1. Lessons A lesson accomplishes a complex learning goal.
Larger than an individual topic and smaller than a whole course.
A mini-course with its own objectives, introduction, summary, learning activities, and assessments.

2. Lessons – Ways of Organizing
Classic Tutorial
Book-like Structure
Scenario-centered lessons
Essential-learning tutorials
Exploratory Tutorials
Subject specific structure

3. Classic Tutorials
Description: After an introduction, learners proceed through a series of topics, each teaching a more difficult concept or skill. At the end of the sequence are a summary and a test. Within the topics, teaching skills and concepts are examples and practice activities
When to use: To teach basic knowledge and skills in a safe, reliable and unexciting way.

4. Classic Tutorial - Architecture
Intro
Simple Concept
Example
Practice
Medium Concept
Example
Practice
Difficult Concept
Example
Practice
Test
Summary

5. Classic Tutorials - Best Practices
Do not try to teach too much
Do not omit practice activities
Do not follow the structure mechanically
Do not skimp on examples
Share control with learners

6. Book-like Structure
Description: The lesson is organized as a hierarchy of general and specific areas. Learners can navigate the lesson sequentially as if turning pages, drill down to a specific topics, or consult an index or table of contents (main menu).
When to use: For subjects with a clear, accepted structure, especially if the lessons will be used for refresher learning or just-in-time learning.

7. Book-like Structure - Architecture
Table of Contents
Intro 1
Index
Search
Glossary 2 3 1A 1B 2A 2B 4A 4B 4

8. Book–like Structure - Best Practices
Organize content logically
Do not overdo the book metaphor
Index, Index, Index
Enable drill-down navigation

9. Scenario-Centered
Description: The lesson centers on a major scenario about a problem or project. After an introduction and preparation, the learner engages in a variety of activities all relating to accomplishing the goals of the central scenario.
When to use: To teach complex concepts, emotional subject, or subtle knowledge that requires rich interaction with the computer or other learners.

10. Scenario-centered Lessons - Architecture
Individual
practice activities
Reading
and
Research
Scenario Ongoing
Example of a problem or task
Live Presentations
Discussions
Answering
Questions
Group
Activities

11. Scenario-centered lessons When to use
For complex, emotional subject, or subtle knowledge best taught by engaging learners in rich interactions
When judgment is required

12. Scenario-centered lessons Best Practices
Prepare learners
Goals of the scenario
Context
Prerequisites
Rules of Behavior
Instructions
Additional Resources
Explain the Scenario
Monitor discussion and other activities
Tell learners how to get help

13. Essential-Learning Tutorials
Description: After an introduction, learners proceed through a series of tests until they reach the limits of their current knowledge. Then they are transferred into the main flow of a conventional tutorial, which ends with a summary and test.
When to use: To let impatient learners skip over topics on which they are already knowledgeable.

14. Essential-learning Tutorial - Architecture
Test 1
Test 2
Test 3
Test 5
Test 4
Fail
Fail
Fail
Fail
Fail
Topic 1
Topic 1
Topic 1
Topic 1
Topic 1

15. Essential-learning tutorials Best Practices
Let learners quit as soon as they meet their goals
Return learners to the test stream
Generate tailored lessons
Validate your tests
Make the test gauntlet more sophisticated
Vary the kinds of tests
Focus each topic on a single learning objective
Monitor usage and feedback

16. Exploratory Tutorials
Description: Learners find knowledge on their own. Learners navigate an electronic document, database, or website in which they accomplish specific learning goals. To aid in this task, they may use a special index and navigation mechanisms. Once learners have accomplished their goals, they view a summary and take a test.
When to use: To teach learners to learn on their own by developing their skills of navigating complex electronic information sources.

17. Exploratory Tutorial - Architecture
Intro
External Information Source
Electronic Document
Database
Help file
Web site
Online Museum
Assignment
Summary
Test
Index

18. Exploratory tutorials Best Practices
Make finding information fun
Explain the structure of the information source
Suggest search strategies as appropriate
Balance challenge and difficulty
Vary the kind of document the learner must explore
Vary the organization of the document the learner must explore
Vary the tone of the activity

19. Subject-specific Structures
Description: A free-form structure where each topics, activity or page can potentially lead to any other. In practice the structure is organized by the logical organization of the subject or the flow of a scenario.
When to use: For subjects that have a distinct organization you want to teach. And for simulations when other structures would interfere with learning.

20. Subject-specific structures - Architecture
Topic
Topic
Topic
Topic
Topic
Topic
Topic
Topic
Topic

21. Subject-specific Structure When to use
Scenes in a branching simulation
Multi-faceted subjects that learners can explore to satisfy their interests
Learners with different interests and goals.
Highly customized learning experience

22. Subject-specific Structure Best Practices
Beware of combinatorial explosion
Branch and rejoin – after a few branches, pathways converge back to a central pathway
Loop back to central menu – Learners depart on excursions from a menu of choices. After a few branches, learners return to the menu
Not completely random – specific categories of relationships:
Predecessor and follower in logical sequence
To parts or to composites
To cause or effects
To alternatives or variations

23. Lessons as Objects
Lesson objects completely accomplish a broad learning objective or a tight cluster of related objectives
They can be self-contained or can be composed of lower-level topic objects
Can be reused in multiple courses

24. When to divide a lesson into objects
If a broad goal is easily subdivided into lower-level component or prerequisite objectives, it makes sense to develop objects for those objectives and aggregate them to compose higher-level lessons

25. Composing lessons of objects
Subdivide the lesson’s objectives
Identify or create topic-level learning objects to accomplish these objectives
Sequence these objects so they best accomplish the overall objective of the lesson
Provide additional higher-level activities and test to accomplish and verity the lesson’s higher-level objective

26. By experiencing this topic, the learner will be able to:
Primary Objective
Secondary Objective
Do procedure X to accomplish Y.
Believe X
Create an X that
does Y.
Feel X about Y
Decide X, given Y.
Know X about Y

27. Synchronous or Asynchronous
Choose synchronous when…
Choose asynchronous when…
Learners need to discuss issues with other learners at length.
Learners are from a wide span of time zones and countries
Learners need the motivation of scheduled events reinforced by peer pressure
Learners have inflexible or unpredictable work schedules
Most learners share the same needs and have the same questions.
Learners cannot wait for a class to form
Learners have unique individual needs.

28. What devices will learners use to take e-learning?
Desktop Computer?
Laptop Computer?
Tablet Computer?
Personal Digital Assistant?
Mobile Phone?
Media Player?

29. What size class? Large Small Class of one
More economical, fewer sessions required.
More individual attention
Learner gets a private tutor.
More people taught in less time.
whole class activities are practical
No waiting for a class to form
More classmates to interact with
Classes start more frequently
Learning is private
Enough learners for all types of activities
Meets expectations of learners accustomed to small classes
Moderate instructor load

30. Where will learners take e-learning?
Office or cubicle?
Non-office workplace?
Learning Center?
At home?
While traveling?
In a dorm room?
Outdoors?
Moving Vehicle?
Other?