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The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.

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Process of developing e-Learning courses Research Seminar 26th June 09
Aim • e-learning and its forms • e-Learning models and its processes • e-learning design principles/ techniques
e-Learning As all educational or instructional content that is distributed using web-based technologies to achieve any of a variety of learning objectives including (but not limited to): – employee, business partner training – academic education of students – Marketing communications – Customer support Source -The eLearning Guild
Really, any situation you can imagine where the goal is to impart information that will enable the user to learn something.
Levels of e-Learning Knowledge databases
Online support
Asynchronous training
Synchronous training
e-Learning types Rapid e-learning Less development time •Less budget •Cost effective •Any subject that can be explained in words •Short shelf life • Quick time for delivery •Re-purpose existing content •Just in time information – hot topic Traditional e-learning Long lead time •More budget •Subjects that need simulations or 3D models •Long shelf life •Original content
“78% of organisations want faster development” e-Learning guild Survey
S T A G E S Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer
Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator
Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator Production • course integrator Course Materials Production • programmer coordinator • graphic artist • multimedia developer • photographer/videographer • editor • learning objects specialist, • quality assurance person • Pilot Subjects
Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator Production Course Materials Production Production coordinator Team Evaluation Revised Course Interface Designer Evaluation Specialist Instructional designers materials
S T A G E S Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
Delivery and Maintenance Stage Systems server/database administrator programmer Well-maintained learning materials Webmaster
Instructional Stage instructional and support services staff or ISS • course coordinator, instructor, • tutor, • course facilitator, • discussion moderator, • technical support, • librarian, • counselor, • customer service, • registration and administrative staff, Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
Marketing Stage • Return on investment in e-learning • Market researchers and recruiters (or salespersons) involved • To make accurate and updated information about their e-learning offerings known to as many potential learners as possible.
Rapid e-Learning Model Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today
Reality Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today
Rapid Process Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
1. Scoping of Content • Organize, organize, organize Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
In Practice Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
SMART Learning Objectives • Specific – stimulating, simple, strategic and sensible • Measurable – meaningful, maintainable, mapped to goals and motivating • Achievable – appropriate, ambitious, acceptable and accountable • Realistic – rewarding, robust, relevant and result oriented • Timely – tangible, trackable and towards what you want http://www.viddler.com/explore/atlanticlink/videos/3/
2.
Techniques • What must the learner do differently? • Thinking like a learner • 20 minutes modules • Pareto principle (80/20 rule) • Categorising content • Refresh material • Incremental learning path
Learning Models Gagne's events of instruction (Traditional) • Gaining attention Get attention • Informing the learner of the objective • Stimulating recall of prerequisite learning Assess Set Direction and Support • Presenting new material Rapid • Providing learning guidance Present • Eliciting performance Summarise information • Providing feedback about correctness Examples • Assessing performance and practices • Enhancing retention and recall http://www.viddler.com/explore/atlanticlink/videos/3/
Script Writing • Rapid e-Learners are impatient • Short lines, short sentences and one idea per paragraph • Use the active voice, with actions at the start of the sentences • Consistent use of terminology and instructions • Tell stories to aid retention • Reduce text with pictures, audio, graphs and flow charts http://www.viddler.com/explore/atlanticlink/videos/3/
3. Creating your Course • Use the outline and the interactive elements as the basis of the course. – Subject areas are converted to chapters. – Topics are converted to bullet pages. – Interactive elements, quizzes, links, and graphics, animation, audio, video make your course interesting.
Graphic Design • Consistent colour • Consistent layout • Consistent behaviour • White space is fine • A simple acronym – Contrast – Repetition – Alignment – Positioning http://www.viddler.com/explore/atlanticlink/videos/3/
Template creation Reusable Intuitive Robust Relevant http://www.viddler.com/explore/atlanticlink/videos/3/
4. Implementing and Evaluating the Course • Quality Assure Create Issue • Beta test • Release Sign off Assign Issue Issue Fix issue Accept Issue http://www.viddler.com/explore/atlanticlink/videos/3/
Good e-Learning • Uses best of breed web design • Content is designed to be: – Clear and easy to understand – Provides easy access to additional information – Includes repetition provides the same information in several formats – Includes course tracking – Can enable tests and surveys
References How to develop effective courses for the web: http://www.readygo.com/isd/ For SMEs: How to design of rapid e-learning materials http://www.learning15.net/wiki/index.php?title=The_60-minute_masters Free report on Rapid E-learning Design here: http://www.kineo.com/rapid-elearning/how-to-design-rapid-e-learning.html IDEAS: Instructional Design for Elearning ApproacheS: http://ideas.blogs.com/ eLearning Technology: http://elearningtech.blogspot.com/ http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf Community & Resources for e-Learning Professionals : http://www.elearningguild.com/ Centre for Learning & Performance Technologies: http://www.c4lpt.co.uk/jane.html http://www.viddler.com/explore/atlanticlink/videos/3/

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e-Learning Presentation

  • 1. Process of developing e-Learning courses Research Seminar 26th June 09
  • 2. Aim • e-learning and its forms • e-Learning models and its processes • e-learning design principles/ techniques
  • 3. e-Learning As all educational or instructional content that is distributed using web-based technologies to achieve any of a variety of learning objectives including (but not limited to): – employee, business partner training – academic education of students – Marketing communications – Customer support Source -The eLearning Guild
  • 4. Really, any situation you can imagine where the goal is to impart information that will enable the user to learn something.
  • 5. Levels of e-Learning Knowledge databases
  • 9. e-Learning types Rapid e-learning Less development time •Less budget •Cost effective •Any subject that can be explained in words •Short shelf life • Quick time for delivery •Re-purpose existing content •Just in time information – hot topic Traditional e-learning Long lead time •More budget •Subjects that need simulations or 3D models •Long shelf life •Original content
  • 10. “78% of organisations want faster development” e-Learning guild Survey
  • 11. S T A G E S Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
  • 12.
  • 13. Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer
  • 14. Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator
  • 15. Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator Production • course integrator Course Materials Production • programmer coordinator • graphic artist • multimedia developer • photographer/videographer • editor • learning objects specialist, • quality assurance person • Pilot Subjects
  • 16. Traditional Process Stages People Product Planning Detailed Project Plan Project Research and Business Director Manager design coordinator Developer Design Storyboards Subject Copyright Evaluation Instructional Research and Matter Expert Coordinator Specialist designers design coordinator Production Course Materials Production Production coordinator Team Evaluation Revised Course Interface Designer Evaluation Specialist Instructional designers materials
  • 17. S T A G E S Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
  • 18. Delivery and Maintenance Stage Systems server/database administrator programmer Well-maintained learning materials Webmaster
  • 19. Instructional Stage instructional and support services staff or ISS • course coordinator, instructor, • tutor, • course facilitator, • discussion moderator, • technical support, • librarian, • counselor, • customer service, • registration and administrative staff, Source: Khan, B. H. (2004, September-October). People, process and product continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44, No. 5. pp. 33-40.
  • 20. Marketing Stage • Return on investment in e-learning • Market researchers and recruiters (or salespersons) involved • To make accurate and updated information about their e-learning offerings known to as many potential learners as possible.
  • 21. Rapid e-Learning Model Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today
  • 22. Reality Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today
  • 23. Rapid Process Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
  • 24. 1. Scoping of Content • Organize, organize, organize Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
  • 25. In Practice Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
  • 26. SMART Learning Objectives • Specific – stimulating, simple, strategic and sensible • Measurable – meaningful, maintainable, mapped to goals and motivating • Achievable – appropriate, ambitious, acceptable and accountable • Realistic – rewarding, robust, relevant and result oriented • Timely – tangible, trackable and towards what you want http://www.viddler.com/explore/atlanticlink/videos/3/
  • 27. 2.
  • 28. Techniques • What must the learner do differently? • Thinking like a learner • 20 minutes modules • Pareto principle (80/20 rule) • Categorising content • Refresh material • Incremental learning path
  • 29. Learning Models Gagne's events of instruction (Traditional) • Gaining attention Get attention • Informing the learner of the objective • Stimulating recall of prerequisite learning Assess Set Direction and Support • Presenting new material Rapid • Providing learning guidance Present • Eliciting performance Summarise information • Providing feedback about correctness Examples • Assessing performance and practices • Enhancing retention and recall http://www.viddler.com/explore/atlanticlink/videos/3/
  • 30. Script Writing • Rapid e-Learners are impatient • Short lines, short sentences and one idea per paragraph • Use the active voice, with actions at the start of the sentences • Consistent use of terminology and instructions • Tell stories to aid retention • Reduce text with pictures, audio, graphs and flow charts http://www.viddler.com/explore/atlanticlink/videos/3/
  • 31. 3. Creating your Course • Use the outline and the interactive elements as the basis of the course. – Subject areas are converted to chapters. – Topics are converted to bullet pages. – Interactive elements, quizzes, links, and graphics, animation, audio, video make your course interesting.
  • 32. Graphic Design • Consistent colour • Consistent layout • Consistent behaviour • White space is fine • A simple acronym – Contrast – Repetition – Alignment – Positioning http://www.viddler.com/explore/atlanticlink/videos/3/
  • 33. Template creation Reusable Intuitive Robust Relevant http://www.viddler.com/explore/atlanticlink/videos/3/
  • 34. 4. Implementing and Evaluating the Course • Quality Assure Create Issue • Beta test • Release Sign off Assign Issue Issue Fix issue Accept Issue http://www.viddler.com/explore/atlanticlink/videos/3/
  • 35. Good e-Learning • Uses best of breed web design • Content is designed to be: – Clear and easy to understand – Provides easy access to additional information – Includes repetition provides the same information in several formats – Includes course tracking – Can enable tests and surveys
  • 36. References How to develop effective courses for the web: http://www.readygo.com/isd/ For SMEs: How to design of rapid e-learning materials http://www.learning15.net/wiki/index.php?title=The_60-minute_masters Free report on Rapid E-learning Design here: http://www.kineo.com/rapid-elearning/how-to-design-rapid-e-learning.html IDEAS: Instructional Design for Elearning ApproacheS: http://ideas.blogs.com/ eLearning Technology: http://elearningtech.blogspot.com/ http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf Community & Resources for e-Learning Professionals : http://www.elearningguild.com/ Centre for Learning & Performance Technologies: http://www.c4lpt.co.uk/jane.html http://www.viddler.com/explore/atlanticlink/videos/3/