The Benefits and Drawbacks of e-Learning
Features Unique to e-Learning
Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. Other unique opportunities created by the advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced publishing and distribution costs as Web-based training becomes a standard.
E-learning also offers individualized instruction, which print media cannot provide, and instructor-led courses allow clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using learning style tests, e-learning can locate and target individual learning preferences.
Additionally, synchronous e-learning is self-paced. Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course.
In these ways, e-learning is inclusive of a maximum number of participants with a maximum range of learning styles, preferences, and needs.
Collaborative Learning
All collaborative learning theory contends that human interaction is a vital ingredient to learning. Consideration of this is particularly crucial when designing e-learning, realizing the potential for the medium to isolate learners. With well-delivered synchronous distance education, and technology like message boards, chats, e-mail, and tele-conferencing, this potential drawback is reduced. However, e-learning detractors still argue that the magical classroom bond between teacher and student, and among the students themselves, can not be replicated through communications technology.
Advantages of e-Learning to the Trainer or Organization
Some of the most outstanding advantages to the trainer or organization are:
* Reduced overall cost is the single most influential factor in adopting e-learning. The elimination of costs associated with instructor's salaries, meeting room rentals, and student travel, lodging, and meals are directly quantifiable. The reduction of time spent away from the job by employees may be the most positive offshoot.
* Learning times reduced, an average of 40 to 60 percent, as found by Brandon Hall (Web-based Training Cookbook, 1997, p. 108).
* Increased retention and application to the job averages an increase of 25 percent over traditional methods, according to an independent study by J.D. Fletcher (Multimedia Review, Spring 1991, pp.33-42).
* Consistent delivery of content is possible with asynchronous, self-paced e-learning.
* Expert knowledge is communicated, but more importantly captured, with good e-learning and knowledge management systems.
* Proof of completion and certification, essential elements of training initiatives, can be automated.
Advantages to the Learner
Along with the increased retention, reduced learning time, and other aforementioned benefits to students, particular advantages of e-learning include:
* On-demand availability enables students to complete training conveniently at off-hours or from home.
* Self-pacing for slow or quick learners reduces stress and increases satisfaction.
* Interactivity engages users, pushing them rather than pulling them through training.
* Confidence that refresher or quick reference materials are available reduces burden of responsibility of mastery.
Disadvantages to the Trainer or Organization
e-learning is not, however, the be all and end all to every training need. It does have limitations, among them:
* Up-front investment required of an e-learning solution is larger due to development costs. Budgets and cash flows will need to be negotiated.
* Technology issues that play a factor include whether the existing technology infrastructure can accomplish the training goals, whether additional tech expenditures can be justified, and whether compatibility of all software and hardware can be achieved.
* Inappropriate content for e-learning may exist according to some experts, though are limited in number. Even the acquisition of skills that involve complex physical/motor or emotional components (for example, juggling or mediation) can be augmented with e-learning.
* Cultural acceptance is an issue in organizations where student demographics and psychographics may predispose them against using computers at all, let alone for e-learning.
Disadvantages to the Learner
The ways in which e-learning may not excel over other training include:
* Technology issues of the learners are most commonly technophobia and unavailability of required technologies.
* Portability of training has become a strength of e-learning with the proliferation of network linking points, notebook computers, PDAs, and mobile phones, but still does not rival that of printed workbooks or reference material.
* Reduced social and cultural interaction can be a drawback. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning that are part of this potential disadvantage are lessening with advances in communications technologies.
Do the Benefits Outweigh the Drawbacks?
The pro's and con's of e-learning vary depending on program goals, target audience and organizational infrastructure and culture. But it is unarguable that e-learning is rapidly growing as form of training delivery and most are finding that the clear benefits to e-learning will guarantee it a role in their overall learning strategy.
Saturday, October 08, 2005
e-Learning Project Team: Roles and Responsibilities
e-Learning Project Team: Roles and Responsibilities
Client or Sponsor
The sponsor of an e-learning project, often a training manager or director of training, acts on the behalf of his or her organization to assure that the product that gets created reduces cost, increases productivity, or in some other way adds value. Ultimate responsibility for the success or failure of a project rests with this person since she usually supervises the overall team or selects and manages an outside vendor.
Along with or in place of a project manager, this role encompasses the acquisition of a budget for program development, final approval power, schedule creation, and revision. When a client/vendor relationship is established, the client negotiates with peers internally, such as the IT department, student population, and senior executives, to make sure that a e-learning initiative is appropriately implemented.
It is helpful for a sponsor to have prior experience in project management and a training background. He must have a good understanding of business need, student population, and internal political issues. Other desirable attributes of a client/sponsor are:
*
Capacity to organize a team effort.
*
Scrutiny in selecting team members or a vendor.
*
Willingness to explore radical solutions.
*
Ability to secure and manage budgets.
Project Manager
The project manager is the person who ultimately guarantees on-time, on-budget delivery of a e-learning solution. He or she is responsible to the sponsor/client for the quality of the finished product. The management and coaching of all other team members is left to the project manager, who serves as single point of contact between disparate team members and, in the case of an outsourced project, the client. The project manager guides the approval process, including obtaining feedback from evaluations, implementing revisions, and drafting progress reports.
Good organization skills, time management, and the ability to juggle multiple tasks are all prerequisites of an effective project manager. Other positive attributes include:
*
Experience in multiple backgrounds (jack-of-all-trades).
*
Basic understanding of technical, design, and media issues.
*
Knowledge of the fundamentals of instructional design.
*
Mastery of financial fundamentals.
*
Proficiency using scheduling, productivity, and communication tools including GANNT charts, spreadsheets, and conferencing technologies.
Subject Matter Expert
The subject matter expert (SME), contributes the core content and original materials along with being available for information acquisition through formal or informal interviews. She provides access to source materials and reference items such as books, articles, videotapes, and static art. In the client/vendor model, the client assigns this person as one who can give guided tours of facilities, explain processes, create flow diagrams, provide sample dialogue, and shape simulated settings. It is the responsibility of the SME to reviews design documents, scripts, and the final deliverable for accuracy.
A master of the selected content area should fill this role. For example, if selling skills are being taught, he may be the representative of the year. Someone with years of experience and high peer evaluations would be selected to shape instruction on management techniques. In the case of software training, the SME would probably be someone who had a role in the design of the software or someone certified as an expert. For a e-learning to benefit, the SME must be:
*
Committed to the project.
*
Understand the amount of time required.
*
Be able to communicate to outsiders without using jargon.
Instructional Designer
A typical instructional designer has a background in liberal arts, frequently with a master's degree or doctorate in instructional design, psychology, education, or multimedia technology. This team member must be very analytical, have good communication skills, and be very organized. A successful instructional designer works quickly in a fast-changing environment.
It is the instructional designer's responsibility to conduct high-level analysis of performance goals, audience, training needs, and technology limitations. In concert with the sponsor, project manager, and SME, he creates the design document, specifies learning objectives, selects interactive exercises, and creates evaluation questions. In the early design phases, this person may have to create script and screen templates and often will be the lead scriptwriter. Additionally, the instructional designer supervises the formative and summative evaluations. Borrowing an analogy from movies, the project manager is the producer; the instructional designer is the director.
The best instructional designers:
*
Have a basic understanding of technology in order to know what is or is not possible given certain technology realities.
*
Appreciate and apply a breadth of adult learning theories.
*
Quickly and accurately recognize performance/knowledge gaps.
Writer
Working after an instructional designer has created an outline, a writer creates and revises the script that actually dictates what words, images, video, and audio elements that are presented to the audience. The writer works with the artists and programmers to ensure that what is envisioned can actually be implemented within the time, budget, and technology constraints. It is his responsibility to apply navigation directions to the scripts, add notes indicating any special functions, links, or other software behaviors, and create alternate items, if necessary.
A prior knowledge of content/topic being trained is helpful but not necessary. An effective writer has:
*
Good communication skills.
*
A writing style that is concise, direct, and engaging.
*
Creativity to increase learner engagement.
Graphic Artist
From the blueprints created by the instructional designer and scriptwriter, the graphic artist creates screen layouts; specific interface items such as buttons, windows, and menus; and specific graphics and animations necessary to the program. The work could include original illustrations and cartoons, simple flow diagrams, manipulated stock photography, and images obtained with a digital camera. In addition to 2D work, there may exist a need for 3D images and animation, particularly when immersive metaphors and simulations are desired.
While bachelor's degrees from art school are common, many artists are self-taught. Multimedia artists need:
*
Creativity tempered with an understanding of the intended audience, client culture, and learning preferences.
*
Understanding of human computer factors and interface design.
*
Ability and willingness to a adapt to a dynamic set of standards and tools.
Programmer
Using the script as a guide, the programmer is expected to assemble different elements (text, audio, video, graphics, and animation) into a coherent whole. He develops the rapid prototype, the programmed working model, upon which the final product is based. The programmer is called upon to debug a program following alpha and beta tests, create databases, and construct reporting mechanisms used for student tracking.
Like graphic artists, many programmers may have specialized degrees or be self-taught. Multimedia development is not usually accomplished using advanced languages but rather in Hypertext Markup Language (HTML) or with authoring systems (e.g., Authorware, Toolbook), programs that facilitate e-learning creation. A multimedia programmer should have:
*
An analytical, methodical approach to work.
*
Ingenuity around creation of reusable objects and engines.
*
Ability to code optimally and choose the right tool based on the technologies available to the audience.
Audio and Video Producers
Other specialists oversee the pre-production, production, and post-production of video and audio elements. Pre-production includes the selection and preparation of shooting locations and set up of equipment, production encompasses the creation of raw audio/video content and post-production primarily refers to the editing and refinement of content to a desired duration and quality.
Industry experience is particularly desired for these team members. More often than not, the audio/video crew is contracted.
Quality Reviewers
Quality review is most frequently assigned to various team members with other roles, supplemented by outsider talent for thoroughness. Copy editors particularly excel in this role. Those with attention to detail, a good eye, technology knowledge, and a drive to do out of the ordinary things with software are invaluable resources.
The quality reviewers work internally during development, alpha, and beta stages, check the program for general quality and bugs, and create change reports. Quality personnel inspect:
*
Functionality under various operational conditions to confirm the software's compliance with expectations.
*
Content in the program to make sure it matches the content in the script or text-based document.
*
Logic and inconsistent behavior throughout the application.
*
Performance and proper operation of the product on a variety of systems with assorted hardware configurations, and/or operating systems, concurrently running software, and installed peripheral devices.
*
Accessibility and usability of the product, the intuitive nature of the user interface, the look and feel of the program, on-screen dialogs and prompts, user-error forgiveness, and context-sensitive help.
Administrators
Administrators facilitate communication, track expenditures, and assist in reproduction and distribution of materials, among other duties. Increases in the size of teams and projects contribute to the need for oversight by administrative personnel.
Client or Sponsor
The sponsor of an e-learning project, often a training manager or director of training, acts on the behalf of his or her organization to assure that the product that gets created reduces cost, increases productivity, or in some other way adds value. Ultimate responsibility for the success or failure of a project rests with this person since she usually supervises the overall team or selects and manages an outside vendor.
Along with or in place of a project manager, this role encompasses the acquisition of a budget for program development, final approval power, schedule creation, and revision. When a client/vendor relationship is established, the client negotiates with peers internally, such as the IT department, student population, and senior executives, to make sure that a e-learning initiative is appropriately implemented.
It is helpful for a sponsor to have prior experience in project management and a training background. He must have a good understanding of business need, student population, and internal political issues. Other desirable attributes of a client/sponsor are:
*
Capacity to organize a team effort.
*
Scrutiny in selecting team members or a vendor.
*
Willingness to explore radical solutions.
*
Ability to secure and manage budgets.
Project Manager
The project manager is the person who ultimately guarantees on-time, on-budget delivery of a e-learning solution. He or she is responsible to the sponsor/client for the quality of the finished product. The management and coaching of all other team members is left to the project manager, who serves as single point of contact between disparate team members and, in the case of an outsourced project, the client. The project manager guides the approval process, including obtaining feedback from evaluations, implementing revisions, and drafting progress reports.
Good organization skills, time management, and the ability to juggle multiple tasks are all prerequisites of an effective project manager. Other positive attributes include:
*
Experience in multiple backgrounds (jack-of-all-trades).
*
Basic understanding of technical, design, and media issues.
*
Knowledge of the fundamentals of instructional design.
*
Mastery of financial fundamentals.
*
Proficiency using scheduling, productivity, and communication tools including GANNT charts, spreadsheets, and conferencing technologies.
Subject Matter Expert
The subject matter expert (SME), contributes the core content and original materials along with being available for information acquisition through formal or informal interviews. She provides access to source materials and reference items such as books, articles, videotapes, and static art. In the client/vendor model, the client assigns this person as one who can give guided tours of facilities, explain processes, create flow diagrams, provide sample dialogue, and shape simulated settings. It is the responsibility of the SME to reviews design documents, scripts, and the final deliverable for accuracy.
A master of the selected content area should fill this role. For example, if selling skills are being taught, he may be the representative of the year. Someone with years of experience and high peer evaluations would be selected to shape instruction on management techniques. In the case of software training, the SME would probably be someone who had a role in the design of the software or someone certified as an expert. For a e-learning to benefit, the SME must be:
*
Committed to the project.
*
Understand the amount of time required.
*
Be able to communicate to outsiders without using jargon.
Instructional Designer
A typical instructional designer has a background in liberal arts, frequently with a master's degree or doctorate in instructional design, psychology, education, or multimedia technology. This team member must be very analytical, have good communication skills, and be very organized. A successful instructional designer works quickly in a fast-changing environment.
It is the instructional designer's responsibility to conduct high-level analysis of performance goals, audience, training needs, and technology limitations. In concert with the sponsor, project manager, and SME, he creates the design document, specifies learning objectives, selects interactive exercises, and creates evaluation questions. In the early design phases, this person may have to create script and screen templates and often will be the lead scriptwriter. Additionally, the instructional designer supervises the formative and summative evaluations. Borrowing an analogy from movies, the project manager is the producer; the instructional designer is the director.
The best instructional designers:
*
Have a basic understanding of technology in order to know what is or is not possible given certain technology realities.
*
Appreciate and apply a breadth of adult learning theories.
*
Quickly and accurately recognize performance/knowledge gaps.
Writer
Working after an instructional designer has created an outline, a writer creates and revises the script that actually dictates what words, images, video, and audio elements that are presented to the audience. The writer works with the artists and programmers to ensure that what is envisioned can actually be implemented within the time, budget, and technology constraints. It is his responsibility to apply navigation directions to the scripts, add notes indicating any special functions, links, or other software behaviors, and create alternate items, if necessary.
A prior knowledge of content/topic being trained is helpful but not necessary. An effective writer has:
*
Good communication skills.
*
A writing style that is concise, direct, and engaging.
*
Creativity to increase learner engagement.
Graphic Artist
From the blueprints created by the instructional designer and scriptwriter, the graphic artist creates screen layouts; specific interface items such as buttons, windows, and menus; and specific graphics and animations necessary to the program. The work could include original illustrations and cartoons, simple flow diagrams, manipulated stock photography, and images obtained with a digital camera. In addition to 2D work, there may exist a need for 3D images and animation, particularly when immersive metaphors and simulations are desired.
While bachelor's degrees from art school are common, many artists are self-taught. Multimedia artists need:
*
Creativity tempered with an understanding of the intended audience, client culture, and learning preferences.
*
Understanding of human computer factors and interface design.
*
Ability and willingness to a adapt to a dynamic set of standards and tools.
Programmer
Using the script as a guide, the programmer is expected to assemble different elements (text, audio, video, graphics, and animation) into a coherent whole. He develops the rapid prototype, the programmed working model, upon which the final product is based. The programmer is called upon to debug a program following alpha and beta tests, create databases, and construct reporting mechanisms used for student tracking.
Like graphic artists, many programmers may have specialized degrees or be self-taught. Multimedia development is not usually accomplished using advanced languages but rather in Hypertext Markup Language (HTML) or with authoring systems (e.g., Authorware, Toolbook), programs that facilitate e-learning creation. A multimedia programmer should have:
*
An analytical, methodical approach to work.
*
Ingenuity around creation of reusable objects and engines.
*
Ability to code optimally and choose the right tool based on the technologies available to the audience.
Audio and Video Producers
Other specialists oversee the pre-production, production, and post-production of video and audio elements. Pre-production includes the selection and preparation of shooting locations and set up of equipment, production encompasses the creation of raw audio/video content and post-production primarily refers to the editing and refinement of content to a desired duration and quality.
Industry experience is particularly desired for these team members. More often than not, the audio/video crew is contracted.
Quality Reviewers
Quality review is most frequently assigned to various team members with other roles, supplemented by outsider talent for thoroughness. Copy editors particularly excel in this role. Those with attention to detail, a good eye, technology knowledge, and a drive to do out of the ordinary things with software are invaluable resources.
The quality reviewers work internally during development, alpha, and beta stages, check the program for general quality and bugs, and create change reports. Quality personnel inspect:
*
Functionality under various operational conditions to confirm the software's compliance with expectations.
*
Content in the program to make sure it matches the content in the script or text-based document.
*
Logic and inconsistent behavior throughout the application.
*
Performance and proper operation of the product on a variety of systems with assorted hardware configurations, and/or operating systems, concurrently running software, and installed peripheral devices.
*
Accessibility and usability of the product, the intuitive nature of the user interface, the look and feel of the program, on-screen dialogs and prompts, user-error forgiveness, and context-sensitive help.
Administrators
Administrators facilitate communication, track expenditures, and assist in reproduction and distribution of materials, among other duties. Increases in the size of teams and projects contribute to the need for oversight by administrative personnel.
ADDIE - The Design Phase of an e-Learning Project
ADDIE - The Design Phase of an e-Learning Project
In the design phase, the outcomes from analysis are used to create a blueprint for the instruction. This blueprint, called a design document or design report, covers the training need, instructional strategies, content, and creative treatment. The document is used to communicate with all members of the development team and is invaluable for keeping the project on track and focused on the real training goals.
Determine Learning Objectives
The first step in the design phase is to examine the tasks or subordinate goals that were listed in analysis and from these create a set of behavioral learning objectives. Objectives should be short, specific, and testable.
For example, let's assume that a task analysis for a sales training program reveals that new representatives have three needs:
*
To understand product features and benefits.
*
To know the competition.
*
To be able to handle customer objections.
Corresponding learning objectives, which are specific and testable, might be written as finishing the sentence: "After completing this course students will be able to:"
*
List five product features and identify an associated benefit for each feature.
*
Identify five major competitors and list the name of each competitor's product.
*
Classify an objection as either a misunderstanding, smokescreen, or valid objection.
Develop a Content Outline
Learning objectives determine the actual content of the program. After reviewing source materials and/or interviewing subject matter experts, a content outline is developed. The outlines provides a lesson-by-lesson breakdown of topics, as well as a summary of any motivational strategies that will be employed.
The content outline lays out a plan for the sequence of instruction. The order of information depends on the subject matter at hand but typically goes in sequence from beginning to end when process is being taught, and from easy to hard when concepts are being taught. A common exception is to begin with an overview lesson that presents the big picture before going into the details.
One of the strengths of the ISD process is that it excludes background information and tangential content, which might be interesting but are not related to the specific learning objectives at hand. By paring down content, development time is reduced, learning time reduced, and retention of relevant information increased.
Indicate Practice Activities
In addition to presenting content, the design document specifies the strategies for practice. Practice and feedback are critical elements of effective instruction and should be planned carefully.
Although the specific activities themselves are not created until the development phase, a general description of practice should be given. The design document might include brief descriptions of simple questioning (multiple choice, true/false, or fill-in), simulations, instructional games, on-the-job application exercises, or situational analysis activities.
Specify Technology and Media
In technology-based training, the availability of CD-ROMs, audio speakers, bandwidth, and plug-ins often help determine the choice of media. The design document formally identifies the learners' available technology, which drives many of the implementation decisions later in the project. This specification should include not just what is available, but what is allowed by an organization's information technology department. Sometimes technical specifications expand into the choice of development tools, including specific authoring systems, databases, or student-tracking systems.
The choice of media should also be justified from an instructional standpoint, too. Just because a computer can display video does not mean video has to be used. In fact, many designers with a video or instructor-led background overuse video. Audio narration with appropriate graphics and interactivity will always be a better choice than "talking head" video clips that are passively viewed.
Determine User Interface and Creative Treatment
The graphical user interface is the critical link between the student and content. The design document spells out the buttons and navigational features that will be available, what their labels or names will be, and where on the screen they will be located. Ideally, an artist creates the actual screen designs and these images can be imbedded within the design document.
In the design phase, the outcomes from analysis are used to create a blueprint for the instruction. This blueprint, called a design document or design report, covers the training need, instructional strategies, content, and creative treatment. The document is used to communicate with all members of the development team and is invaluable for keeping the project on track and focused on the real training goals.
Determine Learning Objectives
The first step in the design phase is to examine the tasks or subordinate goals that were listed in analysis and from these create a set of behavioral learning objectives. Objectives should be short, specific, and testable.
For example, let's assume that a task analysis for a sales training program reveals that new representatives have three needs:
*
To understand product features and benefits.
*
To know the competition.
*
To be able to handle customer objections.
Corresponding learning objectives, which are specific and testable, might be written as finishing the sentence: "After completing this course students will be able to:"
*
List five product features and identify an associated benefit for each feature.
*
Identify five major competitors and list the name of each competitor's product.
*
Classify an objection as either a misunderstanding, smokescreen, or valid objection.
Develop a Content Outline
Learning objectives determine the actual content of the program. After reviewing source materials and/or interviewing subject matter experts, a content outline is developed. The outlines provides a lesson-by-lesson breakdown of topics, as well as a summary of any motivational strategies that will be employed.
The content outline lays out a plan for the sequence of instruction. The order of information depends on the subject matter at hand but typically goes in sequence from beginning to end when process is being taught, and from easy to hard when concepts are being taught. A common exception is to begin with an overview lesson that presents the big picture before going into the details.
One of the strengths of the ISD process is that it excludes background information and tangential content, which might be interesting but are not related to the specific learning objectives at hand. By paring down content, development time is reduced, learning time reduced, and retention of relevant information increased.
Indicate Practice Activities
In addition to presenting content, the design document specifies the strategies for practice. Practice and feedback are critical elements of effective instruction and should be planned carefully.
Although the specific activities themselves are not created until the development phase, a general description of practice should be given. The design document might include brief descriptions of simple questioning (multiple choice, true/false, or fill-in), simulations, instructional games, on-the-job application exercises, or situational analysis activities.
Specify Technology and Media
In technology-based training, the availability of CD-ROMs, audio speakers, bandwidth, and plug-ins often help determine the choice of media. The design document formally identifies the learners' available technology, which drives many of the implementation decisions later in the project. This specification should include not just what is available, but what is allowed by an organization's information technology department. Sometimes technical specifications expand into the choice of development tools, including specific authoring systems, databases, or student-tracking systems.
The choice of media should also be justified from an instructional standpoint, too. Just because a computer can display video does not mean video has to be used. In fact, many designers with a video or instructor-led background overuse video. Audio narration with appropriate graphics and interactivity will always be a better choice than "talking head" video clips that are passively viewed.
Determine User Interface and Creative Treatment
The graphical user interface is the critical link between the student and content. The design document spells out the buttons and navigational features that will be available, what their labels or names will be, and where on the screen they will be located. Ideally, an artist creates the actual screen designs and these images can be imbedded within the design document.
The Analysis Phase of an e-Learning Project
The Analysis Phase of an e-Learning Project
For example, the goal to have all deli operators properly operate a meat slicer can be broken into more specific tasks such as:
*
Set the blade to the desired thickness of cut.
*
Turn the slicer on.
*
Place the food on the slicer and lock it in place.
*
Safely cut the meat or cheese.
*
Turn the slicer off.
*
Clean the blade after each use.
Assess Learners
After understanding the desired goals and subordinate tasks, the target audience has to be analyzed. Learner information impacts everything from appropriateness of metaphor to selection of content. Topics to be explored in assessing learners include:
*
Demographics. What are the general characteristics of the audience? Is there uniformity to gender, age, or educational background?
*
Psychographics. What is the psychological makeup of the target audience? Do they want the information provided in a very direct manner or do they prefer a more time-consuming but engaging game format?
*
Attitude. What are the learners' attitudes towards the content or to training itself? What is the attitude toward the use of technology-based training?
*
Experience with technology-based training. Will this be the first experience using the corporate Intranet for learning or are they already accustomed to navigating online material?
*
Motivation. What are the learners work and career goals? How can the training program assist them with the realization of those goals?
*
Prior knowledge and experience. What will the learners bring to the training in terms of skills and knowledge? To what extent are they currently working toward achieving the desired business goals?
The audience profile can be used to direct both the interface as well as instructional design. For example, an older workforce might not respond well to a music video theme or review questions embedded within an arcade game. Students who do not speak English as their first language typically prefer audio narration over on-screen text. A young student audience may not understand allusions to historical events that occurred before they were born.
For example, the goal to have all deli operators properly operate a meat slicer can be broken into more specific tasks such as:
*
Set the blade to the desired thickness of cut.
*
Turn the slicer on.
*
Place the food on the slicer and lock it in place.
*
Safely cut the meat or cheese.
*
Turn the slicer off.
*
Clean the blade after each use.
Assess Learners
After understanding the desired goals and subordinate tasks, the target audience has to be analyzed. Learner information impacts everything from appropriateness of metaphor to selection of content. Topics to be explored in assessing learners include:
*
Demographics. What are the general characteristics of the audience? Is there uniformity to gender, age, or educational background?
*
Psychographics. What is the psychological makeup of the target audience? Do they want the information provided in a very direct manner or do they prefer a more time-consuming but engaging game format?
*
Attitude. What are the learners' attitudes towards the content or to training itself? What is the attitude toward the use of technology-based training?
*
Experience with technology-based training. Will this be the first experience using the corporate Intranet for learning or are they already accustomed to navigating online material?
*
Motivation. What are the learners work and career goals? How can the training program assist them with the realization of those goals?
*
Prior knowledge and experience. What will the learners bring to the training in terms of skills and knowledge? To what extent are they currently working toward achieving the desired business goals?
The audience profile can be used to direct both the interface as well as instructional design. For example, an older workforce might not respond well to a music video theme or review questions embedded within an arcade game. Students who do not speak English as their first language typically prefer audio narration over on-screen text. A young student audience may not understand allusions to historical events that occurred before they were born.
e-Learning and the ADDIE Model
e-Learning and the ADDIE Model
There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Alternate Design Models
The ADDIE model has been criticized by some as being too systematic, that is, too linear, too inflexible, too constraining, and even too time-consuming to implement. As an alternative to the systematic approach, there are a variety of systemic design models that emphasize a more holistic, iterative approach to the development of training. Rather than developing the instruction in phases, the entire development team works together from the start to rapidly build modules, which can be tested with the student audience, and then revised based on their feedback.
The systemic approach to development has many advantages when it comes to the creation of technology-based training. To create engaging metaphors or themes, artists and writers work together in a process that validates the creative approach with students early in the development cycle. Programmers and designers garner agreement as to which learning activities are both effective as well as possible, given the constraints of the client's computers or network.
Despite these advantages, there are practical challenges with a purely systemic design approach in the management of resources. In most cases, training programs must be developed under a fixed -- and often limited -- budget and schedule. While it is very easy to allocate people and time to each step in the ISD model, it is harder to plan deliverables when there are no distinct steps in the process. The holistic approach begs the questions, "How many iterations, and time, will it take to finish the program?" "Do the contributions made by programmers and artists in the design phase, who have no formal background in instruction, warrant the extra time required and additional compensation for this time?"
Introducing a Rapid Prototyping Phase
For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.
There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Alternate Design Models
The ADDIE model has been criticized by some as being too systematic, that is, too linear, too inflexible, too constraining, and even too time-consuming to implement. As an alternative to the systematic approach, there are a variety of systemic design models that emphasize a more holistic, iterative approach to the development of training. Rather than developing the instruction in phases, the entire development team works together from the start to rapidly build modules, which can be tested with the student audience, and then revised based on their feedback.
The systemic approach to development has many advantages when it comes to the creation of technology-based training. To create engaging metaphors or themes, artists and writers work together in a process that validates the creative approach with students early in the development cycle. Programmers and designers garner agreement as to which learning activities are both effective as well as possible, given the constraints of the client's computers or network.
Despite these advantages, there are practical challenges with a purely systemic design approach in the management of resources. In most cases, training programs must be developed under a fixed -- and often limited -- budget and schedule. While it is very easy to allocate people and time to each step in the ISD model, it is harder to plan deliverables when there are no distinct steps in the process. The holistic approach begs the questions, "How many iterations, and time, will it take to finish the program?" "Do the contributions made by programmers and artists in the design phase, who have no formal background in instruction, warrant the extra time required and additional compensation for this time?"
Introducing a Rapid Prototyping Phase
For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.
Rapid Prototypes for e-Learning
Rapid Prototypes for e-Learning
Evaluate the Rapid Prototype
Ideally, four to eight individuals selected from the student audience review the rapid prototype. What often occurs, however, is that three or four training managers or subject matter experts review the prototype. In the latter case, the reviewers must have a clear understanding of the learner population in terms of demographics, culture, and level of technical expertise, to provide an accurate and useful evaluation.
The main purpose of the review is not to evaluate the content or instructional design, but to evaluate the ease of navigation, the screen design and layout, appropriateness of metaphor, and the technical performance.
Specific questions the designers should ask of the reviewers include:
*
Did the program immediately capture your attention?
*
Was the creative theme or metaphor engaging and appealing?
*
Was the look and feel appealing? Was it acceptable to corporate standards and culture?
*
Was it easy to navigate the program? Did you ever feel lost or confused? Are the buttons' functionality easily identified?
*
Was the quality of the audio acceptable?
*
Was the quality of the video acceptable?
*
Were waiting times acceptable during the loading and playback of graphics, animations, and video (especially important for Web-based programs)?
*
Was the tutorial lesson interactive and engaging?
*
Did program features such as the glossary, notepad, and book-marking, perform flawlessly
Depending on the results of the prototype evaluation, adjustments may be made in the design document itself and incorporated into the script phase. If there is a lot of negative findings, it is common for the prototype itself to be re-created and evaluated for signs of improvement.
Evaluate the Rapid Prototype
Ideally, four to eight individuals selected from the student audience review the rapid prototype. What often occurs, however, is that three or four training managers or subject matter experts review the prototype. In the latter case, the reviewers must have a clear understanding of the learner population in terms of demographics, culture, and level of technical expertise, to provide an accurate and useful evaluation.
The main purpose of the review is not to evaluate the content or instructional design, but to evaluate the ease of navigation, the screen design and layout, appropriateness of metaphor, and the technical performance.
Specific questions the designers should ask of the reviewers include:
*
Did the program immediately capture your attention?
*
Was the creative theme or metaphor engaging and appealing?
*
Was the look and feel appealing? Was it acceptable to corporate standards and culture?
*
Was it easy to navigate the program? Did you ever feel lost or confused? Are the buttons' functionality easily identified?
*
Was the quality of the audio acceptable?
*
Was the quality of the video acceptable?
*
Were waiting times acceptable during the loading and playback of graphics, animations, and video (especially important for Web-based programs)?
*
Was the tutorial lesson interactive and engaging?
*
Did program features such as the glossary, notepad, and book-marking, perform flawlessly
Depending on the results of the prototype evaluation, adjustments may be made in the design document itself and incorporated into the script phase. If there is a lot of negative findings, it is common for the prototype itself to be re-created and evaluated for signs of improvement.
Information is Not Instruction: The Wise Remarks of David Merrill
Information is Not Instruction: The Wise Remarks of David Merrill
The most profound statement uttered in the training community over the last 10 years was the simple declaration in 1998 by M. David Merrill that "information is not instruction." Although Merrill, professor of instructional technology at Utah State University, was reacting to the inadequacies of many Web-based training programs, his statement reflects that it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes.
---
Most of early Web-based training programs were nothing more than online documents. Trainers created electronic versions of traditional printed student manuals, articles, tip sheets, and reference guides. While valuable and accessible resources, these conversions to the Web cannot be considered true training programs.
The rush to the Web without consideration given to instructional design led to Merrill's passionate defense of a scientific approach to learning. In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn."
To guarantee the effectiveness of any training program, remember that while technology will always change, the way adults learn will not. Remember Merrill's admonishment and his keys to learning:
* provide structured knowledge
* provide practice
* provide guidance
The most profound statement uttered in the training community over the last 10 years was the simple declaration in 1998 by M. David Merrill that "information is not instruction." Although Merrill, professor of instructional technology at Utah State University, was reacting to the inadequacies of many Web-based training programs, his statement reflects that it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes.
---
Most of early Web-based training programs were nothing more than online documents. Trainers created electronic versions of traditional printed student manuals, articles, tip sheets, and reference guides. While valuable and accessible resources, these conversions to the Web cannot be considered true training programs.
The rush to the Web without consideration given to instructional design led to Merrill's passionate defense of a scientific approach to learning. In a June 1998 interview in Training magazine, Merrill put it simply, "If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn."
To guarantee the effectiveness of any training program, remember that while technology will always change, the way adults learn will not. Remember Merrill's admonishment and his keys to learning:
* provide structured knowledge
* provide practice
* provide guidance
Born at the YMCA: Malcolm Knowles and the Birth of Andragogy
Born at the YMCA: Malcolm Knowles and the Birth of Andragogy
Knowles' theories of adult learning are complex, but his conclusions can be summarized into four main points:
1.
Adults need to know why they are learning something. They should be told how it effects them directly.
2.
Adults have a repository of lifetime experiences that should be tapped as a resource for ongoing learning. Similarly, adult learners bring various levels of prior exposure to any topic and that fact should be acknowledged.
3.
Adults use a hands-on problem-solving approach to learning. Rote memorization of facts and figures should be avoided.
4.
Adults want to apply new knowledge and skills immediately. Retention decreases if the learning is applied only at some future point in time.
Knowles' theories of adult learning are complex, but his conclusions can be summarized into four main points:
1.
Adults need to know why they are learning something. They should be told how it effects them directly.
2.
Adults have a repository of lifetime experiences that should be tapped as a resource for ongoing learning. Similarly, adult learners bring various levels of prior exposure to any topic and that fact should be acknowledged.
3.
Adults use a hands-on problem-solving approach to learning. Rote memorization of facts and figures should be avoided.
4.
Adults want to apply new knowledge and skills immediately. Retention decreases if the learning is applied only at some future point in time.
Gagne's Nine Events of Instruction: An Introduction
Gagne's Nine Events of Instruction: An Introduction
Gagne's Nine Events of Instruction
Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. The figure below shows these instructional events in the left column and the associated mental processes in the right column.
1.
Gain attention
In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.
2.
Inform learners of objectives
Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.
3.
Stimulate recall of prior learning
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.
4.
Present the content
This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.
5.
Provide "learning guidance"
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.
6.
Elicit performance (practice)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.
7.
Provide feedback
As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.
8.
Assess performance
Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.
9.
Enhance retention and transfer to the job
Gagne's Nine Events of Instruction
Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. The figure below shows these instructional events in the left column and the associated mental processes in the right column.
1.
Gain attention
In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.
2.
Inform learners of objectives
Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.
3.
Stimulate recall of prior learning
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.
4.
Present the content
This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.
5.
Provide "learning guidance"
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.
6.
Elicit performance (practice)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.
7.
Provide feedback
As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.
8.
Assess performance
Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.
9.
Enhance retention and transfer to the job
Checklist for Evaluating e-Learning Instructional Design
Checklist for Evaluating e-Learning Instructional Design
CHECKLIST: Evaluating Instructional Design for e-Learning
by Kevin Kruse
Whether evaluating your own instructional design efforts or those of your training vendor, a yes answer to all of the following questions is evidence of a high quality instructional design program:
*
Does the program immediately capture attention when it is run?
*
Does the training program explain its relevance to learners? Does it answer the student's question, "What's in it for me?"
*
Are learning objectives presented near the beginning of each lesson?
*
Are learning objectives specific and observable?
*
Is the presentation of content made interesting with a variety of media or through an engaging treatment?
*
Does the program provide a variety of interactive exercises beyond simple multiple-choice questions?
*
Are learners given the opportunity for frequent practice?
*
Is feedback on practice immediate and specific?
*
Does the program include a post-test or other final assessment?
CHECKLIST: Evaluating Instructional Design for e-Learning
by Kevin Kruse
Whether evaluating your own instructional design efforts or those of your training vendor, a yes answer to all of the following questions is evidence of a high quality instructional design program:
*
Does the program immediately capture attention when it is run?
*
Does the training program explain its relevance to learners? Does it answer the student's question, "What's in it for me?"
*
Are learning objectives presented near the beginning of each lesson?
*
Are learning objectives specific and observable?
*
Is the presentation of content made interesting with a variety of media or through an engaging treatment?
*
Does the program provide a variety of interactive exercises beyond simple multiple-choice questions?
*
Are learners given the opportunity for frequent practice?
*
Is feedback on practice immediate and specific?
*
Does the program include a post-test or other final assessment?
Constructivism and Discovery Learning
Constructivism and Discovery Learning
The Theory of Constructivism
The basic tenets of constructivism are that:
*
Knowledge is constructed from and shaped by experience.
*
Students must take an active role and assume responsibility for their learning.
*
Learning is a collaborative process and students create their own meaning from obtaining multiple perspectives.
*
Learning should occur in a realistic setting.
*
Learners should choose their own path through content and activities.
*
Content should be presented holistically, not broken into separate smaller tasks.
Applying Constructivism to TBT
With computer technology, a constructivist approach to training is easier than ever before. The calculation capabilities of computers enable complex quantitative simulations, which can be applied to simulated chemistry experiments or simulated business finances. CD-ROMs provide a rich media context for simulations. Realism is obtained with the use of audio, video, or possibly even virtual workspaces. The very nature of Web sites facilitates learner-controlled navigation of content with hyper-links. Examples of a constructivist e-learning approach include:
* Using patient treatment simulations to teach medicine to doctors, or other healthcare professionals
* Customer simulations to teach principles of sales or customer service
* Employee simulations to teach principles of management or supervision
Constructivism vs ISD: Contradictory or Complimentary?
Until recently, many theorists considered instructional systems design and constructivism to be diametrically opposed. But now some similarities are becoming apparent between second generation instructional design and the approach of constructivists (Duffy & Jonassen, 1992).
If the two theories are not converging, they are at least viewed as compatible. Within the context of Gagne's events of instruction, there is certainly room for applying constructivist-inspired simulations and other experiential exercises, collaboration with peers in threaded discussions and chat rooms, and multiple paths to content and learning activities.
The Theory of Constructivism
The basic tenets of constructivism are that:
*
Knowledge is constructed from and shaped by experience.
*
Students must take an active role and assume responsibility for their learning.
*
Learning is a collaborative process and students create their own meaning from obtaining multiple perspectives.
*
Learning should occur in a realistic setting.
*
Learners should choose their own path through content and activities.
*
Content should be presented holistically, not broken into separate smaller tasks.
Applying Constructivism to TBT
With computer technology, a constructivist approach to training is easier than ever before. The calculation capabilities of computers enable complex quantitative simulations, which can be applied to simulated chemistry experiments or simulated business finances. CD-ROMs provide a rich media context for simulations. Realism is obtained with the use of audio, video, or possibly even virtual workspaces. The very nature of Web sites facilitates learner-controlled navigation of content with hyper-links. Examples of a constructivist e-learning approach include:
* Using patient treatment simulations to teach medicine to doctors, or other healthcare professionals
* Customer simulations to teach principles of sales or customer service
* Employee simulations to teach principles of management or supervision
Constructivism vs ISD: Contradictory or Complimentary?
Until recently, many theorists considered instructional systems design and constructivism to be diametrically opposed. But now some similarities are becoming apparent between second generation instructional design and the approach of constructivists (Duffy & Jonassen, 1992).
If the two theories are not converging, they are at least viewed as compatible. Within the context of Gagne's events of instruction, there is certainly room for applying constructivist-inspired simulations and other experiential exercises, collaboration with peers in threaded discussions and chat rooms, and multiple paths to content and learning activities.
John Keller's ARCS Model for Learner Motivation
John Keller's ARCS Model for Learner Motivation
The Magic of Learner Motivation: The ARCS Model
by Kevin Kruse
Motivation is the most overlooked aspect of instructional strategy, and perhaps the most critical element needed for employee-learners. Even the most elegantly designed training program will fail if the students are not motivated to learn. Without a desire to learn on the part of the student, retention is unlikely. Many students in a corporate setting who are forced to complete training programs are motivated only to "pass the test." Designers must strive to create a deeper motivation in learners for them to learn new skills and transfer those skills back into the work environment.
---
Keller's ARCS Model for Motivation
John Keller synthesized existing research on psychological motivation and created the ARCS model (Keller, 1987). ARCS stands for Attention, Relevance, Confidence, and Satisfaction. This model is not intended to stand apart as a separate system for instructional design, but can be incorporated within Gagne's events of instruction.
Attention The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).
Relevance Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated. For a sales training program, the benefit might be to help representatives increase their sales and personal commissions. For a safety training program, the benefit might be to reduce the number of workers getting hurt. For a software training program, the benefit to users could be to make them more productive or reduce their frustration with an application. A healthcare program might have the benefit that it can teach doctors how to treat certain patients.
Confidence The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program.
Satisfaction Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. A self-assessment game, for example, might end with an animation sequence acknowledging the player's high score. A passing grade on a post-test might be rewarded with a completion certificate. Other forms of external rewards would include praise from a supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to achieve satisfaction is for them to find their new skills immediately useful and beneficial on their job.
The success or failure of any e-learning initiative can be closely corrolated to learner motivation. Remebers the ARCS model when designing any program.
The Magic of Learner Motivation: The ARCS Model
by Kevin Kruse
Motivation is the most overlooked aspect of instructional strategy, and perhaps the most critical element needed for employee-learners. Even the most elegantly designed training program will fail if the students are not motivated to learn. Without a desire to learn on the part of the student, retention is unlikely. Many students in a corporate setting who are forced to complete training programs are motivated only to "pass the test." Designers must strive to create a deeper motivation in learners for them to learn new skills and transfer those skills back into the work environment.
---
Keller's ARCS Model for Motivation
John Keller synthesized existing research on psychological motivation and created the ARCS model (Keller, 1987). ARCS stands for Attention, Relevance, Confidence, and Satisfaction. This model is not intended to stand apart as a separate system for instructional design, but can be incorporated within Gagne's events of instruction.
Attention The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).
Relevance Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated. For a sales training program, the benefit might be to help representatives increase their sales and personal commissions. For a safety training program, the benefit might be to reduce the number of workers getting hurt. For a software training program, the benefit to users could be to make them more productive or reduce their frustration with an application. A healthcare program might have the benefit that it can teach doctors how to treat certain patients.
Confidence The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program.
Satisfaction Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. A self-assessment game, for example, might end with an animation sequence acknowledging the player's high score. A passing grade on a post-test might be rewarded with a completion certificate. Other forms of external rewards would include praise from a supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to achieve satisfaction is for them to find their new skills immediately useful and beneficial on their job.
The success or failure of any e-learning initiative can be closely corrolated to learner motivation. Remebers the ARCS model when designing any program.
How to Write Great Learning Objectives
How to Write Great Learning Objectives
How to Write Great Learning Objectives
by Kevin Kruse
Robert Mager is the third titan of instructional design, and his 1962 book, Preparing Objectives for Programmed Instruction, influenced school systems for decades and continues to shape the vast majority of corporate training programs developed today. Mager argued for the use of specific, measurable objectives that both guide designers during courseware development and aid students in the learning process. These instructional objectives, also known as "behavioral" and "performance" objectives, can be applied directly in Gagne's second event of instruction, which is to inform learners of objectives.
How to Write Great Learning Objectives
by Kevin Kruse
Robert Mager is the third titan of instructional design, and his 1962 book, Preparing Objectives for Programmed Instruction, influenced school systems for decades and continues to shape the vast majority of corporate training programs developed today. Mager argued for the use of specific, measurable objectives that both guide designers during courseware development and aid students in the learning process. These instructional objectives, also known as "behavioral" and "performance" objectives, can be applied directly in Gagne's second event of instruction, which is to inform learners of objectives.
Microcraft eLearning - Microcraft
Microcraft eLearning - Microcraft
Microcraft
Microcraft enables large and small organisations to successfully meet their goals through strategic use of eLearning. Our clients include retail, manufacturing, service, pharmaceutical, government, and financial corporations. These organisations need to distribute timely, high quality, engaging, interactive training that works. In addition, they typically wish to easily track and report on training results for their extensive and frequently geographically dispersed, workforce.
With over 20 years experience, Microcraft has the full range of expertise to ensure successful implementation of eLearning. Our skills and expertise span eLearning strategic knowledge, IT infrastructure, instructional design and media production skills.
Microcraft
Microcraft enables large and small organisations to successfully meet their goals through strategic use of eLearning. Our clients include retail, manufacturing, service, pharmaceutical, government, and financial corporations. These organisations need to distribute timely, high quality, engaging, interactive training that works. In addition, they typically wish to easily track and report on training results for their extensive and frequently geographically dispersed, workforce.
With over 20 years experience, Microcraft has the full range of expertise to ensure successful implementation of eLearning. Our skills and expertise span eLearning strategic knowledge, IT infrastructure, instructional design and media production skills.
Microcraft eLearning - Microcraft
Microcraft eLearning - Microcraft
Microcraft > About Us > Consulting
Recent research* on eLearning use by leading companies found the major benefits were increased access to timely, standardised training across the organisation. Customised training was found more relevant and useful than off-the-shelf titles. Problem areas included a lack of instructional design skills amongst external consultants and internal IT, which could be a major barrier to implementation.
Microcraft > About Us > Consulting
Recent research* on eLearning use by leading companies found the major benefits were increased access to timely, standardised training across the organisation. Customised training was found more relevant and useful than off-the-shelf titles. Problem areas included a lack of instructional design skills amongst external consultants and internal IT, which could be a major barrier to implementation.
Performance Edge
Performance Edge
Organizations are investing in building their human capital by developing programs intended to improve the skills of managers and leaders. Most of these programs focus on what is generally called “soft skills” training—including topics like communication, conflict management, coaching, and problem solving. The focus of these programs is generally on subject matter content, rather than on skills development. By changing the focus from content to job performance, it is possible to make these programs more relevant, and ensure that every participant leaves the training with the skills to apply what he or she has learned back on the job.
Organizations are investing in building their human capital by developing programs intended to improve the skills of managers and leaders. Most of these programs focus on what is generally called “soft skills” training—including topics like communication, conflict management, coaching, and problem solving. The focus of these programs is generally on subject matter content, rather than on skills development. By changing the focus from content to job performance, it is possible to make these programs more relevant, and ensure that every participant leaves the training with the skills to apply what he or she has learned back on the job.
What Happened To Blogarama - Blogarama
What Happened To Blogarama - Blogarama
What a lot of trouble and strife!
On the 2nd May 2005 the hard disk on our server decided to give up. Our dedicated server is supplied and hosted by a rather large company and considering that we moved to the new servers just a handful of months ago, we were quite surprised that the standard of hardware they used was below par (obviously). Although in hindsight there is no discounting the fickle nature of hardware.
What a lot of trouble and strife!
On the 2nd May 2005 the hard disk on our server decided to give up. Our dedicated server is supplied and hosted by a rather large company and considering that we moved to the new servers just a handful of months ago, we were quite surprised that the standard of hardware they used was below par (obviously). Although in hindsight there is no discounting the fickle nature of hardware.
Case Study: CMS in Transition: Managing Change : Campus Technology
Case Study: CMS in Transition: Managing Change : Campus Technology
Case Study: CMS in Transition: Managing Change
By Joanne Dehoney
Director, eLearning, TELR
Ohio State University
dehoney.1@osu.edu
Rebecca Andre’
eLearning Consultant, TELR
Ohio State University
andre.1@osu.edu
In a relatively short time – three years – e-Learning offerings at The Ohio State University (representing supplemental, blended and fully online courses) grew to include a significant share of total courses. In FY04, 1,643 instructors in 135 departments at the university offered 2,507 courses (3,487 sections) through WebCT. Forty-five thousand students--about 77% of the student body--had a WebCT account in FY 2004. Large first year courses in the departments of biology, statistics, chemistry, and theater depended on WebCT’s course management and testing functions – unaware that WebCT 3.2 was really not designed to manage the high load. Given the importance of robust and scalable courseware to the university’s educational mission, it was time to explore CMS options.
Case Study: CMS in Transition: Managing Change
By Joanne Dehoney
Director, eLearning, TELR
Ohio State University
dehoney.1@osu.edu
Rebecca Andre’
eLearning Consultant, TELR
Ohio State University
andre.1@osu.edu
In a relatively short time – three years – e-Learning offerings at The Ohio State University (representing supplemental, blended and fully online courses) grew to include a significant share of total courses. In FY04, 1,643 instructors in 135 departments at the university offered 2,507 courses (3,487 sections) through WebCT. Forty-five thousand students--about 77% of the student body--had a WebCT account in FY 2004. Large first year courses in the departments of biology, statistics, chemistry, and theater depended on WebCT’s course management and testing functions – unaware that WebCT 3.2 was really not designed to manage the high load. Given the importance of robust and scalable courseware to the university’s educational mission, it was time to explore CMS options.
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