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

2. 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

3. 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

4. Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Day 2 Agenda 4 Course Name Program Name Geoff Herbert and Bill Teeple Discussion Review Work Breakdown Structure (WBS) Exercise Task Analysis Concept Analysis Instructional Writing for eLearning

5. Student Exercise 4 WBS From the previous class 1 assignment Please present your 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 5

6. Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Task Analysis

7. Starts with the Learning Objectives for the course – Your mind map, outline, or WBS can assist you – Create folders for main course structure Planning is a key element for success Know your learners or audience and what they require –New hire vs. seasoned employee Emphasize learner active learning 7

8. Task Analysis What tasks do you want students and instructors to accomplish? Determine what course materials must be converted to electronic files –Scanning, typing, and creating graphics Emphasize high levels of interaction and communication –Instructor to student –Student to student –Group to group 8

9. Task Analysis Consider tasks that provide an opportunity for instructor feedback and facilitating Reading assignments should contain some type of exercise directly after the reading assignment –Interactive exercise –Quiz –Posting assignment 9

10. Learner Tasks Design to hold students’ attention and keep them actively involved Encourage to participate (grade requirement) User friendly Provide a blend of repetition and new concepts Practice of new skills improves retention Consider time on task requirements –Start and end dates for assignments 10

11. Learner Tasks Examples Discussion postings Knowledge checks Interactive exercises and/or quizzes Chat room Written assignments –Briefing papers –Presentations –Case study analysis 11

12. Instructor Tasks Provide an opportunity for feedback to the student –Feedback should be an explanation rather than stating “wrong answer” Facilitate students through course learning objectives Create an introductory assignment –Welcome the students to the course –Provide directions and assignments 12

13. Instructor Tasks Indicate what you are expecting for the assignment –Examples can reduce ambiguity –Instructor praise of a specific student’s assignment can also “set the bar” for the other students Posting grades in an on-line grade book –Evaluation of students’ performance in course –Only students can see their own grade 13

14. Instructor Tasks Other considerations, instructor is a –Facilitator Instructor facilitates on-line classroom discussions –Mentor –Moderator –Coach –Motivator –Manager of time Respond to students’ technical issues or obtain help from computer support 14

15. Instructor Tasks Provide an instructor profile –Photograph is a common requirement –An instructor video introducing the course and providing a welcome can be an added benefit 15

16. Student Exercise 1, Day 2 What tasks are you planning to use in your practicum project to emphasize your project learning objectives? –Briefly explain the learner task –Briefly explain the instructor task Please write the tasks on a separate piece of paper 15 minute time period 16

17. Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Concept Analysis

18. What concepts do you want to emphasize in your course? How will you emphasize those concepts? Mind map –Considered a concept map Models –Provide the student with a basic concept Life Cycle Model Product development model, etc. 18

19. Facilitation Concepts As discussed, the instructor acts as the facilitator on group activity Facilitation involves keeping the course communication flowing between –Instructor to students –Students to students Provide a social environment equal to a traditional classroom setting 19

20. Student Activities 20

21. Visuals Displays Must emphasize the learning objectives Be careful on details –Too much or unnecessary detail can add to students’ time on task Explain with notes, arrows, and captions 21

22. Visuals Displays Photographs Diagrams or charts Simple drawings Work Breakdown Structures (WBS) Mind maps Flow charts Schedules 22

23. Mind map from PMC 690M - Project Management Concepts & Working

24. Flow chart from PMC 690M - Project Management Concepts & Working

25. Interactive from PMC 690M - Project Management Concepts & Working

26. Clock (Time) is larger Cost is smaller Interactive from PMC 690M - Project Management Concepts & Working

27. CADM 003 - Post-Award Process

29. Videos Who has the rights? –Copyrights –Authorization to use Links to web sites or integrated into course materials Possible costs to use 29

30. Discussion Posts or Forums Usually directly after a reading assignment Student responds to a question or a few questions focused on that reading assignment After complete, submits to post Some software does not have spell check capability Considered an on-line classroom discussion 30

31. Discussion Posts or Forums Software may allow time period availability –Assignment 1 available the 1st week –Assignment 2 available after the 2nd week In some courses, all discussion assignments are available as soon as the course is released to the students –Especially if there is a “Discussion Tab” in the navigation menu –Allows student flexibility to work at own pace 31

32. Discussion Posts or Forums Feedback is essential –Instructor to student –Student to student 32

33. PMC 690M - Project Management Concepts & Working 1 Posting Assignment

34. CADM 003 - Post-Award Process

36. Chat Rooms Location in course is specified Specified time and date can be a constraint depending on location of students –Different time zones Typing skill, accuracy, and speed maybe a problem Can be graded or non graded Graded group chat rooms result in “group grade” rather than “individual grades” 36

37. Case Study Example is business case analysis Reading assignment Learner answers questions prepared by the instructor Instructor feedback –Email for negative feedback –Instructor positive feedback can get “group think” Recommend a stop time for posting and grading after posting has stopped 37

38. Web Site Discussion Can be considered a virtual research tour Must emphasize the learning objective Can be a part of the discussion posting Verify the site works –Instructor should check before the release of the on-line course to the students –Websites do change 38

39. Web Site Discussion CADM 001 - Fundamentals of Contracts

40. Quizzes or Knowledge Checks Allow student to understand the basic concepts of the materials presented Emphasize learning objectives Allow student to practice Interactive assessments are very effective 40

41. CADM 001 - Fundamentals of Contracts

42. Interactive Assessment CADM 001 - Fundamentals of Contracts

45. Right Answer CADM 001 - Fundamentals of Contracts

46. Wrong Answer CADM 001 - Fundamentals of Contracts

47. PMC 690D - Project Quality Management Interactive Quiz

48. PMC 690D - Project Quality Management 2 Notice student must make a selection to advance to next slide

49. PMC 690D - Project Quality Management 2

51. Final Exam Not required for all courses Depends upon requirements and learning objectives of the customer Usually required for most certification courses or certificate programs 51

52. Student Exercise 2, Day 2 Briefly describe a student exercise you plan to use to emphasize your project concepts? –What type of activity do you plan to use? –Why did you pick this one? –Draft up the preliminary activity 15 minute time period Please note: You will build upon this student exercise in the computer lab next week 52

53. Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Instructional Writing for eLearning

54. Instructional Writing The students must perceive the instructor is present and available –Virtual classroom appearance –Writing must be personalized to the students Your first task should be writing the learning objectives if not already provided Course writers should start the writing going from known to unknown concepts Chunking principle applies 54

55. Effective Discussion Prompts The key is to provide the opportunity for the student to interact with the other students and instructor One of the first discussions prompts should be a student introduction Write discussion questions that require open ended answers –No “one word” answers 55

56. Effective Discussion Prompts Discussion questions can consist of –Who –What –When –Where –Why –How What are some others that can provide student open ended answers? 56

57. Writing Quiz Questions Write in clear sentences without any ambiguity One question at a time (no loaded question) Define all abbreviations and acronyms –Work Breakdown Structure (WBS) Learning objectives are essential Make sure you covered the material in the course 57

58. Writing Quiz Questions Consider different types of answer responses –Multiple choice (a., b., c., d.) –True and False –Fill in the blank –Drag and drop matching –Match by arrows Mix the questions up Support by your SME may be required 58

59. Script-Writing for Audio and Video Use your normal speaking voice –Emphasize when necessary Some audio software programs have size limitations Focus on what is important to say Lead sentence sets the tone for the rest of the audio –Think of a radio commercial that gets your attention Writing for video is more complex because of camera crew and other members 59

60. Script Writing After writing the script, read it out loud –Rewrite and try it again Prior to recording, practice the script Record when you are ready Name the file to coordinate with the slide or course material –Module 1, Lesson 1, Slide 5 or –Develop a folder for Unit 1 File is named Slide 5 60

61. Survey Writing Level 1 evaluations are conducted directly after the course is completed –Student satisfaction with the course Level 2 evaluations measure student learning –Pre-test prior to course –Post-test which is after the course is completed –Measures the amount of learning that took place between the Pre and Post test 61

62. Survey Writing for Level 2 Pre and post tests are sometimes identical to have an equal comparison –Apples to Apples comparison Prior to writing the level 2, you must have well defined learning objectives The questions are directly correlated to the learning objectives 62

63. Survey Writing for Level 2 Written Exams –Multiple choice (very common) –Essay –Fill-in-the-blank –Matching Terms and definitions –Combination Performance exams may be used in trade school on-line courses 63

64. Course Name: Designing Instructional Content Program Name: Instructional Design for eLearning Questions or Comments Thank you See you next class 64