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eLearning

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eLearning No one universal definition - now. Basically learning through web-enabled technology. Usually delivered with/over CD-ROM Internet Intranet – PowerPoint PPT presentation

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Title: eLearning


1
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)

2
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?

3
True or False?
  • A learning product that does not teach has no
    value.
  • M.David Merrill

4
False
  • A learning product that does not teach has no
    value.
  • M.David Merrill

5

A.D.D.I.E.
  • 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

6
ADDIE

7
ADDIE minus the ADDIE
8
AAnalysis (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

9
Cautions
  • No sign off
  • responsibility with no authority.
  • Costly changes (time, money, resources)
  • Look-feel (color image) choices!
  • Skipping tasks for sake of speed.

10
D Design
  • Instructional Design
  • Re-design
  • Graphic Design

11
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 gt pages gt modules gt courses gt 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

12
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.)

13
Flow-chart top level
Accounting
Marketing
Finance
Industry
14
Flow-chart lower level
  • Standard Pages for Strategies
  • -Introduction
  • -Defining the Problem
  • -Sources Research Strategies
  • Resources

Standard Pages for Data Sources -About the
Reviews -Overview Ratings, -Tables, -Development,
-Data Sources
Standard Pages for Solutions A.
Problems -Problem Statement -Background -Strategy
-Results -Tips B Case Study -Overview -Reference
-Interview -Research Strategy -Research Results
-Analysis -Resources
15
Flow-chart bottom level
Standard Pages for each of the
tutorial -Introduction - Goals Objectives -
Table Contents -Assignment -Strategies - Report -
Tips
16
Cautions
  • Marketing jumps the gun makes promises.
  • Unclear definitions to developers
  • Meta- tags not universal
  • Misinterpretations of the paths.
  • SMEs!!! (Subject Matter Experts)

17
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

18
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

19
Cautions
  • SMEs!!!
  • Electronic textbook approach.
  • Need for speed.
  • Lack of knowledge of instruction and learning.

20
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.

21
Cautions
  • Pick the right graphic designer(s)
  • Over-the-wall process
  • Unclear directions from ID
  • Improper meta-tagging
  • Platform conformity

22
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.

23
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.

24
Help Authoring Tools (HAT)
  • Some tools the same as design phase. Sometimes
    more hard programming here.
  • Knopf Online
  • http//www.knopf.com/resources/index.html
  • is a leading provider of consulting, training,
    and development services for the high-tech
    industry.

25
Macromedia Development Tools
  • Macromedia 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.

26
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/featu
    res/content.htm
  • Knopf Online excellent resource page for tools
  • http//www.knopf.com/resources/index.html

27
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.

28
Cautions
  • Marketing jumps the gun.
  • Skip testing altogether.
  • Skip testing by real people.
  • Development goes on during testing!

29
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.

30
Cautions
  • No plan or poor plan.
  • Manipulation of or ignoring data.
  • Development starts for v.1 and goes on during
    data collection.

31
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?

32
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

33
Cautions
  • Report gets filed.
  • ROI is good.
  • ROI is poor.

34
Next A.D.D.I.E. Add-ons
  • Human Resources
  • Schedule
  • Course Management Technology
  • Sampling courses
  • Links

35
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.

36
Work-flow Schedule
37
Course Management Technology
  • LMS Learning Management System
  • CMS Content Management System
  • LCMS Learning / Content Management Systems

38
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/c
    asdas/index.html
  • Rip off or Service? Site for Free and low cost
    online training Free Skills http//www.freeskill
    s.com/ http//tutorials.freeskills.com/read/id/4
    88/headline/CreatingButtonswithFlashMX
  • 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.mspxECAA (Scroll down to
    download module 1, click on download, unzip file
    and open.) (or open PDF).

39
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 Dogs 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
  • Gagnes 9 Learning Events (how to design the
    lessons) http//www.nwlink.com/donclark/hrd/lear
    ning/development.htmll
  • SCORM, An overview http//www.rhassociates.com/sc
    orm.htm
  • From Carnegie Mellon links to info on SCORM
    http//www.lsal.cmu.edu/lsal/expertise/projects/de
    velopersguide/
  • What is, and is not, eLearning?
    http//www.managersforum.com/eLearning/Index.htm

40
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.as
    p
  • Training Magazine http//www.trainingmag.com/trai
    ning/index.jsp
  • Online Learning Magazine http//www.onlinelearnin
    gmag.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.co
    m/resources/funding.html
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