Transcript Instructional Design for e

Instructional Design
for e-Learning
Dr Richard Hyde
Atlantic Link Ltd.
Overview
 What is instructional design?
 Theories and models
 Choosing an approach
 The development process
 Top ten tips
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
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
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
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
Instructional Design Models
 Robert Gagne’s 9 step model
 ADDIE model
 ARCS model
 Roger Schank’s goal-based scenarios
 Empathic instructional design
Gagne’s 9 Step Model
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Traditional behaviourist approach
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Gain attention: Stimuli activates receptors
Inform learners of objectives: Creates level of expectation for learning
Stimulate recall of prior learning: Retrieval and activation of shortterm 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
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
Roger Schank’s Goal-Based
Scenarios
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Most constructivist approach
Goals are the root of human learning
Adults loose the excitement to learn
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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
Choosing an Approach
 Define the purpose of the e-learning
Purpose of
e-learning
Example
Learner task
Assessment
Broadcast of new
information
A new sales tool has been introduced
Read
None
Important knowledge
transfer
Here is the new sales tool and this is
how it differs from the last one.
Read, listen and answer
some questions.
Who took this?
Did they get it?
Developing new skills
Learn how to use the sales tool to be
a better sales person.
Read, listen and try out
new skills.
Did they learn?
What scores did
they get?
Creating certified
competencies
Become a member of our Sales
Academy.
Read, listen, try new
skills and become
certified.
Did they pass?
Are they
certified?
Source: Epic
Choosing an Approach
 Define the category of e-learning
Category of e-learning
Instructional criteria
Recommended
strategy
Induction
Logical structure and learning path as
well as support for the learner.
Application of learning only where
relevant.
Gagne’s Model provides a
structured flow.
Basic Process, Technical or Systems
knowledge
Build knowledge progressively.
Layering of knowledge and skills.
Relate content to personal experience.
Gagne’s Model.
Simple Learn > Apply /
ARCS model.
Advanced Process, Technical or
Systems knowledge
Learners may already understand and
perform part of the task.
Build deep understanding and follow
with opportunities for practice.
Confident learners should be able to try
the application tasks first.
Schank’s goal-based
scenarios work well.
Product knowledge
An exploratory, action-based approach.
Learners must know the detail before
applying it.
Schank’s goal-based
scenarios.
Learn > Apply / ARCS
model.
Soft skills
Immersive, action-oriented scenarios.
Split between theory and application.
Schank’s goal-based
scenarios.
Learn > Apply / ARCS
model.
Source: Epic
Choosing an Approach
 Define the instructional integrity required
Category
Instructional
integrity
Content urgency
Available resources
Information broadcast
Low
High
SMEs
Important knowledge
transfer
Medium
Medium
SMEs/Professionals
Developing skills and
competencies
High
Low
Professionals
Source: Epic
The Development Process
Analysis and setup
Design and specification
objectives
concept
Development
programming
scripting
scope
planning
proposal
content
design
proof of
specification concept
technical
Deployment
delivery
asset
production
content
client
assembly approval
testing and QA
pilot
evaluation
support
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
Scope and Planning
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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?
Develop a Graphical Theme
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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
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
Storyboard Content
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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
Engage & retain learners
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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
Learn How to Write
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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
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
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
Top Ten Tips
1. Think: ‘What must the learner do differently?’
2. Less is more on the screen
3. Learners should know why
4. Everything should be intuitive
5. Learners should be in control
6. Long sequences of anything are bad
7. Learning should be job-focused
8. Use humor and surprise – sparingly
9. Sort our your speling and gramar
10. Good design = good information
Learning thinkers
Gurus
Assimilators
Roger Schank
Jay Cross
Michael Allen
Mark Prensky
Marc
Rosenberg
Curtis Bonk
John Seeley
Brown
Don Norman
Jakob Nielsen
Bloggers
Elliot Masie
Donald Clark
Brandon-Hall
Clive Shepherd
Josh Bersin
Mark Harrison