Instructional Design for e-learning. Dr Richard Hyde Atlantic Link Ltd.

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1 Instructional Design for e-learning Dr Richard Hyde Atlantic Link Ltd.

2 Overview What is instructional design? Theories and models Choosing an approach The development process Top ten tips

3 What is Instructional Design? Instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction Good instructional design facilitates understanding It creates a framework for learning Instructional design does not guarantee quality

4 Why use Instructional Design? Distance learning courses are likely to fail if they are delivered as if they were traditional courses Technology is less adaptive than a human instructor Provides consistency between courses and authors Development time is reduced Learning is accelerated

5 Learning Theories Underpin our understanding of how people learn Extended to e-learning from classroom teaching Behaviourism: behavioural pattern repeated, assessment based on whether objectives have been met, a linear system Cognitivism: as above, but uses changes in behaviour as indicators of learner comprehension Constructivism: content not pre-specified, learner control, assessment subjective, long development time

6 Which is the Best Theory? Depends on the learners and the situation Find what works and use it Use an eclectic approach Modify the closed approaches to accommodate constructivist values Some learning problems require highly prescriptive solutions, others are more suited to learner control

7 Instructional Design Models Robert Gagne s 9 step model ADDIE model ARCS model Roger Schank s goal-based scenarios Empathic instructional design

8 Gagne s 9 Step Model Traditional behaviourist approach Gain attention: Stimuli activates receptors Inform learners of objectives: Creates level of expectation for learning Stimulate recall of prior learning: Retrieval and activation of shortterm memory Present the content: Selective perception of content Provide learning guidance : Semantic encoding for storage long-term memory Elicit performance (practice): Responds to questions to enhance encoding and verification Provide feedback: Reinforcement and assessment of correct performance Assess performance: Retrieval and reinforcement of content as final evaluation Enhance retention and transfer to the job: Retrieval and generalization of learned skill to new situation

9 ADDIE Model Best known model and frequently used Analyse gaps in knowledge identified Design learning outcomes, specify content and assessments Develop creation of learning materials Implement delivery to the audience Evaluate effectiveness is assessed

10 ARCS Model More constructivist approach Attention stimulate curiosity, challenge existing knowledge, novel approach Relevance integrate prior knowledge, target future goals, give choice in learning path Confidence clear objectives and prerequisites, numerous practice opportunities Satisfaction immediate opportunities for practice, rewards and feedback

11 Roger Schank s Goal-Based Scenarios Most constructivist approach Goals are the root of human learning Adults loose the excitement to learn Identify target skills what are the skills and processes? Develop missions that need skills write a proposal, sell a product, produce a budget Choose a class of skills to be learnt design, diagnose, control Create a theme half the world is starving, you can help Plan the activities questions, simulations, searches Build the learning environment lab, office, resource area

12 Empathic Instructional Design Most pragmatic approach Observe watch daily tasks to gain rich understanding Capture data record images, video, open questions Reflect and analyse picture current state and visualise desired state of performance to find learning gaps Brainstorm for solutions just-in-time, simulation, blended, multimedia, themed, exploration Develop prototypes test with learners and refine

13 Choosing an Approach Define the purpose of the e-learning Purpose of e-learning Example Learner task Assessment Broadcast of new information A new sales tool has been introduced Read None Important knowledge transfer Here is the new sales tool and this is how it differs from the last one. Read, listen and answer some questions. Who took this? Did they get it? Developing new skills Learn how to use the sales tool to be a better sales person. Read, listen and try out new skills. Did they learn? What scores did they get? Creating certified competencies Become a member of our Sales Academy. Read, listen, try new skills and become certified. Did they pass? Are they certified? Source: Epic

14 Choosing an Approach Define the category of e-learning Category of e-learning Instructional criteria Recommended strategy Induction Basic Process, Technical or Systems knowledge Advanced Process, Technical or Systems knowledge Product knowledge Soft skills Logical structure and learning path as well as support for the learner. Application of learning only where relevant. Build knowledge progressively. Layering of knowledge and skills. Relate content to personal experience. Learners may already understand and perform part of the task. Build deep understanding and follow with opportunities for practice. Confident learners should be able to try the application tasks first. An exploratory, action-based approach. Learners must know the detail before applying it. Immersive, action-oriented scenarios. Split between theory and application. Gagne s Model provides a structured flow. Gagne s Model. Simple Learn > Apply / ARCS model. Schank s goal-based scenarios work well. Learn > Apply / ARCS model. Schank s goal-based scenarios. Learn > Apply / ARCS model. Schank s goal-based scenarios. Source: Epic

15 Choosing an Approach Define the instructional integrity required Category Instructional integrity Content urgency Information broadcast Low High SMEs Available resources Important knowledge transfer Developing skills and competencies Medium Medium SMEs/Professionals High Low Professionals Source: Epic

16 The Development Process Analysis and setup Design and specification Development Deployment objectives concept programming delivery scripting asset production scope proposal content design specification proof of concept testing and QA content assembly client approval evaluation planning technical pilot support

17 Define Objectives Base them on the needs of the target audience Base them on a list of skills What does the learner need to do differently? What performance issues does the course need to address? Break down the curriculum into skills based on job needs

18 Scope and Planning Determine what needs to be e-learning / face to face How will the e-learning integrate with a blended solution? Chunk material into minute learning objects Define an incremental learning path Categorise the content: What is aimed at novices/intermediate/expert learners? What MUST learners know and what could be reference material? What needs to be refresher material/quick reference?

19 Develop a Graphical Theme Think of a motivating theme to hold the course together Gain attention with a targeted title Build on your corporate style and culture Base the design on budget and time available Use good quality media appropriately

20 Build a Template Library Reusable templates reduce development time, standardise e-learning and improve quality Build a library of Flash templates and Content Point slides Develop templates for each type of course: New product launches Safety bulletins Systems training Equipment training Policies and procedures training

21 Storyboard Content Show cause and effect Make comparisons Use glossaries, jargon busters, quick reference cards Show real world examples and interviews Top 10 lists Questions and answers Tips and techniques Sequential steps Pie charts, bar charts, organizational charts, workflow diagrams, line charts, line drawings, maps

22 Engage & retain learners Challenge the learner Entertain the learner Make the learner think about what they are doing Vary the activities Maintain the pace Give regular feedback Allow plenty of practice Reward the learner

23 Learn How to Write Trainers tend to be too verbose If it is possible to cut a word, always cut it (George Orwell) Remember that e-learners are impatient Include one idea per paragraph, 3 sentences per paragraph Use the active voice Spell and grammar check before publishing

24 Prototype and Evaluate Pilot the course with designers, SMEs and a few learners Collect suggestions for improvement Make improvements based on engagement of the learner, the format and the content

25 Refine and Deliver Deliver less of higher quality if time is short Use feedback to improve the course e-learning must evolve to meet changing job needs Discuss additional training needs with learners Schedule course changes and inform managers of updates

26 Top Ten Tips 1. Think: What must the learner do differently? 2. Less is more on the screen 3. Learners should know why 4. Everything should be intuitive 5. Learners should be in control 6. Long sequences of anything are bad 7. Learning should be job-focused 8. Use humor and surprise sparingly 9. Sort our your speling and gramar 10. Good design = good information

27 Learning thinkers Gurus Assimilators Bloggers Roger Schank Jay Cross Michael Allen Elliot Masie Donald Clark Mark Prensky Marc Rosenberg Curtis Bonk Brandon-Hall Clive Shepherd John Seeley Brown Don Norman Jakob Nielsen Josh Bersin Mark Harrison