Introductions
description
Transcript of Introductions
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IntroductionsIntroductions
Welcome To LTMS 500
• Interviews• Include personal interests,
profession, hobbies , reason for taking the course etc.
• Introduce partner with a visual display – www.wordle.net
• Share with group
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Instructional Instructional DesignDesignakaaka
Instructional Instructional Systems DesignSystems Design
What is it anywayWhat is it anyway??
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Key LearningKey Learning
• Discover why you need ID• Begin to see and understand ID• Identify advantages and
disadvantages of ID• Identify types of
assessment/analysis• Determine organizational
training needs• Create a needs analysis report
and a cost-benefit analysis
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What is ID?What is ID?What is Instructional Design?• Video 1• Video 2• Video 3• Video 4• Create a brief description of your
current understanding of ID. – Write and Share
• All videos can be found athttp://www.youtube.com/user/web20ined#grid/user/548227657A2FC9A3
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Instructional Instructional Design Design
• Set of rules or procedures• The process of helping one create
effective training in an effective manner.
• Systemic and goal oriented• Science – inputs/outputs• Art – creativity of designer• Technology enhanced in many
areas
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ISD ModelISD Model
Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved July 1, 2007 from http://nwlink.com/~donclark/hrd/ahold/isd.html Updated June 10, 2007 A Big Dog, Little Dog and Knowledge Jump Production.
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Dick and Carey Dick and Carey ModelModel
http://www.instructionaldesign.org/models/dick_carey_model.html
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Seels and Glasgow Seels and Glasgow ModelModel
http://www.4-id.com/kbase/IDandD/images/Seels%20and%20Glasgow.jpg
View Model Comparisons
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ADDIE ModelsADDIE Models
AAnalysisDDesign
DDevelopIImplement
EEvaluate
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Why Use ID?Why Use ID?• Organization Needs Assessments
(ONA)– What problems is the organization facing?– Can it be solved with training?
• Performance Assessment/Analysis– Front End analysis – Identify Performance Gaps• Performance now and where it should be
– Assessments, surveys, interviews
• Systemic and Sustained Change/Improvements
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Advantages/Advantages/DisadvantagesDisadvantages
• Small Group Work– Use Pages (7-13) to identify the
advantages and disadvantages of ID– Create a brief presentation and share
your findings. – Discuss
Advantages Disadvantages
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Some Causes of Some Causes of Performance GapsPerformance Gaps
1. Organizational2. Environmental3. Motivational/Attitudinal4. Skills/Knowledge
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Quick Quick Performance Gap Performance Gap
AssessmentAssessment1. Identify the problem2. Analyze the tasks and conditions
of the job3. Analyze the current performance
levels4. Identify the causes of the
problem5. Identify the desired performance
outcome6. Identify the expectations of your
training related to the outcome
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Training Needs Training Needs AssessmentAssessment
• Identify organization’s training needs• Determine what needs can be met
by training• Determine the training for
individuals, groups or learners needs• SME validates needs• Choose the MOST important need to
address• Most Return?• What can/will company support?
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Needs Analysis Needs Analysis ReportReport
• Tasks are not performed to standard• Required and actual performance• Summary of causes for deficiency• How causes were determined• Training solutions• Cost Benefit Analysis (CBA)– Account for ALL costs
• ROI?? – Return on Investment– ROI = Benefits – Cost
Cost• NAR Templates – Pgs. 38-39
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Analysis Phase IAnalysis Phase I
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Analysis Phase IAnalysis Phase I• Needs Assessment/Analysis• Job/Performance Analysis• Achievement Gap and Root Cause• The Japanese have an interesting performance improvement concept -- they ask "why" five times when confronted with a problem. By the time the fifth why is answered, they believe they have found the ultimate cause (root) of the problem. So when looking at a performance gap, look deep -- "What exactly is causing the gap?“
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Analysis Data Analysis Data Collection Collection MethodsMethods
• How will you collect data for the organizational need?
• Pros and Cons of each method? – Types – Pg. 51
• Sample Surveys for Analysis• Create a short survey at
Google Forms
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Analysis TypesAnalysis Types1. Job – (Most Common)2. Criticality3. Task4. Learning5. Audience6. DeliveryGroup Activity Identify Why, Who, When, Where and
How you would complete these analysis types when faced with organizational problems? Use pages 88-89 for help.
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Needs Needs Assessment Assessment
Exercise Exercise
1. Nature of Problem2. Priorities within the Problem3. Skills/Knowledge4. Attitudes5. Causes
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Group ActivityGroup ActivityIdentify Training Identify Training
NeedsNeeds1. All Math teachers just received new SMART
boards and will be expected to effectively integrate them into their Math instruction.
2. 20 new employees have just been hired. What will they need to know to perform job responsibilities effectively for highest levels of productivity and achievement?
3. Your company just updated all computers, operating systems, and software what is the next step to ensure high levels of productivity?
4. 8th grade students in IEP subgroups have been identified as below basic in reading and math. What are the next steps in moving them forward?
5. An organization just installed Skype to expand and improve internal and external communications. What’s next?
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Problem Problem Statement Statement Guidelines Guidelines
Writing a RUPS (Research Utilizing Problem Statement)
1. Who is affected?– You, team, entire org. community, society..
2. Who or what is the cause?– One person, group, entire org. – Poor organization, poor skills, lack of
attention…3. What kind of problem is it?– Confusion, lack of skills, resources,
communication
4. What is the goal for improvement?– What will be different, who will do what,
what is the target, specific outcomes
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Design Phase IIDesign Phase II
Is training really what you need?
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Delivery SystemsDelivery Systems
• Delivery Systems (Training Settings)?1. Instructor-Led Classrooms2. On –the-Job Training3. Self-Instruction4. Technology-Based Training5. Job-Performance Aids6. Training by Documentation7. Mentoring
• Use checklists to assist with decision Pgs. 94-97
• Blended Delivery Systems
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Selecting Delivery Selecting Delivery SystemsSystems
ISD Product
Identify Learner Characteristics
Identify ChannelRequirements
Identify Learning Situation
Identify Constraints and
Resources
Determine Delivery System
CommercialProduce
Revise
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Confronting CostsConfronting Costs
• Start Up Costs• Ongoing Costs• Redevelopment Costs
What is going to cost you for this training program?– Think of all expense possibilities and
list them
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Design Design ConstraintsConstraints
• What constraints do you have in your organization?
• Constraint Categories– Logistical– Stakeholder– Design– Training Methods– Resources
• Use Pages 100-114 for more details about each
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ActivityActivity
• Individual Activity – In the scenarios above what might be some design constraints for each one? Create a visual to display your thoughts and conclusions. (Table/Chart)
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Creating Creating ObjectivesObjectives
• What will you cover in the course?• What learner will be expected to
know at course completion• Focus on the “need-to-know”• Help organize the course -
modules or “chunking”• How will learning be measured?• Objective Levels:– Curriculum, Course, Unit, Lesson• Terminal Performance Objectives• Enabling Objectives
Behavioral
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SMARTERSMARTERObjectivesObjectives
• Specific• Measurable• Action Oriented• Reasonable• Timely• Evaluate Consistently• Recognize Mastery
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Writing Writing Quality ObjectivesQuality Objectives
• What is the desired pattern of behavior for the learner to demonstrate?
Include the following:• Action - identify the action the learner will be
taking when he/she has achieved the objective (e.g., to identify; to measure)
• Relevant Conditions -- Describe the relevant conditions under which the learner will be acting (e.g., "given the…. )
• Performance Standard -- List as many of the actual conditions as possible under which the objective is to be performed (e.g., "must be able to identify at least one possible ……by the end of the case study“)
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Connect Connect Objectives to Objectives to
Learning DomainsLearning Domains• Cognitive Domain - knowledge– Bloom’s Taxonomy
• Affective Domain - attitude– Affect towards something general
awareness to internalization
• Psychomotor Domain - skills– Physical coordination
Resource Link for More Detail
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Sample Sample Objectives/DomainObjectives/Domain
ssObjective Learning Domain
C, A, P
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Design DocumentsDesign Documents
• Course Plans or Course Treatments• Report what will the course entail– Pg. 130-133
• What will you do at each step– Scope of Project– Delivery– Objectives– Materials– Who is Involved– Topical Outline
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ActivitiesActivities
Collaborative Group Activity – Read
Seven Reasons Why Training Doesn't Produce the Desired Results and What you Can do to Improve Your Results
–Why doesn't training work? What can you do to improve results? (Scriblink, Evernote, Nota, or Google Doc)
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Gathering ContentGathering Content
• SME – “Subject Matter Expert”– Set selection criteria for SME– Provide analysis report– Prepare concepts to be covered– Ask clear questions– Keep SME updated on course
progress
• Prerequisite Learning/Skills– Come to class with this knowledge– Listed in manuals
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The Instructional The Instructional PlanPlan
Step 1Step 1• Course Maps – create distinct
course units– Pre-instructional Activities– Introduction– Information to be presented– Trainee activities– Learning assessment– Post-training evaluation– Follow-up
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The Instructional The Instructional PlanPlan
Step 2Step 2• Sequencing– Create a sequence of activities that
are aligned in a predetermined order• General to Specific• Simple to Complex• Known to Unknown• Problem to Solution
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The Instructional The Instructional PlanPlan
Step 3Step 3• Training Activities – activities
aligned to your sequence of your plan– Pre-Instructional Activities– Introductions– Pre-tests– Trainee -Centered Activities– Instructional Games– Testing – Embedded and/or Post– Summaries– Post-Class Activities
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The Instructional The Instructional PlanPlan
Steps 4 - 5Steps 4 - 5• Chunking – break the mass content into smaller
sections – Include 3-5 objectives
• Trainee Evaluation– Relate test questions to objectives– Be Fair– CRT– Performance checklists– Testing formats – MC, TF, Matching,
Completion, Essay
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Creating A SimpleCreating A SimpleDesign Document Design Document
• Using your group’s scenario, create a simple design document and plan to share it with the class. Include a brief description of each step. Use the hints for designing in various formats found on pages 174-184
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Development Development Phase IIIPhase III
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End Products of End Products of DevelopmentDevelopment
• Lesson Plans• Trainers Guides/Manuals• Participant’s Package• Technology Based Learning– CD-Rom– Web Based Content– E-Learning – include all above
Technologies
Print Audiovisual Computer-Based Integrated
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Lesson Plan Lesson Plan FormatsFormats
Include:• Procedures• Pre-Activities• Trainee Activities• Internal Summaries• Imbedded Questions• Post-Class Activities• Supplies List• Reviewer for LP
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Selecting MediaSelecting Media• Will depend on delivery systems– Classroom– OJT– Self Instruction– Computer Based– E-Learning– Satellite Based / Vid. Conf.
• Print Material• Other Media– Use Table on Pg. 219 to assist with
media selection
• Commercial or Custom Made
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Media SelectionMedia Selection
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Media Selection Media Selection ActivityActivity
• Using your group’s scenario, create a simple template that will assist you with selecting the appropriate media for your delivery system. Use Table on Pg. 219 to assist with media selection
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Implementation Implementation Phase 4Phase 4
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Implementation Implementation PlanningPlanning
• Create a Course Management Plan• TMP• Most Important Parts– Beta (design) Tests – how all pieces fit
together– Pilots
• Check the validity of course• Before full implementation• Create an Administration Guide– Course info, goals, objectives,
audience, environment, hardware, materials, room size, other logistics
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Conducting PilotsConducting Pilots
• Piloting Your Training• Include trainee and trainer
•OJT – actual training facilitation• Observe what takes place• Stick to the real plan – no
deviations – online or f2f• Do both if you are planning on
training in different cultures • Pilot on various cultures
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Beta Test Beta Test ConsiderationsConsiderations
• First Feedback opportunity from live audience
• Include trainees and SME• Supervisors, managers and any other
stakeholders• Takes 2X longer than actual training• Stop for feedback often – solicit
feedback• Focus groups or walk-through• Draft materials available• Colleague to take notes • Flip chart for questions
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Running a Beta Running a Beta TestTest
• OTJ Betas – in actual environment
• Self-Instruction Betas• Breaks for feedback and debriefs• Be there to ask questions• What are the 9 Steps for running
a beta test?– Use p. 241 for help with these steps
• Beta and Pilot Checklist – p. 245
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Create a Feedback Create a Feedback FormForm
• Activity – work in a small group to create a feedback form for your pilot group. – What information would you want
to collect? – What might be some constraints?– How will you adjust your plan?
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Training ModelsTraining Models• Trainer, Instructor, Coach, Facilitator• What is your role?• Three Learning Factors– Knowledge– Environment– Involvement Skills
• Considerations– Adult Learning– Learning Domains - Examples– Whole Brain Learning• Left Brain – Logical• Right Brain - Creative
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Blooms Taxonomy Blooms Taxonomy RevisedRevised
• Higher Order Thinking– Create/Synthesize – create, constructs,
categorizes, combines, compiles, composes, creates, devises, designs, explains, generates
– Evaluate - compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates
– Analysis - analyzes, breaks down, compares, contrasts, diagrams
– Application - applies, changes, computes, constructs, demonstrates, discovers
– Understand - comprehends, converts, defends, distinguishes, estimates, explains,
– Remember – recite, define, identifies, knows, labels, lists
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Learning StylesLearning Styles
• Gardner’s Learning Style Theory– Spectrums of learning1. Verbal/Linguistic2. Musical3. Logical/Mathematical4. Interpersonal5. Intrapersonal6. Bodily Kinesthetic7. Visual/Spatial8. Naturalist
• Learning Matrix
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Group ActivityGroup Activity
• Use the Learning Matrix to assist you with creating learning activities that incorporate Blooms and MI.
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MIMI
BTBT
Verbal/Verbal/LinguisticLinguistic
Spatial/Spatial/VisualVisual
MusicalMusical IntrapersonalIntrapersonal InterpersonalInterpersonal Bodily/Bodily/KinestheticKinesthetic
Logical/Logical/MathematicalMathematical
NaturalistNaturalist
CreateCreate Activity
EvaluateEvaluate
AnalyzeAnalyze
ApplyApply
UnderstanUnderstandd
RemembeRememberr
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Delivery SystemsDelivery Systems
• Print Technologies• Audiovisual Technologies• Computer-Based Technologies• Integrated Technologies– Teleconferencing – Interactive Multimedia– Virtual reality
• Distance Learning Technologies
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Selecting Delivery Selecting Delivery SystemsSystems
• Identify – learner characteristics – skills, age,
knowledge, etc.– Channel requirements – learning
styles– Learning situation– Constraints and resources– Determine delivery systems
• Selection Process Image http://www.nwlink.com/~Donclark/hrd/media.gif
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Seels and Glasgow Seels and Glasgow ModelModel
For Selecting For Selecting Delivery SystemsDelivery Systems
Identify Learning SituationLrg/Sm Group,
independent study
Identify Channel RequirementsVisual, auditory, tactile, kinesthetic
Determine Delivery SystemPrinted, projected, interactive
Identify Resources & ConstraintsBudget, personnel, time
Facilities, equipment
Identify Learner CharacteristicsAge, Interests
Produce
Revise
ISD Product
Commercial
(p.122)Making Instructional Design Designs
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Evaluation Evaluation Phase 5Phase 5
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Why Evaluate?Why Evaluate?• Did it do any good?• Was the gap closed?• Does the training help achieve
the organization’s goals?• Was it cost effective?• Use Class reaction sheet to get
feedback from participants.• Opinionaire – Survey format
Excellent Good Poor
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Value of Value of EvaluationEvaluation
• Questions to ask yourself– Why do I want to evaluate?– Why am I going to evaluate?– Who should I involve in evaluation?– How am I going to do the eval?– When should I do the eval?
• Evaluate only what you need to• Whys?• Use questionnaires, surveys,
interviews, observations, and testing
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Types of Types of EvaluationEvaluation
• Formative - focuses on the process • Summative - focuses on the
outcome (summation) impacts• Trainee reactions of course• Skills and knowledge mastery and
retention• Transfer to the job – improvements
in job performance• ROI
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Kirkpatrick’s 4 Kirkpatrick’s 4 Levels of Levels of
EvaluationEvaluation• Level 1 - Reaction• Level 2 - Learning• Level 3 – Behavior/Application• Level 4 – Results Impact• Level 5 - ROI• Group Activity - Define each level of
evaluation, what will your level do for the evaluator? Share your findings.
• How can these levels of evaluation assist with your course? Where and when can you evaluate?
• Resource link http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html
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Learning ActivityLearning ActivityLevel 1 Reaction
Level 2 Learning
Level 3 Behavior
Level4 Results
What will you evaluate?
When will you evaluate?
Howwill you evaluate?
http://www.e-learningguru.com/articles/art2_8.htm http://www.scorecardforskills.com/s1-background2.asp?stageid=1
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Sample Survey Sample Survey or Evaluationor Evaluation
1. Rate this course 1-52. State the one thing that you
liked best about the class.3. State one thing that you would
like to change about the class.4. What do you think was the
most important thing you learned from the class?
• See Reaction Instruments on pages 274-275
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More Rapid Design More Rapid Design IdeasIdeas
• Software based training• Analysis of software• Rapid prototyping – complete ID
model for a portion of training• Learning objects – develop a piece of
training once, but general enough to use in other programs
• Public courses – tailor to your needs• Off-The-Shelf Programs• Technology Vendors• Performance Support-Based Training• Problem Based Learning• Training Management Systems
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E-LearningE-Learning
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E-Learning E-Learning OpportunitiesOpportunities
• eLearning is the use of Internet technology to deliver learning experiences
• Why use it?• When could it be used?• How can it be implemented?• Asynchronous or Synchronous
• http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf
• http://tls.vu.edu.au/eLearning/CreatingOnlineUnits_ID_Trad.html
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E-Learning E-Learning ConsiderationsConsiderations
• structure• content• motivation and feedback• interaction (communication) • involvement (activities)
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Analyze E-Analyze E-Learning StrategyLearning Strategy• Motives for using e-learning• Organizational readiness• Creating an e-learning Vision• Saving money should not be the
motive, seldom accomplishes this• See other not so good motives on
page 309• Use Blended e-learning• Use LMS or LCMS- for database
information
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Asynchronous Asynchronous E-LearningE-Learning
• Learning Activity Identify the• following:– What are advantages?– What are disadvantages?
• Go to learning resource in Moodle to complete this activity.
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Asynchronous E-Asynchronous E-LearningLearning
ConsiderationsConsiderations• Learners access to internet/intranet• Learners access to corporate website• Do you have an effective LMS• Easy access to servers• Space on servers• Hardware - system requirements,
resolutions, sound cards, • Software – browsers, plug-ins,
download access, etc• IS support if necessary
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Selling Points for Selling Points for E-LearningE-Learning
• Cost savings???• Learner choice• More effective• Greater manager control• Geographic implications• 24/7 Access to learning• Easily updateable• Consistent message• Trains larger numbers in short
time
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Preparing for Preparing for E-LearningE-Learning
• E-Learning self-assessment – readiness (318-319)
• Start guides• Completion certificates• Group emails• Chat rooms• Incentives and rewards• Create Professional Learning
Networks
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Analysis and Design Analysis and Design of Asynchronous E-of Asynchronous E-
LearningLearning• Delivery analysis• Audience analysis• Include learning guides• Materials• Graphics• Interactions and activities are
critical for success• Create formative assessments
throughout – self evals and CR• Do betas and pilots• Evaluate effectiveness – get
important feedback
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Synchronous E-Synchronous E-learninglearning
• Online learning• Learning Activity – What are the advantages and
disadvantages of online learning
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Ten Advanced Instructional Design Tips
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ID ResourcesID Resources
1. Rapid Instructional Design 2nd Edition - Piskurich
2. http://www.skagitwatershed.org/~donclark/contents.html
3. http://www.nedc.nrcs.usda.gov/isd/index.html
4. http://www.sloan-c.org/publications/view/v3n10/mktgid.htm
5. http://www.instructionaldesign.org/ 6. http://books.google.com/books?
id=z2sZ1CwU2pgC&lpg=PA295&ots=obH9EDqK3T&dq=rapid%20instructional%20design&pg=PA9
7. http://www.4-id.com/kbase/IDandD/index.html