Instructional Design for eLearning Certificate Program Designing Instructional Content Instructor: Bill Teeple

Class TitleLengthCEU Instructional Design for eLearning 7 hr..7 Analysis and Planning 14 hr.1.4 eLearning Technologies and Methodologies 14 hr.1.4 Designing Instructional Content 14 hr.1.4 Navigation, Storyboards and Prototypes 21 hr.2.1 Practicum: Learning Object Design and Development 21 hr. 2.1 Total 91 hr.9.1 ID for eLearning Certificate Program Structure

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Course Agenda 3 Course Name Program Name Content resources and idea generation Working with subject matter experts Chunking information Task analysis Concept analysis Instructional writing for eLearning Accessibility, ADA, and Section 508 Portability and Portability Standards

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Day 1 Agenda 4 Course Name Program Name Setting the foundation Content resources and idea generation –Customer requirements –Brainstorming –Mind mapping –WBS Copyright and intellectual property Working with subject matter experts Chunking Information

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Introductions Name Company or Agency What specific types of training do you develop? Safety, business, construction, IT, etc. What mode of delivery are you currently using? Instructor led, Blended, or eLearner Are you a subject matter expert that provides input to the course developer?

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Setting the Foundation

Learning Pyramid 7 75% Practice 10% Reading 5% Lecture 90% Teach Others 50% Group Discussion 30% Demonstration 20% Audio-Visual From NTL Institute for Applied Behavioral Science, Alexandria, VA

Plan Do Check Act Dr Deming’s PDCA

9 Evaluate Design Develop Evaluate Implement Customer’s Requirement Feedback Feedback loop can be to correct errors or provide continuous improvement On-Line Course Development

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Content Resources

Customer Requirements Starts the process What training requirement or problem needs to be solved? What method of delivery does the customer want? –Instructor led (On ground) –Blended –On-line or eLearning 11

Course Description Top level document that describes the following –Topics to be covered –Statement - introductory or advanced –Delivery method –Prerequisites –Course hours or credits 12

Course Learning Objectives (LOs) Describe the objectives a student should obtain to satisfy or meet the requirements Support the course description and course goals Usually there is no flexibility –LOs must be accomplished Major part of your lesson plan for the course 13

Course Learning Objectives (LOs) Knowledge, skills, and abilities (KSA) Key words –Remember –Understand –Apply –Analyze –Evaluate –Create or develop 14

Course Learning Objectives (LOs) Example Upon course completion, students will be able to –Describe the three legal forms of business and state their advantages and disadvantages –Analyze the factors of success and failure of small businesses –Discuss the steps in developing a business plan –Evaluate a company’s business plan –Be able to state the different types of markets 15

Idea Generation Starts with the course requirement There are many tools for creating ideas, we will discuss the following in this course –Brainstorming –Mind mapping –Work Breakdown Structure (WBS) 16

Brainstorming Start with the course requirement or a specific learning objective Pick a facilitator for the group Pick a timekeeper Write the objective on the board or flip chart Ground rule is no analysis or judgments until the session is over Everyone contributes Usually 15 minutes timed sessions 17

Mind Mapping A technique for getting thoughts organized A form of outline To create a mind map –Draw a circle in the center of the paper –Describe in the circle your objective –Draw lines going outward from the circle Looks like a hub and spokes –At the end of the lines place a title –Continue to work on objective by placing subtitles on the lines 18

Mind Mapping Example Develop Project Management Course Introduction Planning Organizing Staffing Leading Controlling Scheduling Budget Audit Problem-Solving Risk Management Delegating

Work Breakdown Structures (WBS) Product or service tree Defines scope of complete project Used to technically decompose project into sub-elements Used as a main tool in project development, product development, and program development 20

Work Breakdown Structures 3 Levels Level 1 –Name of the program or course –Management Course Level 2 –Major levels of the management course Level 3 –Subordinate and supporting level 2 major elements 21

Work Breakdown Structures Levels Can continue to breakdown as far as you want to manage The smallest unit or level is identified as a work package –Specific job or task –Cost account (budget) assigned to it –Schedule 22

23 PROJECT NAME TASK SUB TASK WORK PACKAGE SUB TASK WORK PACKAGE 1 2 3

Student Exercise 1 Brainstorming You are tasked to develop a course on the 5 management functions: planning, organizing, staffing, leading, and controlling Break up into groups and pick one facilitator Use the flip charts provided Break down each of the 5 functions into sub elements (Planning has a schedule) Be prepared to brief the class in 15 minutes –In your previous Analysis and Planning course you discussed project management 24

Student Exercise 2 Mind Mapping In the same groups, convert your brainstorming efforts into a mind map Use the flip charts Draw a hub and spokes diagram –Each spoke will be a management function For the planning spoke –Scheduling will be under the planning function Add to the mind map for missed items not identified in the brainstorming session Each group will present to the class 25

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Subject Matter Experts

27 Provide the expert knowledge for your course requirements and assist you in accomplishing your learning objectives Include –Consultants –Authors in the field –Professional or technical experts –Industry groups –Customer experts

Subject Matter Experts 28 First requirement is to find the right one for the course requirements Involve them in the planning process Since their time is limited, develop commitment and provide a schedule for the meetings Prepare by conducting your own research of that specific area Use agendas and meeting minutes

Subject Matter Experts 29 Prepare an agenda with specific requirements –Meeting time and place –Estimation of time required –Questions –Discussion Points –Requests for specific research materials or publications

Subject Matter Experts 30 During the meeting –Provide samples of other courses and e- learning documents –Make them feel welcomed because they are vital to your success –Communicate –Be prepared and don’t waste their time –Don’t make them an expert in course development –Make it clear that they will have edit capability

Working with Subject Matter Experts When using two or more SMEs, assign roles and responsibilities for each SME –Be careful of overlap of materials On the finished course work, make sure you give the SME credit –Writing a personal “Thank You” note is essential for developing a lasting relationship 31

Flow Charts for Understanding When working with SMEs on critical course requirements, use a flow chart to illustrate the process Identifies –Tasks or steps –Sequence –Decision points in the process –Start and stop points

Flow Chart Symbols 33 Decision or ? Task or Activity Start or stop Connector Use when flow chart is multiple pages Document

34 Process Product To CustomerScrap Inspection Accept ? Rework No Yes No Eliminate the Red Quality Inspection and Acceptance

Student Exercise 3 SME Activity (10 minutes) Individually write responses to the following –Consider a previous course development in which you used an SME –What was the course or courses? –What did the SME contribute to the course? –How did you prepare for the meetings? –What tools and techniques did you use? –What went right? –What went wrong? –Was the course delivered on time? 35

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Copyright and Intellectual Property

Copyright Laws created to protect the rights of individuals to their materials –Specified time period –For commercial benefit –Control over how their works are used Ambiguity factors –Recommend research on your materials –Consult an attorney when in doubt 37

Copyright Recommend obtaining copyright owner permission before using –Some grant permission for free –Others my require a fee Possible license to use or royalty payment Always check the conditions for use clause on the website or publication 38

Intellectual Works Most are copyrighted when created in fixed form No notice or registration of copyright Can result in legal proceedings for misuse or using without permission Who owns it? 39

Fair Use (United States) Recommend reviewing the following website – Established in U.S. Code, Title 17, Section 107 –“…the fair use of a copyrighted work…for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright.” 40

Fair Use (United States) Established in U.S. Code, Title 17, Section 107 –Four factors shall be considered in determining if a use is “fair” Purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes Nature of the copyrighted work Amount and substantiality of the portion used in relation to the copyrighted work as a whole Effect of the use upon the potential market for, or value of, the copyrighted work 41

Copyright Websites United States Copyright Office – Copyright Clearance Center – The United States Copyright Office summary document – 42

Copyright Websites Sacramento State Copyright Resources – rces.stm 43

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Chunking Information

Depends upon course requirements and how the course is organized Maintaining a standard organization approach throughout each unit of instruction –Work breakdown structures can assist Standardization should also be a key requirement from course to course 45

Chunking Information Chunking involves breaking the course modules into small activities (units) –Students learn in small increments (bite sized pieces) –Software can measure progress Time utilized on a specific activity or problem –Student can enter and leave as required Log in and out More student control –Since course materials change, allows easier updates to obsolete or changed materials Especially websites and publications that have been revised 46

Chunking Information Find break points in the course materials Allows more efficient student learning activity Allows student postings, activities, and tests to be segregated into one learning objective unit Depends upon the course software used 47

Chunking Information Course Content Icons or Navigation Menu –Overview –Course Syllabus –Module 1 Each has reading assignment, discussion posting, and quiz –Module 2 –Module 3 –Module 4 –Glossary 48

Chunking Information Icons or Navigation Menu (another example) –Announcements and Syllabus –Course information or modules –Assignments –Discussions –Quiz or tests –Course evaluation 49

Syllabus Syllabus may also be called the Course Outline Considered a contract between the instructor and students Course Description Learning Objectives Instructor information Hours (instructor response times) Grading Policy Modules and Assignments (dates) 50

Assignments Should align with the Learning Objectives of the course May be displayed as follows –Week 1 Assignment –Week 2 Assignment –Week 3 Assignment –Week 4 Assignment 51

Cognitive Component Involves a student’s observational and learning skills toward understanding of the course materials –Attitudes, beliefs and values can have a positive or negative response –Processing capability –Effort to understand the materials Key to remember is all students are different 52

Cognitive Load High cognitive load is putting too much demand on the student especially with how materials are presented and assignments are written –Assignment example The student will develop and post in Assignment 1 area a PowerPoint presentation consisting of 150 slides that covers the learning objective 1 on “student referencing procedures” This is an indication of how not to chunk information 53

Learner-Focused Approaches Comparing “known” to “unknown” or to new materials Example –Fixed costs in a business are defined as costs that do not change in relationship to an accounting period –What assignment could you give to a student to go from known to unknown? 54

Learner-Focused Approaches Example –What assignment can you give to a student to go from known to unknown? Have the students state the fixed costs in their personal budgets Have the student state the fixed costs that are associated with a business 55

Learner-Focused Approaches Students fixed costs in their personal budgets are –Mortgage or rent Including property taxes –Car payment –Insurance Car, medical, house, dental insurance –Electricity bill (if averaged over a 12 month period) 56

Learner-Focused Approaches Practice makes perfect – improves retention –Interactive exercise on fixed vs. variable costs –A short video on fixed vs. variable costs –Posting assignment on developing a budget –Quiz or test questions that relate to fixed and variable costs 57

Learner-Focused Approaches Include different activities to accommodate for different learning styles –Visual learners vs. non visual learners –High interactivity vs. some interactivity –Chat rooms vs. posting assignments –Flexibility vs. only one right answer –Feedback on every posting vs. feedback on excellent postings or requests for more information 58

Learner-Focused Approaches User friendly design –Easy navigation throughout the course materials –Hyperlinks or websites that open in a separate window –Charts or graphs that are located below the course material that provided the explanation in lieu of an attachment or appendix 59

Student Exercise 4 WBS On a course development project you are currently managing or previously managed, please develop a WBS with at least 5 levels or more for each course module or unit –Please state the learning objectives on a separate sheet of paper –Indicate any student assignments at the lower levels –Be prepared to discuss in the next class session –You may use PPT or just draw the WBS on paper 60

Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Questions or Comments Thank you See you next class 61