Instructional Design Techniques for Creating Effective e

Transcription

www.eLearningGuild.com
Instructional Design
Techniques for Creating
Effective e-Learning
Sighle Brackman, Trivantis
608
April 14-17, 2008
Orlando, FL
Instructional Design Techniques
For Creating
Effective Elearning
© 2008 Tri vantis Corporation. All rights reserved. Lectora is a registered trademark of Tri vantis. All other names ma y be trademarks of their respecti ve owners.
Presentation Purpose
Purpose for presenting today is to contribute:
• to your Enthusiasm and Commitment to elearning as a viable method of educating and training learners and
• Provide a positive impact on how you
Think About
Design and
Process elearning.
So you might integrate some of the ideas into your own contributions.
Integrate ID & Technology
Instructional Design
Principles
• Half of the puzzle
• Practical ID methods critical to elearning design
Structures the Course Message
Technology
• Frames
• Supports
• Connects
• Guides
the learning experience.
Conveys the Course Message
Integrate Two Puzzle Pieces to
Create an Elearning Experience with Impact!
Session – Instructional Design Techniques for Creating Effective
e-Learning – Sighle Brackman, Trivantis
Page 1
April 14-17, 2008
Orlando, FL
Putting the Pieces Together
I
N
S
T
R
U
C
T
I
O
N
A
L
Audience
Graphics
Audio
Theme
Course Layout
ctivity
D Content
Intera
E
Video
S Learning Objectives
Illustration
I
G
Animation
N
Slide Layout
rem
asu
Me
D em
ons
tr
ent
Instruct
ion
ati o
n
T
E
C
H
N
O
L
O
G
Y
Simulation
Five Concepts To Consider
Five concepts frame the thinking that goes into every elearning design project:
• Elearning Mission
• Challenge of No Instructor
• Audience
• Learning Styles
• Fundamental Design Concepts
Elearning Mission
To design asynchronous elearning courseware that
integrates instructional design principles and technology to create a successful learning experience for a defined audience.
Page 2
April 14-17, 2008
Orlando, FL
Challenge of No Instructor
In the absence of a facilitator or instructor,
you must design an elearning course to independently facilitate and inform
to create a memorable learning experience with impact.
Audience
Knowing your audience (e.g., corporate culture, learner backgrounds, prevalent learning styles) is fundamental to the overall course because it helps:
• define theme and style; where on the continuum of informal to formal.
• know how to write and present the instruction.
• determine language level and style to use.
• identify appropriate and amount of technology to use (e.g., types of graphics and illustrations, video, audio, demonstration/simulation, animation).
An excellent book on Adult learning is:
Enhancing Adult Motivation to Learn : A Comprehensive Guide for Teaching All Adults (Jossey Bass Higher and Adult Education Series) By: Raymond J. Wlodkowski
Learning Styles
With no instructor, a self‐contained course must balance between the three primary styles of learning:
• Visual – learn through seeing
• Auditory – learn through hearing
• Tactile or Kinesthetic – learn through moving, doing, touching
Balance between learning styles to engage without overwhelming or
underwhelming the audience.
Page 3
April 14-17, 2008
Orlando, FL
Fundamental Design Concepts
Two fundamental concepts for effective elearning are flow and engagement.
Flow means to:
Engaging the learners means to:
• Remove obstructions to learning
• Motivate learners
• Balance the extremes
• Interest learners
Use the following to achieve flow:
Use the following to engage learners:
• Concise Message
• Give learners a reason to take the course
• Consistency • Technology must support and connect learners to content
• Connections
Designing the Course
Transform content into an elearning course:
• Define learning objectives
• Transform content into instruction
• Create a course outline
• Create a course layout
• Apply Technology Methods
• Reinforce learning
• Write an assessment • Include a survey
Define Learning Objectives
Learning (instructional) objectives define where the path will take us before designing the path. Effective instruction succeeds in changing students in a desired direction. Instructional objectives set that direction and:
• relate to intended outcomes for achievement.
• are specific and measurable.
• are concerned with the learner, not the facilitator or course.
An excellent book on Preparing Instructional Objectives is: Preparing Instructional Objectives, A critical tool in the development of effective instruction By: Robert F. Mager
Page 4
April 14-17, 2008
Orlando, FL
Use Action Verbs for Learning Objectives
Bloom’s Taxonomy identifies six levels of thinking. The levels are Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
There are action verb lists associated with these levels of thinking from various sources on the web. After determining the level of thinking required for a course or select objectives, you can choose corresponding action verbs for writing learning objectives.
See Using Bloom's Taxonomy for Learning Objectives.
Bloom's Taxonomy
Transform Content into Instruction
Select content that directly teaches to one or more learning objectives; eliminate or “give less emphasis” to secondary supporting content.
Use action statements whenever possible!
Write concisely. Get to the point quickly and succinctly! Avoid extra words like “very”, “much” unless they provide specific required emphasis. Avoid “phrasing” if there is a more direct and concise way to state a point. © 2008 Tri vantis Corporation. All rights reserved. Lectora is a registered trademark of Tri vantis. All other names ma y be trademarks of their respecti ve owners.
Use bullets because:
• they are easier to read • quickly grab concepts
Bullets require:
• introductory text
• Consistent format
Each point must stand alone and be understood without further explanation. Setting a rule of thumb for bullet format creates consistency.
A Possible Rule of Thumb for Bullets
If it is a list of items:
• capitalize first word of each bullet.
• do not add an end period.
If each bullet completes the start of a sentence:
• do not capitalize the first word of each bullet.
• add an end period.
If the introductory text, the bullets and optional end text make up one complete sentence:
• do not capitalize the first word of each bullet,
• use commas on bullets as if writing a sentence, • put in “and” on 2nd before last bullet and • add an end period to the last bullet or completion phrase.
Page 5
April 14-17, 2008
Orlando, FL
Block text into concepts and ideas
“Less is more” on a slide; use whitespace to make even the most complex topics seem easy. Too much on a slide especially with a lot of activity is overwhelming to the learner.
Create a Course Outline
Use a course outline to document instruction to:
• establish a course flow.
• start a course design document (i.e., storyboard or deck).
Use the following two templates to document most courses:
• Course Outline Template – Chapters and Topics
Course Outline Chapters and Topics
• Course Outline Template – Topics Only
Course Outline Topics Only
Create a Course Layout
Use a course layout to create consistency and connection.
Most course layouts have a standard set of items that create learning connections:
• A GUI (graphic user interface) or a standard look and navigation
• Layout of chapters
• A standard organization to each chapter (e.g, introduction, objectives, topic, summary, knowledge checks)
A storyboard or “deck” is the output for the completed design and the blueprint for the development process.
The following PowerPoint document is a storyboard template:
Storyboard
Template
Page 6
April 14-17, 2008
Orlando, FL
Apply Technology Methods
What methods of technology best convey the message of a course?
Samples are worth a thousand words for demonstrating the application of technology methods. We will look at samples that:
• Engage with Personal Connection to the course
• Connect Details Back to the Big Picture
• Use Transition and Visual Connection
• Use Demonstration, Animation and Simulation
• Use Audio, Scenario and Stories
Engage with Personal Connection to the Course
Use a splash page to catch the learner’s attention.
Create a personal connection to the course material with an engaging introduction.
Connect Details Back to the Big Picture
Access references from the GUI.
Use a consistent icon for a specific purpose.
Use a set of tabs on a page.
Use a consistent global graphic.
Page 7
April 14-17, 2008
Orlando, FL
Use Transition and Visual Connection
Use visual connections to the message for the learner.
Use transition of text, bullets, and blocks of instruction onto the screen in logical sequence to guide the learner.
Use picture and reveal method.
Use Demonstration, Animation and Simulation
Use demonstration to show how:
• a result occurs
• to complete a process
Use animation to show a point and engage the learner.
Use simulation to demonstrate and/or interact with the learner for software products.
Use Audio, Scenario and Stories
Use audio to assist in transferring the message on the page.
Use scenario‐driven training to show how to apply the concepts.
Use stories to add interest and engage with dry content.
Page 8
April 14-17, 2008
Orlando, FL
Reinforce Learning
Intersperse Knowledge Checks throughout the course to periodically allow the learner to check their understanding.
Knowledge checks engage the learner with activity and wrap up a topic.
Knowledge Checks should:
Ask yourself these questions when designing knowledge checks:
• keep the learning objectives in focus.
• connect the learner to the information covered.
• use interactivity whenever possible.
• allow the learner to repeat knowledge checks as often as they wish.
How many knowledge checks? Should there be a consistent number of knowledge checks for each chapter or topic or does that depend on content?
Where do they go? At the end of every chapter or topic? Interspersed in a chapter or topic?
• provide feedback.
Should knowledge checks be predictors, exactly the same, or completely different from assessment content?
Write an Assessment
Assessments test the learner’s knowledge directly after taking the course. An assessment is a Level 2 evaluation in the Kirkpatrick’s Levels of Evaluation model.
Write Assessment Questions that Authentically Test
the Learners
Ask yourself these questions when designing an Assessment:
Assessment questions should:
Do you want to provide feedback that gives the correct answer? Or simply correct or incorrect? Or no feedback?
• test to the learning objectives.
• test the most important information.
• authentically test the learners.
What is the purpose of the assessment?
What happens when a learner does not pass the assessment? Can they immediately repeat the test, have to repeat the course, or review specific topics?
Include a Survey
Surveys are the learner’s opportunity to provide immediate feedback about the course. A survey is a Level 1 evaluation in the Kirkpatrick’s Levels of Evaluation model.
Include Survey Questions that
Provide Data for Future Improvements © 2008 Tri vantis Corporation. All rights reserved. Lectora is a registered trademark of Tri vantis. All other names ma y be trademarks of their respecti ve owners.
Page 9
April 14-17, 2008
Orlando, FL
Conclusion
Instructional Design structures the message.
Technology conveys the message.
Effective elearning requires the integration of instructional design principles and technology.
Conclusion
Five concepts frame the thinking that goes into every elearning design project:
• Elearning Mission
• Challenge of No Instructor
• Audience
• Learning Styles
• Fundamental Design Concepts
Conclusion
Transform content into an elearning course:
• Define learning objectives
• Transform content into instruction
• Create a course outline
• Create a course layout
• Apply Technology Methods
• Reinforce learning
• Write an assessment • Include a survey
Page 10

Instructional Design Techniques for Creating Effective e

Transcription

Similar documents

PTO TRICLUB - PTO Triathlon Club

Delta Delta Delta

4th of July Pancake Breakfast Friday Film Nights in the Park

Beginners Guide

Member Newsletter July 2016

BOSCHERT

www.heroes.dj