1. Chapter 1
Designing e-learning

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

3. Types of e-learning courses
A course with some on-line elements
A Hybrid Course
A course taught entirely online
Identify this in the written part of your project

4. What is instructional design?
includes
Goals
Teaching strategies
Content
Technology choices
Explain these in the written part of your project

5. 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,. Slide 16)
Decide the teaching sequence of your objectives
Create learning objects to accomplish objectives
Create tests
Select learning activities
Choose media

6. 1- Identify your main goals
Types of goals
Financial
Intellectual (educational)
Costumers
Employees
Operations (improving efficiency)
Reputation

7. 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
Include this in your written part of the project

8. 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)

9. 4- Set learning objectives

10. 5- Identify prerequisites

11. Good Objectives
Clear
Specific
Worthy

12. Good Bad Objectives
Bad -The student will understand the processes of inductive and deductive reasoning
Good - The student will listen to several letters read from the editorial page of a newspaper or magazine. He/she will participate in a discussion about the type of logic employed, the effectiveness of the evidence, and the validity of the argument.

13. 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.

14. Primary and secondary objectives
Create (has to be original; not from scratch; could be an object, a concept, a plan)
Decide (going beyond following procedures / making judgment or decision based on what is known)
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…/ how confident they are)

15. Question
Answering a multiple choice test is a “Know” or a “Decide” objective?
Create an account in Weebly.
Is this a “Create” or a “Know” objective?
1- Most likely it is know question unless it is clear that the learner has to make a decision based on given info.
2- It is not a create objective because the learner is not doing something new.

16. 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- try to change the rules/standards)-
Blending if necessary

17. 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)

18. 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.

19. Features of 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 accomplishe 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.

20. Steps of designing learning objects
A- Create Tests
B- Select learning activities
C. Choose Media

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

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

23. Examples of Do Practice by applying their skills
Discovery (experimenting and exploring)
Games and simulations ( discovery in a safe environment, gain insight, and confidence)

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

25. 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)

26. 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?

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