MITER and Instructional Design
David Russell Tim Cappelli
What is MITER? What Research have we done on e-learning and Learning Design? What did we discover? What would you like to learn? How does this fit with best practice? How do you start constructing a Course? How do we create a Learning Community?
What is MITER?
MITER is a research and delivery arm of the Manchester Metropolitan University Serves and Examines the Digital Media Sector Consists of MTMC, CER and MMC Recent Projects include NWNMN and SMILE, Legal Train
What research have we done? SMILE
Skills for Missing Industries Leaders and Enterprises Adapt funded project to examine and address the needs of the e-learning industry in the NW Aimed to improve the competitiveness of the e-learning sector in the region through identifying best practice and developing managerial development strategies
What have we discovered?
Types of products Learning Communities Relationship with clients Tools to support learners Need to learn from wider community Production process – more later
Examining and Addressing Skills Shortages in E-Learning Stems Directly from the results of SMILE
To examine and address the skills needs of instructional/learning designers in the elearning industry
To research the skills needs of instructional designers in the e-learning sector To design a course based on research and best practice To deliver this course to 40 SMEs To examine possible accreditation routes
Experts/gurus Best Practice Recently trained Practitioners
What would you like to learn?
On post-its write down 3-4 key things that you are most keen to learn before you start producing e-learning material
Model of Production Process from SMILE and EASSEL Projects 4 Stages Feedback Loops
What have we discovered? – Part 2
EASSEL so far…. Emphasis on analysis of learning needs LD background and skills Client negotiation and relationships Communities – more later No more ‘shovelware’ Templates – more later
How do we start construction?
Start with Outcomes and Objectives Learning should be driven by Outcomes which are related to knowledge or skills Learning Outcome – What you want them to achieve Learning Objective – The evidence indicator – How, What, Where, When, Who
Depth of Learning
Objectives should be classified as:
Need to Learn (N2L) – the minimum Required to achieve the Outcome Good to Learn (G2L) – Good to have as back up Nice to Know (N2K) – Interesting Background
Learning Objectives and Outcomes
LEARNING OUTCOME? (DO/BE
ABLE TO DO/BELIEVE/FEEL/UNDERSTAND)
DO THE LEARNERS NEED TO LEARN TO ACHIEVE THIS OUTCOME?
WOULD BE GOOD TO LEARN?
WOULD BE NICE TO KNOW?
ARE ALREADY AVAILBLE AS
THERE ANY SPECIFIC TOOLS THAT LEARNERS CAN USE IN TO ACHIEVE THIS OUTCOME?
THERE ANY SPECIAL WORDS OR TERMS WHICH CAN BE USED IN THE GLOSSARY?
WHAT REFERENCES (BOOKS/ARTICLES/URLS)
CAN THE LEARNER DRAW ON?
In groups of 3 agree one learning outcome for a course – choose something you are all knowledgeable about Define 5-7 learning objectives Group into N2L, G2L, N2K
Types of community Levels of collaboration E-Coaches Integration User involvement in development Creation of users’ own content
Email – Outlook, Pegasus List Server – Distribution List Newsgroup/Discussion Groups – WebCT, SmartGroups IRC Chat – MIRC Shared Screens Shared Whiteboards Response Pads
For your Learning Outcome decide on how you could use one of the Collaboration Tools to help achieve this.