1. Technical Writing Vs. Instructional Design What is similar and what is different? STC San Diego – January 2015
NOTES
Welcome to E-Learning Presentation
We will focus on the definition of e-Learning and why it is beneficial to use 1

2. Learning Objectives By the end of this session, you will be able to:
Define technical writing.
Define instructional design.
What are the major differences between technical writing and instructional design. What are the similarities?
Where can you study instructional (educational) technology?
What is e-Leaning? Explain the differences between e-Learning and printed documentation.
List 10 tips and common mistakes of e-Learning.
SAY
Discuss the objectives with the learners

3. What is Technical Communication?
Technical Communication emphasizes providing information to users who need assistance to accomplish a defined goal or task.
Technical communication is not designed to entertain people.
The focus of technical communication is to help users who need specific information on the following:
Using products
Completing tasks
Operating equipment
Completing other types of activities

4. What are Technical Communication Skills?
Technical Writing

5. What are Technical Communication Skills?
Technical Writing
Instructional Design

6. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing

7. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing
User experience design

8. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing
User experience design
Document design

9. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing
User experience design
Document design
Training design

10. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing
User experience design
Document design
Training design
Information design

11. What are Technical Communication Skills?
Technical Writing
Instructional Design
Technical editing
User experience design
Document design
Training design
Information design
Web design

12. What is Technical Writing?
According to Wikepedia, “Technical Writing is any written form of technical communication used in a variety of technical and occupational fields, such as computer hardware and software, engineering, chemistry, aeronautics, robotics, finance, consumer electronics, and biotechnology.”

13. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.

14. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.
Enhance the structure of technical documents.

15. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.
Enhance the structure of technical documents.
Write information that meets the needs of the audience.

16. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.
Enhance the structure of technical documents.
Write information that meets the needs of the audience.
Make information simple to locate and comprehend.

17. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.
Enhance the structure of technical documents.
Write information that meets the needs of the audience.
Make information simple to locate and comprehend.
Use page elements such as tables, bullet lists, and topic headings appropriately.

18. What are Technical Writer Job Tasks?
Technical writers are expected to do the following:
Discover the needs of the audience in a general sense.
Enhance the structure of technical documents.
Write information that meets the needs of the audience.
Make information simple to locate and comprehend.
Use page elements such as tables, bullet lists, and topic headings appropriately.
Edit and proofread documentation.

19. What are Technical Writer Deliverables?
Technical writing is more than creating user guides.
The following other deliverables are common:
Quick reference guides
Websites
Training materials
Simulations
Online help
Marketing documents

20. What is the Difference Between Technical Writing and Technical Communication?
Technical communication is a more recent term that describes a field that is expanding to include additional skills such as the following:
Instructional design
User experience design
Both technical writing and instructional design share the same goal of creating clear and organized content that helps users to achieve specific goals.

21. What is Instructional Design?
According to Wikepedia, “Instructional Design (also called Instructional Systems Design [ISD]) is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing."

22. What are the Components of Instructional Design?
Instructional Design uses the ADDIE model that consists of the following five phases:
Analysis
Design
Development
Implementation
Evaluation

23. Analysis
Instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.

24. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?

25. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?
What is the new measurable behavioral outcome?

26. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?
What is the new measurable behavioral outcome?
What are the learning constraints?

27. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?
What is the new measurable behavioral outcome?
What are the learning constraints?
What are the various delivery options available?

28. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?
What is the new measurable behavioral outcome?
What are the learning constraints?
What are the various delivery options available?
What are the online teaching (e-Learning) considerations?

29. Questions Asked in Analysis Phase
Who is the audience and describe their characteristics?
What is the new measurable behavioral outcome?
What are the learning constraints?
What are the various delivery options available?
What are the online teaching (e-Learning) considerations?
What is the project timeline?

30. Design The design phase deals with: Learning objectives
Assessment instruments
Exercises
Content
Subject matter analysis
Lesson planning
Media selection

31. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.

32. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.
Document the project's instructional, visual and technical design strategy.

33. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.
Document the project's instructional, visual and technical design strategy.
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, principle, procedural, psychomotor).

34. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.
Document the project's instructional, visual and technical design strategy.
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, principle, procedural, psychomotor).
Create storyboards (Key task of all instructional designers)

35. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.
Document the project's instructional, visual and technical design strategy.
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, principle, procedural, psychomotor).
Create storyboards (Key task of all instructional designers)
Design the user interface and user experience.

36. Questions Asked in Design Phase
What are the project’s goals, and what are the “Planned strategies” for attaining them? You must identify, develop, and evaluate the strategies.
Document the project's instructional, visual and technical design strategy.
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, principle, procedural, psychomotor).
Create storyboards (Key task of all instructional designers)
Design the user interface and user experience.
Create prototype creation and graphical design.

37. Development During the Development phase, the following occurs:
Developers create and assemble the content assets that were created in the design phase.
Programmers work to develop and/or integrate technologies.
Testers perform debugging procedures.
The project is reviewed and revised according to any feedback given.

38. Implementation
Develop a procedure for training the facilitators (train the trainer) and the learners.
The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.
Preparation of the learners include training them on new tools (software or hardware)

39. Evaluation – Formative and Summative
Formative evaluation is present in each stage of the ADDIE process. This involves any evaluation that takes place before or during a project’s implementation with the goal of enhancing the project’s design and performance.
Summative evaluation occurs after the program is finished to assess the results. Tests designed for measuring specific criteria are used to assess the value of the program and recommend future enhancements.

40. What are the Differences Between a Technical Writer and an Instructional Designer?
Technical Writer • Writing Manuals to support hardware and software.
Instructional Designer • Formal training (help learning, practice learning, test learning by assessments)

41. What are the Differences Between a Technical Writer and an Instructional Designer?
Technical Writer • Writing Manuals to support hardware and software.
• User manuals
Instructional Designer • Formal training (help learning, practice learning, test learning by assessments)
• Embedded within Human Performance Technology (diagnose performance problems and find solutions [not always training])

42. What are the Differences Between a Technical Writer and an Instructional Designer?
Technical Writer • Writing Manuals to support hardware and software.
• User manuals
• Standard operating procedures (SOPs) •
Instructional Designer • Formal training (help learning, practice learning, test learning by assessments)
• Embedded within Human Performance Technology (diagnose performance problems and find solutions [not always training])
• Identify goals and training objectives.

43. What are the Differences Between a Technical Writer and an Instructional Designer?
Technical Writer • Writing Manuals to support hardware and software.
• User manuals
• Standard operating procedures (SOPs)
• API documentation (Software libraries)
Instructional Designer • Formal training (help learning, practice learning, test learning by assessments)
• Embedded within Human Performance Technology (diagnose performance problems and find solutions [not always training])
• Identify goals and training objectives.
• Identify skill and knowledge gaps between what should be and what is.

44. What are the Differences Between a Technical Writer and an Instructional Designer?
Technical Writer • Writing Manuals to support hardware and software.
• User manuals
• Standard operating procedures (SOPs)
• API documentation (Software libraries)
• Work with engineers and
hardware/software programmers
Instructional Designer • Formal training (help learning, practice learning, test learning by assessments)
• Embedded within Human Performance Technology (diagnose performance problems and find solutions [not always training])
• Identify goals and training objectives.
• Identify skill and knowledge gaps between what should be and what is.
• Work with Subject Matter Experts (SMEs) to develop training strategies and appropriate media (E-learning).

45. What are an Instructional Designer’s Job Tasks?
Communicate effectively in visual, oral and written form.

46. What are an Instructional Designer’s Job Tasks?
Communicate effectively in visual, oral and written form.
Apply current research and theory to the practice of instructional design. .

47. What are an Instructional Designer’s Job Tasks?
Communicate effectively in visual, oral and written form.
Apply current research and theory to the practice of instructional design.
Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields. .

48. What are an Instructional Designer’s Job Tasks?
Communicate effectively in visual, oral and written form.
Apply current research and theory to the practice of instructional design.
Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields.
Apply fundamental research skills to instructional design projects. .

49. What are an Instructional Designer’s Job Tasks?
Communicate effectively in visual, oral and written form.
Apply current research and theory to the practice of instructional design.
Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields.
Apply fundamental research skills to instructional design projects. .
Identify and resolve ethical and legal implications of design in the workplace.

50. What are an Instructional Designer’s Job Tasks?
Planning and analysis
Conduct a needs analysis
Do a task analysis. 50

51. What are an Instructional Designer’s Job Tasks?
Planning and analysis
Conduct a needs analysis
Do a task analysis.
Design and Development
Write a design document.
Develop instructional materials.
Evaluate and assess instruction and its impact. 51

52. What are an Instructional Designer’s Job Tasks?
Planning and analysis
Conduct a needs analysis
Do a task analysis.
Design and Development
Write a design document.
Develop instructional materials.
Evaluate and assess instruction and its impact.
Implementation and Management
Plan and manage instructional design projects.
Provide for the effective implementation of instructional products and programs.. 52

53. Where Can Learning Design (Instructional) Technology be Studied in San Diego?
SDSU program has changed name
From: Educational Technology
To: Learning Design and Technology (LDT)
Changed from School of Education to School of Media
M.A. Degree
Undergraduate minor
Seminars
Certificates
Instructional Design
Instructional Technology 53

54. M.A. in Learning Design and Technology (LDT) 10 classes
Prepares students for careers in the following:
Instructional Technologists
Educational Specialists
Instructional Designers
Trainers
Performance consultants
Graduate with an impressive electronic portfolio
Video
Interactive learning
Online materials 54

55. Instructional Design Certificate – 6 classes
Hone skills in following areas:
Instructional design
Facilitation
Consultation
Project management
Conceptualize and produce learning interventions
Self-paced tutorials
Complex electronic performance systems
Podcasts (audio over Internet
Vodcasts (video over Internet) 55

56. Instructional Technology Certificate – 6 classes
Develop skills in the following:
Instructional technology
Performance consulting
Interactive media
Product development
Students from various backgrounds
Lifeguards to accountants
Graphic artists, K-12 teachers, higher education
Business, nonprofit, military, government, & technical writers
Can take 4 more classes afterward to get M.A. degree 56

57. Definition of e-Learning
Refers to the use of electronic media in education
NOTES
Cover the definition of e-Learning
Ask learners to identify types of e-Learning that they have seen. 57

58. Types of Electronic Media
Multimedia learning
Technology-enhanced learning (TEL)
Computer-based training (CBT)
Virtual education (online classrooms)
Web-based training
Online education
M-Learning (mobile-device learning)
NOTE
Review electronic media types
Ask learners to identify an example of each type of electronic media. 58

59. Examples of e-Learning Training
~ Searchlight help topics
~ Self-paced interactive tutorials
(Captivate)
ASK
What other types of Kaiser e-Learning have you seen? 59

60. Why Use E-Learning? New technologies enhance education REPLACE ASK
Name new technologies that enhance education. 60

61. Why Use E-Learning? (cont.)
Enhances Blended Learning
E-Learning used with face-to-face teaching
Blends audio, text, graphics, and streaming video
Can enhance classroom training by providing hands-on practice and visuals
REPLACE
NOTES
Review definition and benefits of blended learning 61

62. Why Use E-Learning? (cont.)
Proponents of e-Learning believe that everyone must be equipped with basic knowledge of technology, as well as know how to use it as a vehicle for reaching educational goals.
REPLACE
NOTES
Review definition and benefits of blended learning 62

63. Advantages of E-Learning
Improved access to education
Provides tools to allow students to independently solve problems
NOTE:
Review advantages of e-Learning 63

64. between students and instructors
Advantages of E-Learning (cont.)
Enhanced interaction
between students and instructors
NOTE:
Review advantages of e-Learning 64 64

65. Provides tools to allow students to independently solve problems
Advantages of E-Learning
Provides tools to allow students to independently solve problems
NOTE:
Review advantages of e-Learning 65 65

66. What Types of E-Learning are Appropriate?
A Media Analysis is performed to
determine the best type of e-Learning for a
particular situation
A Media Analysis includes the following
components:
Match the desired objective outcomes with the most appropriate media.
Match the desired performance objectives with the advantages and limitations of various types of media.
Compare the results of your findings and decide on the media.
Document the results for the future,
ASK
Conduct a Media Analysis to determine the best type e-Learning for explaining a healthcare policy.
Explain why the particular type of e-Learning was chosen. 66

67. Preparing for Writing e-Learning
A unique design is required in order to get all the content
material broken down into chunks of information called
“topics.”
What do you need to do before creating e-Learning?
ASK
Why is chunking of information important? 67 67

68. Preparing for Writing e-Learning
You need to organize the e-Learning content before
development by creating a storyboard.
A “storyboard” is a high-level content outline of the material.
Writing a storyboard in advance saves 33% in revision time after the first draft.
Storyboards are worth the time spent on creating them because they provide a blueprint of the final content.
They ensure all content is covered with effective transitions.
ASK
Provide an example why a storyboard is useful in organizing e-Learning content. 68 68

69. Preparing for Writing e-Learning (cont.)
An e-Learning module consists of a series of topics.
Use of Information Mapping techniques is essential to preparing effective e-Learning.
ASK
What do you need to do before writing e-Learning content? 69 69

70. 10 Tips for Good E-Learning Design
This section discusses 10 good e-Learning design techniques.
Place single tasks on a single page
Key actions should stand out.
Bold
Color
Underline
Focus on the performance of user tasks rather than supplying content information.
ASK
Ask learners to identify why each good design tip is beneficial. 70

71. 10 Tips for Good E-Learning Design (cont.)
Make the Kaiser logo provide a link back to the Home page.
Example: Tutorial
Each tutorial page has a Kaiser logo in the bottom-right corner.
If you made the logo a hypertext link, you could link it back to the title page.
This allows learners to get back to the beginning of a module.
ASK
Ask learners to identify why each good design tip is beneficial. 71

72. 10 Tips for Good E-Learning Design (cont.)
Increase readability by using a Verdana font, and using much white space.
Save graphics in .png format for high quality and reduced graphic size.
Make names used in the text consistent with the names used in links and the corresponding page titles.
Create a storyboard first, and then test it with learners before development begins.
ASK
Ask learners to identify why each good design tip is beneficial. 72

73. 10 Tips for Good E-Learning Design (cont.)
On content pages, provide a Back button. On assessment pages, provide a Skip button.
Avoid highly technical terms unless required by the e-Learning module.
ASK
Ask learners to identify why each good design tip is beneficial. 73

74. Top Mistakes in E-Learning Development to Avoid Can You Specify Why?
This section discusses common mistakes when developing e-Learning and explains why you should not use them.
Avoid leading edge technology
NOTE
Why should this be avoided when created e-Learning? 74

75. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Avoid leading edge technology
Learners can be frustrated.
Learners are not used to using it.
You want learners to feel comfortable in the learning environment.
NOTE
Discuss why this e-Learning technique is a mistake. 75

76. Top Mistakes in E-Learning Development to Avoid Can You Specify. (cont
Do not use complex URLs.
ASK
Why should this be avoided when created e-Learning? 76

77. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Do not use complex URLs.
Much too long for a user to enter without frustration and making mistakes.
Much better approach is to provide a single word link to the desired website or location.
NOTE
Discuss why this e-Learning technique is a mistake. 77

78. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Do not have orphan pages.
Pages that stand-alone with no information on how the page relates to other pages in the lesson.
ASK
Why should this be avoided when created e-Learning? 78

79. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Do not have orphan pages.
To assist learners in finding their way around your e-Learning environment, include a breadcrumb trail at the top of the page.
Breadcrumbs enable learners to know exactly where they are when taking an e-Learning course.
NOTE
Discuss why this e-Learning technique is a mistake. 79

80. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Avoid long scrolling pages.
ASK
Why should this be avoided when created e-Learning? 80

81. Top Mistakes in E-Learning Development to Avoid Can You Specify Why?
Avoid long scrolling pages.
Learners miss important items that are located beyond their view.
Learners become annoyed with the need to keep scrolling down.
If you need to scroll, use vertical scrolling and avoid horizontal scrolling from left to right on the page.
NOTE
Discuss why this e-Learning technique is a mistake. 81

82. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Lack of navigational support.
ASK
Why should this be avoided when created e-Learning? 82

83. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Lack of navigational support
Learners can become lost
Good to have an icon that takes learners to the Home page.
Breadcrumbs provide navigational support.
NOTE
Discuss why this e-Learning technique is a mistake. 83

84. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Tell learners information at least once.
ASK
Why should this be avoided when created e-Learning? 84

85. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Tell learners information at least once.
Even if the learners already know how to do it.
Tell learners even if it seems obvious.
Want to avoid any misunderstandings
Avoids incorrect learning
NOTE
Discuss why this e-Learning technique is a mistake. 85

86. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Avoid non-standard color links.
ASK
Why should this be avoided when created e-Learning? 86

87. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Avoid non-standard color links
Confuse learners
Standard colors, such as blue for websites and purple for previously viewed information, help to provide learners clarity.
Non-standard colors lack consistency, which is essential in training especially e-Learning.
NOTE
Discuss why this e-Learning technique is a mistake. 87

88. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Never use outdated information.
ASK
Why should this be avoided when created e-Learning? 88

89. Top Mistakes in E-Learning Development to Avoid Can You Specify Why
Top Mistakes in E-Learning Development to Avoid Can You Specify Why? (cont.)
Never use outdated information.
Creates learner distrust of presented content.
Learners will be less likely to use the e-Learning again.
Provides learners with less than ideal information.
NOTE
Discuss why this e-Learning technique is a mistake. 89

90. Questions? If you have further questions, email Jeff Freeman at:
ASK
Ask learners to identify why each good design tip is beneficial. 90