Chapter 1 Designing e-learning

What is instructional design? includes Goals Teaching strategies Content Technology choices

General Steps Identify your main goals (Goals of the course- based on standards, curriculum- ) Analyze learners’ need (what type of students?) Identify what to teach (based on your experience and #1) Set learning objectives (Goals of the lesson- more specific than goals) Identify prerequisites Pick the approach to meet each objective (general approach for each objective (e,g,. Group/individual Written/practical active/passive ) Decide the teaching sequence of your objectives Create objects to accomplish objectives Create tests Select learning activities Choose media

1- Identify your main goals Types of goals Financial Intellectual (educational) Costumers Employees Operations (improving efficiency) Reputation

2-Analyze learners’ need Motivation for learning Psychomotor skills Attitude and mindset (dispositions) Mental discipline (logical thinking) Communication skills Social skills Talents and intelligences Media preferences Background knowledge and experience Learning conditions Locus of control (they can control events affecting them) Style of prior education Digital fluency

3-Identify what to teach (Education) Identify essentials (curriculum and standards) Analyze the gap between real and ideal performance (what they need for their future job) - [Design for how People Learn (2012), by Julie Dirksen.] Analyze How people learn (learning theories) Telling Ain't Training 2nd editionBy Harold D. Stolovitch, Erica Keeps Ask “those who should know” (best practices – online resources BUT don’t blindly copy) Analyze critical incidents (academic failures) Don’t let the “content committee” decide (don’t blindly follow them. Rely on your own experience and abilities)

4- Set learning objectives Very important (from objectives we identify prerequisites, learning activities, and tests) Has 2 parts Intent (What will be learned) Prerequisites (skills, knowledge, attitudes) Intent = The student will understand the concept of the Derivative. Prerequisites= Given 4 theorems that he/she has never seen, the student will formulate a proof for each theorem by drawing on elements from previous sources and will rate them together to form a pattern proof—with 80% accuracy.

Good Objectives Clear Specific Worthy

Primary and secondary objectives Do (performing a procedure without having to make decisions, procedures could be mental or physical) Decide (Accept/Reject- How many- How much- which one - going beyond following procedures / making judgment) Create (has to be original; not from scratch; could be an object, a concept, a plan) Secondary Know (recall, knowing how to find, knowing how things work) Believe (the learner is convinced that…) Feel (how students will feel about…)

6- Pick the approach to meet each objective chapters 2-4 Standalone e-learning Games and simulations Virtual-classroom e-learning Physical-classroom learning Coaching (mentoring-tutoring) Referring to learning resources Searching online resources Interacting with a social network Letting learners find the solution on their own Changing external factors (in some organizations, often, the best way to meet an objective is not learning or information- Campus online security)- Blending if necessary

7- Decide the teaching sequence of your objectives Bottom up (teach basics first then show the whole picture) Top down (show the whole picture first, then teach details) Sideways (learners choose how to start and continue)

8- Create objects to accomplish objectives A learning object is a chunk of electronic content that can be accessed individually and that completely accomplishes a single learning objective and can prove it.

Learning Objects May contain text, graphics, animation, video, voice, music, and other media Can be accessed individually through a menu, search engine, or just a “next button” Appears to the learner to be separate from other objects Completely accomplish a single learning objective Contains the means to verify that the objective was met. Can serve multiple purposes and may contain other learning objects. Check the difference between learning objects , learning agents, and modules. Learning objects and modules are the same things. A topic is the lowest-level learning object.

A- Create Tests Tests clarify the objectives You can use tests to pre-test learners Test is the best guide to designing learning activities Tests can serve as learning activity Tests can guide you in the development of content

B- Select learning activities

Select learning activities To accomplish learning objectives, we typically require 3 types of learning activities: Absorb Do Connect

“Absorb” activities Reading text Watching animation Listening to narration Learner is physically passive but mentally active

Examples of Absorb Presentations Readings Stories by the teacher Field trips

“Do” activities Practice a procedure Play a game Answer questions The learner practices, explores, and discovers

“Connect” activities Connect what they are learning to their work, their lives, and their prior knowledge

Examples of Connect Ponder (stop and think about the subject more broadly and deeply) Questioning (let learners ask questions and obtain answers to their individual questions) Stories told by students (requires learners to share their experiences) Job aids (checklists, manuals, glossaries, calculators, templates, models) Research (identify learning resources on their own)

Choose Media Each object may require a different mix of text, graphics, sound, voice, music, animation, and video. What medium is essential to accomplish my objective? What medium could you not do without?

Compare ADDIE with Horton’s model Analyze Design Develop Build Implement Evaluate Test

Compare with Bloom’s Remember = Know Understand = Know Apply = Do , Believe Analyze = Decide Evaluate = Decide Create = Create Feel