elearning no one universal definition - now. basically learning through web-enabled technology....
TRANSCRIPT
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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)
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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?
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True or False?
A learning product that does not
teach has no value. M.David Merrill
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False
A learning product that does not teach has no value.
M.David Merrill
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• 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.
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ADDIE
Evaluate
Analyze
DevelopImplement
Design(I&G)
Interaction &
Feedback
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ADDIE minus the A=D’DIE
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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
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Cautions
• No sign off : – responsibility with no authority.– Costly changes (time, money, resources)– Look-feel (color & image) choices!
• Skipping tasks for sake of speed.
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D = Design
• Instructional Design• Re-design• Graphic Design
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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
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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.)
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Flow-chart – top level
InteractiveVertical Learning
Center
InteractiveVertical Learning
Center
About UsOther Products
Accounting Marketing Finance Industry
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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
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Flow-chart: bottom level
Learn!Research skills
Learn!Research 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)
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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
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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
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Cautions
• SMEs!!!• Electronic textbook approach.
– Need for speed.– Lack of knowledge of instruction and
learning.
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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.
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Cautions
• Pick the right graphic designer(s)
• Over-the-wall process• Unclear directions from ID• Improper meta-tagging• Platform conformity
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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.
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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.
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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.
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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.
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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
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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.
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Cautions
• Marketing jumps the gun.• Skip testing altogether.• Skip testing by real people.• Development goes on during testing!
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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.
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Cautions
• No plan or poor plan. • Manipulation of or ignoring data.• Development starts for v.1 and goes on
during data collection.
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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?
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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
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Cautions
• Report gets “filed”.• ROI is good.• ROI is poor.
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Next: A.D.D.I.E. Add-ons
• Human Resources• Schedule• Course Management Technology• Sampling courses• Links
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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.
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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
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Course Management Technology
• LMS: Learning Management System• CMS: Content Management System• LCMS: Learning / Content Management
Systems
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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).
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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
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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