Tuesday, June 29, 2010
8:30 AM-12:00 PM
Abstract:
Enhance your instructional design skills for online materials by critiquing examples of e-learning. Identify what works in these examples—as well as what could be improved. In fact, participants may submit modules of their own work for review and the class can offer developmental feedback. In the process of exploring these examples and extrapolating lessons for your future e-learning programs about interface design, screen design, interactivity, assessment, writing for the screen, and communicating visually, also learn about the problem-based approach to instructional design (Driscoll & Carliner 2005).
Objectives:
This approach emphasizes the following concepts: (1) No two instructional design problems are the same; (2) One of the key purposes of defining the problem is identifying the constraints underlying the situation; (3) Rarely does a single, perfect solution exist to a given problem. Rather, several possible solutions exist, and one of the jobs of the designer is making a tradeoff among educational, economic, and technical issues to devise a solution that is likely to address the learning objectives and the needs of the sponsors and the learners, within the schedule, budget, and technology constraints imposed on the project; and (4)the resulting design depend heavily on the extensiveness of the designer’s repertoire of design techniques.
• Describe the relationship between teaching models and design approaches
• Describe at least 2 ideas for enhancing the visual impact of e-learning programs
• Describe at least 2 ideas for increasing interaction in e-learning programs
• Describe at least 3 non-traditional approaches to teaching online
• Apply at least 2 ideas in your own e-learning programs
Outline:
1. Introduction (15 minutes):
a. Participants share concerns about the e-learning programs they have developed.
b. Explain that their concerns are shared by many others (cite some of the research by the e-Learning Guild)
c. Explain that one of the best ways to learn about e-learning is by de-constructing courses produced by others.
d. Present the agenda
2. Present the examples (2 hours plus break):
NOTE: Samples will be solicited from participants in advance . To do so, the instructor will need to send e-mail messages to participants who registered. If no participant agrees to submit a sample, samples will be extracted from the public domain, including government sites, museum sites, and MERLOT.
a. Before the first example, present ground rules—to ensure the freedom of all to openly share their work and opinions without fear of follow-up comments outside of the classroom, comments made in the classroom stay in the classroom . While learners are giving feedback, the person who submitted the module for review cannot comment (as per traditional “workshopping” techniques)
b. Show a 5- to 10-minute sequence from the course
c. Ask participants to identify:
1.) What’s working
2.) What could be improved—ask participants to be as specific as possible and offer a solution.
d. Let person who offered the sample speak and request clarification
3. Wrap-up (30 minutes)
a. Present 7 principles to address the mechanics of effective e-learning:
1.) Use pre-class orientation and administrivia to create a supportive learning environment
2.) Vary instructional strategies to match the instructional context.
3.) Let visuals play a more significant role in presenting content.
4.) Write for online reading patterns.
5.) Effectively design screens
6.) Break out of the multiple-choice and true/false approach to interaction.
7.) Use conclusions to not only test, but also to reflect and inspire additional learning.
b. Provide resources to consult for additional ideas
c. Ask participants to share what they learned in this workshop that they’ll apply in their next e-learning programs.
Prerequisites:
Experienced instructional designers who have developed at least 2 online learning programs and are looking to take their designs to the next level.
Intended Experience Level:
Intermediate
Instructor Qualifications:
Saul Carliner is an associate professor of educational technology at Concordia University in Montreal, where he teaches courses on instructional design, educational communication, research methodology and reporting, and the management of educational technology groups. His research focuses on emerging forms of online learning and communication for the workplace, and the management of groups producing these materials. He has received research funding from the Social Sciences and Humanities Research Council of Canada, Hong Kong University Grants Council, Society for Technical Communication, and Canadian Council for Learning and his studies include a multi-year study of three emerging formats of online learning from the perspectives of learners and designers. Also an industry consultant, Carliner has been developing e-courses for over 25 years, for workplace and academic environments. Among his 7 books are several on e-learning, including The E-Learning Handbook: Past Promises, Present Challenges (with Patti Shank), Advanced Web-Based Training (with Margaret Driscoll), Designing e-Learning, and An Overview of Online Learning. He has published over 200 articles and serves on the editorial boards of Information Design Journal, Performance Improvement Quarterly, Canadian Journal of Learning and Technology, and e-Learn Magazine. Also a popular speaker, he has delivered over 400 workshops, keynote speeches, and conference presentations. He is a Certified Training and Development Professional. He is a member of the board of the Canadian Society for Training and Development, past research fellow of the American Society for Training and Development, and a fellow and past international president of the Society for Technical Communication.