Designing e-Learning

							 Designing e-Learning

Planning the development of online
learning

From e-Learning by Design
By William Horton, 2006
What is e-Learning

   Not limited to what takes place
    within Web browser
   Use of information and computer
    technologies to create learning
    experiences
   How these learning experiences are
    formulated, organized, and created.
   Not limited to a course
What is e-Learning
Varieties of e-Learning
 Standalone course
 Virtual-classroom courses
 Learning games and simulations
 Embedded e-Learning
 Blended learning
 Mobile learning
 Knowledge management
What is e-Learning design? (p3)
   Design – decision that governs what in a
    learning setting
   What is instructional design: include
    pedagogy (課程) and androgogy (成人教育)
   Translate high level project goals to
    choice for technology and learning
    content.
       Decision: technological management system
       Development and selection of content and
        media
What is e-Learning design?
-- Consider multiple perspectives
   What are the influences of a
    effective e-Learning ?(p5)
       Instructional Design ：Theories about
        how people learn; strategies for
        applying these theories
       Software engineer : Building reliable
        computer programs; User-interface ;
        transmitting media over networks;
        design and quality control; concepts of
        object design, usability design, and
        rapid design
What is e-Learning design?
-- Consider multiple perspectives
   What are the influences of a
    effective e-Learning
       Media design：Selecting appropriate
        mixture of text, graphics, voices, music,
        animation, ….
       Economics : helping delivery of value,
        generating revenue, and creating other
        resources
        It must be developed under a budget
        and on schedule
What is e-Learning design?
-- Design all units of e-Learning (6-7)
Pyramid of e-Learning
 Curricula 學程 (學群，課群)
     Course 課程
         Lesson 課
              Topic 主題
                  Activity
Design Quickly and Reliably
   E-Learning – rapid, cyclical design process
    Speedy learning
   Steps for instructional design (p8-9)
       Clarify the goals for the project
       Describe how your project will contribute to
        organizational goals.
       Write the learning objective for the course
       Design a learning object to accomplish that
        objective
       Design learning activities
       Design test
Design Quickly and Reliably
-- Identify your goal 指出教學宗旨目標
   Ask what matters
       自行舉例?以專業 Training 為例
   Make your organization’s goal your
    goal (視組織的宗旨為你的教學宗旨)
       What are the types of goals?
          Financial…..
          Intellectual…

          Customers…..

          Operations…

          Reputation…
    Design Quickly and Reliably
    -- Set learning objectives設定教學目標

   White your learning objectives                (p13-14)

       Clear, precise, worthy
   What are the types of objectives?
       What are the primary (terminal) and
        secondary (enabling) goals (objectives)?
            Primary: stated in terms of performance
                 XXX will be able to do (verb) ….學習者表現…
            Secondary: teach things necessary to
             accomplish a primary objectives
                 XXX will know, believe, or feel…學習者相信…
Design Quickly and Reliably
-- Spell out the situation (舉出目標情形)

目標訂定要素 （p18)
 Trigger 在何種事件下會啟動這種學習

 Condition在何種狀況下會表現這種行動

 Resources依據哪些資源
Design Quickly and Reliably
-- Set criteria for success

決定學生是否有成功的達成目標的指標有哪些
  ( p18)
 Percentage of learners accomplishing the
  objectives
 Average error rate

 Time required to perform the task

 Results produced in a specified period of
  time
 Reduction in frequency of problems or
  increase in rate of favorable incidents
Design Quickly and Reliably
-- Analyze learners’ needs and abilities )

在e-Learning教學設計之前，所分析學生
  需求與能力的項目包括：(p19-20)
 Level of knowledge

 Expectations and attitudes

 Motivations

 Technology skills
Design Quickly and Reliably
   Consider defined curricula (已指定的
    目標)(p20)
   有些機構的目標已預先設定，例如：
       Government regulations
       Certification or licensing procedures
       Standard reference works
       Professional association
       Standardized academic curricula
Design Quickly and Reliably
--Identify prerequisites (如何指出先備知識)

   Spot related objectives (點出所有相關
    目標)(p22)範例說明
    目標
     教導中層經理如何縮短計畫說明的內容

     中層經理能詮釋重要行事途徑

    目標
     教導中層經理詮釋甘特圖
       教導中層經理如何詮釋條狀任務項目
       教導中層經理能夠藉由相關的標示了解任務的相
        互關係
Design Quickly and Reliably
--如何指出Identify prerequisites (先備知識)
   State objective in shorthand (p23)
    例子
     縮短計畫說明的內容

     詮釋重要行事

   Hierarchy of learning 學習目標階層
       P24之表中，最上層者為較難的目標，而最下層的為最
        基本的目標
   Identify prerequisites 指出先備知識
       較為基層的知識，如程序中的步驟，或定義
   Identify how to accomplish prerequisite 指
    出如何完成先備知識的學習
Design Quickly and Reliably
--Decide the teaching sequence of your objectives
     決定完成教學目標的順序
      Decide a logical sequence for learners to
       accomplish these objectives
      Refer to the hierarchy of learning objectives

      Use the following sequences:
         Bottom up: teach prerequisite objectives first,
          then teach each objective
         Top down : start with top objective, allowing
          access to prerequisites they lack
         Side way : allow learners to traverse freely

      Example: p28-30
Design Quickly and Reliably
--Decide the teaching sequence of your objectives
     Where would you use each sequencing
       strategies?
      Bottom up
          Necessary where safety is a concern
          Avoiding misconception Benefit to novices
           Traditional school training
        Top down
          Efficiency of learning
          Choosing the content they explicitly request
Design Quickly and Reliably
--Decide the teaching sequence of your objectives
       Top down
         Good for experienced learners
         Suited for just-in-time learning

         Learn what they need

       Sideway
         Less predictable
         Adding excitement to the learning process

         Good choice for discovery learning

         Learn to cope with a complex dynamic
          situation
Design Quickly and Reliably
--Create objects to accomplish objectives
      What is a learning object (p32)
         A chunk of electronic content for
          accomplishing a single learning goal.
         Containing text, graphics, music….

         Can be accessed individually through a
          menu, search engine, or button, and
          separate from other objects
         For the purpose of accomplishing a learning
          goal – broad or narrow
         Containing the means to verify the
          accomplishment of a objective
Design Quickly and Reliably
--Create test
   （p36-37)
    Create the tests as soon as the learning
     objectives are defined The test is best
     guide to designing learning activities
    Tests clarify the objectives

    Use the test to pre-test learners

    Tests can serve as the learning activities
     for the object (practices, games, and
     work assignments)
    Tests provide guide in developing
     contents
Design Quickly and Reliably
--Select learning activities
    (p37-38)
     Exercise basic skills thought processes,
      attitude, and behaviors.
     Learn by considering, researching,
      analyzing, evaluating, organizing,
      synthesizing, discussing, testing,
      deciding, and applying ideas.
     Mental experiences that lead to learning.
Design Quickly and Reliably
--What kinds of activities
   (p39-40)
    Absorb-type activities
       Presentations:…

       Readings:…

       Field trips:…

    Do-type activities
       Practice:…

       Discovery:…

       Games: …

      Connect-type activities Research:…
         Ponder:…

         Stories from learners:…

         Job aids:…