1. Chapter 1
Designing e-learning

2. Definition of e-learning
E-learning is the use of electronic technologies to create learning experience.

3. The Range of Online Experience
A course with some on-line elements
A Hybrid Course
A course taught entirely on line

4. Varieties of e-learning
Standalone courses (taken by solo learner)
Games and Simulations
Mobile Learning
Social Learning
Virtual Classroom Course (online course)

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

6. General Steps Identify your main goals
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
Decide the teaching sequence of your objectives
Create objects to accomplish objectives
Create tests
Select learning activities
Choose media

7. 1-Identify your main goals
Goals of the course- based on standards, curriculum, your institution

8. 2-Analyze learners’ need
Motivation for learning
Psychomotor skills
Attitude and mindset (dispositions)
Mental discipline (ability to recognize and respond wisely)
Communication skills
Social skills
Talents and intelligences
Media preferences
Background knowledge and experience
Learning conditions
Locus of control
Style of prior education
Digital fluency

9. 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)

10. 4- Set learning objectives
Very important (from objectives we identify prerequisites, learning activities, and tests)
Has 3 parts
Intent (What will be learned)
Learners (target learner)??? Not needed for k-12
Prerequisites (skills, knowledge, attitudes)
Intent = The student will understand the concept of the Derivative.
Learners = 8th grades, students who already finished their ch 6 projects.
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.

11. Good Objectives
Clear
Specific
Worthy

12. Primary and secondary objectives
Create (has to be original; not from scratch; could be an object, a concept, a plan)
Decide (Yes/No- Accept/Reject- How many- How much- which one - going beyond following procedures / making judgment)
Do (performing a procedure without having to make decisions, procedures could be mental or physical)
Secondary
Know (recall, knowing how to find, knowing how things work)
Believe (the learner is convinced that…)
Feel (how students will feel about…)

13. Bloom’s Objectives

14. Good Bad Objectives Bad –
Students have the ability to take new information and break it down into parts to
differentiate between them.
Good –
Students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.

15. Good Bad Objectives Bad Know how to use ZebraZapps tools efficiently.
Better
Know how to draw basic shapes using ZebraZapps drawing tools.
Good
Know how to draw basic shapes (circle, rectangle, polygon..etc.) using ZebraZapps drawing tools.

16. Good Bad Objectives OK
Uses ZebraZapps to create a multiple choice quiz.
Better
Uses the “state table” in ZebraZapps to create a multiple choice quiz with at least 5 question.
Good
Uses the “state table” in ZebraZapps to create a multiple choice quiz with at least 5 question. The quiz should be timed, have feedback, and a scoring gadget.

17. Identify prerequisites
Identify what the learners should already know or what resources they will be given or have access to.

18. 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

19. 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)

20. 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.

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

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

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

24. Examples of Absorb Presentations Readings Stories by the teacher
Field trips

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

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

27. 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)

28. C- 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?