Transcript eLearning: an overview - Main Page

eLearning
• No one universal definition - now.
• Basically learning through web-enabled
technology.
• Usually delivered with/over
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CD-ROM
Internet
Intranet
LAN (Local Area Network)
WAN (Wide Area Network)
Today
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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
A.D.D.I.E.
• 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
ADDIE
Analyze
Evaluate
Design
(I&G)
Interaction
&
Feedback
Implement
Develop
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
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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
About Us
Other Products
Interactive
Vertical Learning
Center
Accounting
Marketing
Finance
Industry
Flow-chart: lower level
Accounting
Learn!
Research
Strategies
Research
skills
Standard Pages for
Strategies:
-Introduction
-Defining the Problem
-Sources & Research
Strategies
1Resources
Research
Solutions
Standard Pages for
Solutions:
A. Problems
-Problem Statement
-Background
-Strategy
-Results
-Tips
B Case Study
-Overview
-Reference -Interview
-Research Strategy
-Research Results & Analysis
-Resources
Research
Data
Sources
Standard Pages
for Data Sources:
-About the
Reviews
-Overview:
Ratings, -Tables,
-Development,
-Data Sources
Flow-chart: bottom level
Learn!
Researc
h skills
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Standard Pages for each
of the tutorial:
-Introduction
- Goals
& Objectives
- Table Contents
-Assignment
-Strategies
- Report
- Tips
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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, selfpacing, 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
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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 Online
http://www.knopf.com/reso
urces/index.html
is a leading provider of
consulting, training, and
development services for the
high-tech industry.
Macromedia Development Tools
Macromedia: 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 richmedia 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 elearning 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
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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?
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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
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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.
1. Analyze:
Work-flow Schedule
2. Design:
3. Develop:
4. Implement:
Upfront work
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Informative text
Instruction
Instructional events
Implementation
Process
Instructional
elements
Evaluation Process
Design & develop
samples: look-feel
User Interface
UI
Programming
Revisions
Begin: Graphics
Graphics
Graphic
Revisions
Begin: Develop
Prototype
Courseware
5. Evaluate:
ID Revisions
Interaction
&
Feedback
Interaction
&
Feedback
ID Revisions
Develop V1
Beta Version
Interaction
&
Feedback
6. Track:
Implement V1
Formative
evaluation
of learning
elements & user
reaction
Summative:
data
collection
& Analysis
Interaction
&
Feedback
Interaction
&
Feedback
Track use,
success &
retention
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+Fla
sh+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
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eLearning Guild: http://www.elearningguild.com/
Brandon Hall: expensive, but has free resources at
http://www.brandonhall.com/public/freeresources/index.htm
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eLearning Trends, Elliott Maisie: http://www.masie.com/
ISPI: International Society for Performance Improvement:
http://www.ispi.org/
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eLearners.com: http://www.elearners.com/resources/index.asp
Tech . Learning site for Education Technology Leaders:
http://www.techlearning.com/
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Sloan Consortium: http://www.sloan-c.org/index.asp
Association for the Advancement of Computing in Education:
http://www.aace.org/
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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
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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