1. Design re-useable modules CurriculumCoursesLessonsPages Content modules

2. Classic Tutorials When to use Hints & Tips

3. This is a safe, reliable and well tested model. It is a familiar model for learners, and a simple structure to navigate. It can be appropriate to use in many situations and fits well with many popular instructional design formulas. Existing material may transfer fairly easily For those new designing WBT or CBT it’s a good one to begin with Classic Tutorials – when to use Hints & Tips Back to model Using this model, the learners start with an introduction to the lesson and then proceed through series of pages teaching progressively more advanced skills or concepts. At the end of the sequence, a summary or review is followed by an activity which measures how well the objectives of the lesson have been achieved. Examples in action and/or an opportunity to practice are usually provided.

4. Classic Tutorials – hints & tips When to use Back to model Many learners will wish to jump to the test to see what they already know – consider including a link to the test so the learners can jump to it if they wish. Learners who are returning to the course may wish to go to the last section they completed - consider creating an index with hyperlinks to main sections. Some learners may scan through the first few pages and then decide to participate in earnest - consider including a link back to the start. Do not try include too much - consider limiting each sequence to no more than 6 to 8 simple skills or concepts Include plenty of practice opportunities otherwise the main sequence will become boring.

5. Activity– Centred Learning When to use Hints & Tips

6. Activity-Centred - when to use Hints & Tips Back to model This type of lesson is based on one primary activity. After an introduction to the topic the learner prepares for the activity. The preparation section should provide the necessary underpinning knowledge required to complete it successfully. After the activity the summary recaps to ensure that the learner has understood the learning objectives. A test then verifies the skill or level of understanding of the learner. Use this model for practical activities aimed at developing skills. Replace the concluding test with any activity that confirms the competency of the learner. Additional / alternative resources are easily incorporated into this model.

7. Activity-Centred – hints & tips When to use Back to model Test the effectiveness of the activity with a group of learners before building the other components of the lesson. In the preparation page make sure that all the information required to complete the activity successfully are covered. Consider including: The goals of the activity How the activity fits into the course What the learners need to know before beginning the activity The rules of behaviour Instructions for performing the activity Links to the required resources

8. Exploratory Tutorials When to use Hints & Tips

9. Exploratory Tutorials– when to use Hints & Tips Back to model Using this model, learners find knowledge on their own. They are given goals and access to resources which they must use to achieve them. After accomplishing their goals, learners view and take the test. This model helps learners to meet their individual learning needs and helps them to learn how to navigate complex electronic resources. It helps to develop general online navigation skills. It is best for highly motivated and experienced learners already comfortable with the basics of self directed learning techniques

10. Exploratory Tutorials– hints & tips When to use Back to model Provide explicit instructions what is expected of the learner. Tell learners what to learn, how long to spend learning it and what they will be assessed on. Provide structured support – giving concise summaries of learning objects should be considered. In tests, provide feedback with links to the material learners have to revisit.

11. Knowledge - Paced When to use Hints & Tips

12. Knowledge Paced– when to use Hints & Tips Back to model This model lets learners skip over the topics which cover knowledge or skills they already possess. Each test is progressively more difficult and the learner continues through the tests until they fail to pass one. At that point they are directed to the appropriate topic. A final summary of the material covered is followed by a test of the entire content. Use this model when learners have differing levels of knowledge or skill As well as determining entry level the tutor may also determine exit points This model works well when there is a definite progression route through a subject.

13. Knowledge - Paced– hints & tips When to use Back to model Let learners quit when they have reached their desired goal. A variety of tests should be used to provide variety and allow learners to take alternative tests once a topic has been covered. Think about automating progress through the lesson depending on test scores.

14. Customised Programmes When to use Hints & Tips

15. Back to model Customised Programmes – when to use In this model the lesson branches according to the knowledge or desires of the individual learner. Each learner gets a learning experience shaped to his or her needs. The branch page may present the learner with a list to choose from or may test the learner, then automatically branch depending on the result. This can provide a very effective and efficient method of training. It helps the learners adapt to standard materials which meet the immediate needs of the learner. Consider using this type of structure when you have groups of varying needs, interests and levels of prior knowledge. Potentially learners will have a different learning experience which may make collaborative learning difficult.

16. When to use Back to model Customised Programmes – hints & tips Explicit instructions on how to take a learner- customised tutorial is needed. If you give choices – explain whether the learner is expected to complete all, one or none so that they do not miss critical information. If branching depends on the results of quizzes or tests make sure that is explained to the learner. The testing phase of this model of instructional design is critical and can be lengthy.

17. Generated lessons When to use

18. Generated lessons – when to use Back to model After a brief introduction, the learner takes a test or completes a questionnaire. Analysis allows a programme to be automatically devised which exactly meets the needs of the learner. An more complex and technically quite challenging alternative to simpler knowledge paced and learner customised tutorials,