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
• 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

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

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ADDIE

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ADDIE minus the ADDIE
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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

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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 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

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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
Accounting
Marketing
Finance
Industry
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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
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Flow-chart bottom level
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 Online
• http//www.knopf.com/resources/index.html
• is a leading provider of consulting, training,
  and development services for the high-tech
  industry.

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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.

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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/featu
  res/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
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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/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).

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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 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

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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.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