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

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#4

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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