1. Chapter 1
Designing e-learning

2. What is instructional design?
includes
Goals
Teaching strategies
Content
Technology choices

3. General Steps
Identify your main goals (Goals of the course- based on standards, curriculum- )
Analyze learners’ need (what type of students?)
Identify what to teach (based on your experience and #1)
Set learning objectives (Goals of the lesson- more specific than goals)
Identify prerequisites
Pick the approach to meet each objective (general approach for each objective (e,g,. Group/individual Written/practical active/passive )
Decide the teaching sequence of your objectives
Create objects to accomplish objectives
Create tests
Select learning activities
Choose media

4. 1- Identify your main goals
Types of goals
Financial
Intellectual (educational)
Costumers
Employees
Operations (improving efficiency)
Reputation

5. 2-Analyze learners’ need
Motivation for learning
Psychomotor skills
Attitude and mindset (dispositions)
Mental discipline (logical thinking)
Communication skills
Social skills
Talents and intelligences
Media preferences
Background knowledge and experience
Learning conditions
Locus of control (they can control events affecting them)
Style of prior education
Digital fluency

6. 3-Identify what to teach (Education)
Identify essentials (curriculum and standards)
Analyze the gap between real and ideal performance (what they need for their future job) - [Design for how People Learn (2012), by Julie Dirksen.]
Analyze How people learn (learning theories) Telling Ain't Training 2nd editionBy Harold D. Stolovitch, Erica Keeps
Ask “those who should know” (best practices – online resources BUT don’t blindly copy)
Analyze critical incidents (academic failures)
Don’t let the “content committee” decide (don’t blindly follow them. Rely on your own experience and abilities)

7. 4- Set learning objectives
Very important (from objectives we identify prerequisites, learning activities, and tests)
Has 2 parts
Intent (What will be learned)
Prerequisites (skills, knowledge, attitudes)
Intent = The student will understand the concept of the Derivative.
Prerequisites= Given 4 theorems that he/she has never seen,
the student will formulate a proof for each theorem by drawing on elements from previous sources and will rate them together to form a pattern proof—with 80% accuracy.

8. Good Objectives
Clear
Specific
Worthy

9. Primary and secondary objectives
Do (performing a procedure without having to make decisions, procedures could be mental or physical)
Decide (Accept/Reject- How many- How much- which one - going beyond following procedures / making judgment)
Create (has to be original; not from scratch; could be an object, a concept, a plan)
Secondary
Know (recall, knowing how to find, knowing how things work)
Believe (the learner is convinced that…)
Feel (how students will feel about…)

10. 6- Pick the approach to meet each objective chapters 2-4
Standalone e-learning
Games and simulations
Virtual-classroom e-learning
Physical-classroom learning
Coaching (mentoring-tutoring)
Referring to learning resources
Searching online resources
Interacting with a social network
Letting learners find the solution on their own
Changing external factors (in some organizations, often, the best way to meet an objective is not learning or information- Campus online security)-
Blending if necessary

11. 7- Decide the teaching sequence of your objectives
Bottom up (teach basics first then show the whole picture)
Top down (show the whole picture first, then teach details)
Sideways (learners choose how to start and continue)

12. 8- Create objects to accomplish objectives
A learning object is a chunk of electronic content that can be accessed individually and that completely accomplishes a single learning objective and can prove it.

13. Learning Objects
May contain text, graphics, animation, video, voice, music, and other media
Can be accessed individually through a menu, search engine, or just a “next button”
Appears to the learner to be separate from other objects
Completely accomplish a single learning objective
Contains the means to verify that the objective was met.
Can serve multiple purposes and may contain other learning objects.
Check the difference between learning objects , learning agents, and modules.
Learning objects and modules are the same things.
A topic is the lowest-level learning object.

14. A- Create Tests Tests clarify the objectives
You can use tests to pre-test learners
Test is the best guide to designing learning activities
Tests can serve as learning activity
Tests can guide you in the development of content

15. B- Select learning activities

16. Select learning activities
To accomplish learning objectives, we typically require 3 types of learning activities:
Absorb Do
Connect

17. “Absorb” activities Reading text Watching animation
Listening to narration
Learner is physically passive but mentally active

18. Examples of Absorb Presentations Readings Stories by the teacher
Field trips

19. “Do” activities Practice a procedure Play a game Answer questions
The learner practices, explores, and discovers

20. “Connect” activities
Connect what they are learning to their work, their lives, and their prior knowledge

21. Examples of Connect
Ponder (stop and think about the subject more broadly and deeply)
Questioning (let learners ask questions and obtain answers to their individual questions)
Stories told by students (requires learners to share their experiences)
Job aids (checklists, manuals, glossaries, calculators, templates, models)
Research (identify learning resources on their own)

22. Choose Media
Each object may require a different mix of text, graphics, sound, voice, music, animation, and video.
What medium is essential to accomplish my objective?
What medium could you not do without?

23. Compare ADDIE with Horton’s model
Analyze
Design
Develop
Build
Implement
Evaluate
Test

24. Compare with Bloom’s Remember = Know Understand = Know
Apply = Do , Believe
Analyze = Decide
Evaluate = Decide
Create = Create
Feel