INSTRUCTIONAL DESIGN AND ELEARNING

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1 INSTRUCTIONAL DESIGN AND ELEARNING

2 LEARNING OBJECTIVES Evaluate elearning strategies for use in the creation of online elearning design Compare Learning and Instructional Theories to formulate context appropriate ideas to transfer learning Implement learning Analysis identifying performance and competence gaps within an organisation. Implement Learning Design practices to outline an elearning course. Author interactive elearning content using Articulate Storyline and Absorbe LMS for internal and customer learning.

3 INTRODUCTION TO ID

4 LEARNING TODAY

5 LEARNING THEORY, INSTRUCTIONAL THEORY, ID MODEL, ISD ISD ADDIE D&C ASSURE KEMP Learning Theories Readiness - Thorndike Social Learning Theory Cognitive Load Theory Instructional Theories ARCS Model (John Keller) Adult Learning Principles (Knowles) Kolb's Experiential Learning Theory (ELT) ID Models Charles Jennings ( Rule) Gagne (9 Events of Instruction) Merrill's Five Principles

6 THE ADDIE MODEL Analyse Design Develop Implement Evaluate 05

7 ELEARNING SKILLSETS Consultancy Learning Theory Technical Writing Multimedia

8 Learning Theory

9 LEARNING STYLES

10 PERSPECTIVES OF LEARNING Behaviourism Cognitivism Constructivism Psychology should be seen as a science, to be studied in a scientific manner. Behaviorism is primarily concerned with observable behavior, as opposed to internal events like thinking. Behavior is the result of stimulus response (i.e. all behavior, no matter how complex, can be reduced to a simple stimulus response features). Behavior is determined by the environment (e.g. conditioning).

11 PERSPECTIVES OF LEARNING Behaviourism Cognitivism Constructivism Cognitive psychology is a pure science, based mainly on laboratory experiments. Behavior can be largely explained in terms of how the mind operates, i.e. the information processing approach. The mind works in a way similar to a computer: inputting, storing and retrieving data. Mediational processes occur between stimulus and response.

12 PERSPECTIVES OF LEARNING Behaviourism Cognitivism Constructivism Generate knowledge and meaning from an interaction between their experiences and their ideas Learning is an active, social, and contextual process Motivation is a key component in learning Behavior is determined by the environment (e.g. conditioning).

13 BLOOMS TAXONOMY 1 Psychomotor ("doing/hands") 2 Cognitive ("knowing/head"), 3 Affective ("feeling/heart").

14 LEARNING PRINCIPLES Pick a Card

15 Learning Analysis

16 THE BENEFITS OF LEARNING ANALYSIS Impact Prioritize Competencies Motivate

17 WHAT DO WE NEED TO UNDERSTAND? Performance goals Organisation and the Change Competence Gaps

18 The Stages of Learning Analysis Learner Analysis Identify Performance Objectives - Line of sight workshop Discovery Stage Documentation Review Competence Gap Analysis Workshops Observation Interviews Surveys Statistics Review Appraisal Review Task Analysis Recommendation

19 Analysis Report & Task Analysis Outline of Research What did you do and what did you learn? Task Analysis List of tasks and subtasks Evaluation Strategy What is the level of the evaluation? How will this be measured Learning Objectives Timelines and Next Steps

20 WRITING LEARNING OBJECTIVES Focus on outcomes, not processes BEHAVIOR CONDITION CRITERIA Use an action verb that can be measured; avoid vague verbs such as know or understand. Use only one action verb per learning outcome. Action verbs should reflect the level of learning required. Outcomes are observable and measurable.

21 Learning Design

22 CREATING YOUR HIGH LEVEL DESIGN

23 GAGNE S 9 EVENTS OF INSTRUCTION Gain attention Present the content Provide feedback Inform learners of objectives Provide learning guidance Assess performance Stimulate recall of prior learning Elicit performance (practice) Enhance retention and transfer to the job

24 MODES OF LEARNING The Multi Media Principle The Modality Principle - Use audio in stread of text - Unless, steps, complex, language issue Contiguity Principle - Keep text close to graphics - Provide feedback on the same screen The Redundancy Principle - Eliminate redundant information in various formats simultaneously The coherence principle - No background music or sounds The Personalization Principle - Use a more conversational style Source: Clark and Mayer: elearning and the science of Instruction

25 PRESENTING INFORMATION Chunk the information into smaller blocks, use click and reveal or tabbed interactions to achieve this. Imagery should support learning and be consistent throughout your course or learning experience. Text should be short and precise. Use Quiz and questions as an option to present information Video is a plus, when connected to the topic at hand. Video needs to be short. It is good for short explanations, perhaps less for process and soft skills. With narration, don t read what is on screen, narration should be supported with animated key words or visuals. Good practice to revert to text/reading for complex information.

26 ELEARNING TECHNIQUES - NAVIGATION Click and Reveal Mouse Over Drag Scroll Hover Linear v Branching Variables User Interface Examples Tabbed Navigation Menu Navigation Wheel Navigation Concept Navigation Locked Content

27 ELEARNING TECHNIQUES - SCENARIOS 3Cs Approach Challenge Choice Consequence Scenario Examples The Bike Thief

28 ELEARNING TECHNIQUES QUIZ True/False Multiple Choice Drag and Drop Free Text Sequence Hot Spot Survey Random Questions Examples Medical Assessment Laptop Cables

29 ELEARNING TECHNIQUES OTHER Storytelling Gamification Video Examples Kineo Interactive Video Teddy Day in the life

30 CREATIVITY AND BRAINSTORMING

31 RE-DESIGN THE GIFT GIVING EXPERIENCE FOR YOUR PARTNER Interview 1. Notes from your first interview (4x4 mins) 2. Dig Deeper (3x3 mins) 3. Create a problem statement (2 mins)

32 Ideate: Generate alternatives to test 4. Sketch at least 3 different ways to meet your needs (5 mins)

33 Capture Feedback 5. Share and capture feedback (4x4 mins)

34 6. Iterate based on feedback Sketch your big idea, note details if necessary! (5 mins)

35 Design

36 STORYBOARDING "A Picture Is Worth a Thousand Words." Confucius 1. Many ways to storyboards (text based, visual type, rapid prototype), 2. Build to suit the needs of your reviews, 3. Be aware in gap between storyboard and finished course (visualise), 4. Include just enough detail. Describe the value to storyboarding when working on a project. Such as mapping out the course structure, detailing the graphics, interactions that you will use. Allowing for project management and time management and managing your mindset (i.e. not designing creatively and technical development at the same time).

37

38 SOURCING CONTENT Text Training Material SOPs External References Purchase Audio Locutortv Bensound Images Shutterstock Free Images Templates Articulate elearning brothers Video Youtube/Vimeo Video Hive Pexels Video Graphics Envarto *Copyright and fair use

39 elearning development toolkit Video - Premier Pro/Movie Maker Elearning authoring Articulate / Captivate / ispring Audio -Audacity/Audition Images - Powerpoint -Photoshop/Gimp -Illustrator Hardware Camera Lights, Green Screen Microphones Lapel versus desktop Animation Go Animate/Powtoon/video scribe Custom

40 THE REVIEW PROCESS Design Analyise Develop

41 INTRODUCTION TO ARTICULATE

42 ABSORBE LMS

43 Development

44 DEVELOPMENT CHALLENGE

45 SUMMARY

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