Process of developing e-Learning courses

Research Seminar

26th June 09

Aim

• e-learning and its forms

• e-Learning models and its processes

• e-learning design principles/ techniques

e-Learning

As all educational or instructional content that is

distributed using web-based technologies to

achieve any of a variety of learning objectives

including (but not limited to):– employee, business partner training

– academic education of students

– Marketing communications

– Customer support

Source -The eLearning Guild

Really, any situation you can imagine where the

goal is to impart information that will enable the

user to learn something.

Knowledge databases

Levels of e-Learning

Online support

Asynchronous training

Synchronous training

e-Learning types

Rapid e-learningLess development time

•Less budget

•Cost effective•Any subject that can be explained in words

•Short shelf life

• Quick time for delivery•Re-purpose existing content

•Just in time information – hot topic

Traditional e-learningLong lead time

•More budget•Subjects that need simulations or 3D models

•Long shelf life•Original content

“78% of organisations want faster

development”

e-Learning guild Survey

STAGES

Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.

Traditional Process

Stages People Product

Planning Detailed Project PlanProject

ManagerDirector

Research and design coordinator

Business Developer

Traditional Process

Stages People Product

Planning Detailed Project Plan

Design Storyboards

Project Manager

DirectorResearch and

design coordinatorBusiness Developer

Research and design coordinator

Instructional designers

Subject Matter Expert

Evaluation Specialist

Copyright Coordinator

Traditional Process

Stages People Product

Planning Detailed Project Plan

Design Storyboards

Production Course Materials

Project Manager

DirectorBusiness Developer

Production coordinator

• course integrator• programmer• graphic artist• multimedia developer• photographer/videographer• editor • learning objects specialist, • quality assurance person• Pilot Subjects

Research and design coordinator

Research and design coordinator

Instructional designers

Subject Matter Expert

Evaluation Specialist

Copyright Coordinator

Traditional Process

Stages People Product

Planning Detailed Project Plan

Design Storyboards

Production Course Materials

Evaluation Revised Course materials

Project Manager

DirectorBusiness Developer

Research and design coordinator

Production coordinator

Production Team

Interface Designer

Instructional designers

Evaluation Specialist

Research and design coordinator

Instructional designers

Subject Matter Expert

Evaluation Specialist

Copyright Coordinator

STAGES

Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.

Well-maintained learning materials

Delivery and Maintenance Stage

Systems administrator

server/database programmer

Webmaster

instructional and support services staff or ISS

• course coordinator, instructor, • tutor, • course facilitator, • discussion moderator, • technical support, • librarian, • counselor,• customer service, • registration and administrative staff,

Instructional Stage

Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.

• Return on investment in e-learning

• Market researchers and recruiters (or salespersons) involved

• To make accurate and updated information about their e-learning offerings known to as many potential learners as possible.

Marketing Stage

Rapid e-Learning Model

Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today

Reality

Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today

Rapid Process

Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf

1. Scoping of Content

• Organize, organize, organize

Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf

In Practice

Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf

SMART Learning Objectives

• Specific – stimulating, simple, strategic and sensible• Measurable – meaningful, maintainable, mapped to

goals and motivating• Achievable – appropriate, ambitious, acceptable and

accountable• Realistic – rewarding, robust, relevant and result

oriented• Timely – tangible, trackable and towards what you

want

http://www.viddler.com/explore/atlanticlink/videos/3/

2.

Techniques

• What must the learner do differently?

• Thinking like a learner

• 20 minutes modules

• Pareto principle (80/20 rule)

• Categorising content

• Refresh material

• Incremental learning path

Gagne's events of instruction (Traditional)

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting new material

5. Providing learning guidance

6. Eliciting performance

7. Providing feedback about correctness

8. Assessing performance

9. Enhancing retention and recall

Learning Models

Get attention

Set Direction

Present

information

Examples

and practices

Summarise

Assess

and Support

Rapid

http://www.viddler.com/explore/atlanticlink/videos/3/

Script Writing

• Rapid e-Learners are impatient

• Short lines, short sentences and one idea per paragraph

• Use the active voice, with actions at the start of the sentences

• Consistent use of terminology and instructions

• Tell stories to aid retention

• Reduce text with pictures, audio, graphs and flow charts

http://www.viddler.com/explore/atlanticlink/videos/3/

3. Creating your Course

• Use the outline and the interactive elements as the basis of the course. – Subject areas are converted to chapters. – Topics are converted to bullet pages. – Interactive elements, quizzes, links, and graphics,

animation, audio, video make your course interesting.

Graphic Design

• Consistent colour• Consistent layout• Consistent behaviour• White space is fine

• A simple acronym

– Contrast

– Repetition

– Alignment

– Positioning

http://www.viddler.com/explore/atlanticlink/videos/3/

Template creationReusable

RobustRelevant

Intuitive

http://www.viddler.com/explore/atlanticlink/videos/3/

4. Implementing and Evaluating the Course

• Quality Assure

• Beta test

• Release

Create Issue

Assign IssueSign off Issue

Fix issue Accept Issue

http://www.viddler.com/explore/atlanticlink/videos/3/

Good e-Learning

• Uses best of breed web design

• Content is designed to be:

– Clear and easy to understand

– Provides easy access to additional information

– Includes repetition provides the same information in several formats

– Includes course tracking

– Can enable tests and surveys

ReferencesHow to develop effective courses for the web: http://www.readygo.com/isd/

For SMEs: How to design of rapid e-learning materials http://www.learning15.net/wiki/index.php?title=The_60-minute_masters

Free report on Rapid E-learning Design here: http://www.kineo.com/rapid-elearning/how-to-design-rapid-e-learning.html

IDEAS: Instructional Design for Elearning ApproacheS: http://ideas.blogs.com/

eLearning Technology: http://elearningtech.blogspot.com/

http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf

Community & Resources for e-Learning Professionals : http://www.elearningguild.com/

Centre for Learning & Performance Technologies: http://www.c4lpt.co.uk/jane.html

http://www.viddler.com/explore/atlanticlink/videos/3/