.com/~donclark/hrd/learning/development.htmll
• SCORM, An overview: http://www.rhassociates.com/scorm.htm
• From Carnegie Mellon: links to info on SCORM: http://www.lsal.cmu.edu/lsal/expertise/projects/developersguide/
• What is, and is not, eLearning? http://www.managersforum.com/eLearning/Index.htm
Organizations & Journals • eLearning Guild: http://www.elearningguild.com/
• Brandon Hall: expensive, but has free resources at http://www.brandonhall.com/public/freeresources/index.htm
• eLearning Trends, Elliott Maisie: http://www.masie.com/
• ISPI: International Society for Performance Improvement: http://www.ispi.org/
• eLearners.com: http://www.elearners.com/resources/index.asp
• Tech . Learning site for Education Technology Leaders: http://www.techlearning.com/
• Sloan Consortium: http://www.sloan-c.org/index.asp
• Association for the Advancement of Computing in Education: http://www.aace.org/
• Educause: http://www.educause.edu/apps/eq/index.asp
• Training Magazine: http://www.trainingmag.com/training/index.jsp
• Online Learning Magazine: http://www.onlinelearningmag.com/onlinelearning/index.jsp
• T.H.E Journal: http://www.thejournal.com/
• Electronic Journal of eLearning: http://www.ejel.org/index.htm
• Grants for ed tech: http://www.castletechnology.com/resources/funding.html