e-Learning by Design

William Horton

• Publisher: Pfeiffer
• Year: 2011
• Print ISBN: 9780470900024
• eBook ISBN: 9781118118382
• Edition: 2
• Topic: Business
• Subtopic: Human Resource Management
• Index: Business

Since the first edition of E-learning by Design, e-learning has evolved rapidly and fringe techniques have moved into the mainstream. Underlying and underwriting these changes in e–learning are advances in technology and changes in society.

The second edition of the bestselling book E-Learning by Design offers a comprehensive look at the concepts and processes of developing, creating, and implementing a successful e-learning program. This practical, down-to-earth resource is filled with clear information and instruction without over simplification. The book helps instructors build customized e-learning programs from scratch—building on core principles of instructional design to: develop meaningful activities and lessons; create and administer online tests and assessments; design learning games and simulations; and implement an individualized program.

"Every newcomer to the field will find this edition indispensable, while professionals will find much needed contemporary information to manage the rapid changes happening in our field. Even if you own the first edition, buy this update as soon as possible."
— Michael W. Allen, CEO of Allen Interactions, Inc.; author, Michael Allen's e-Learning Library Series

"Covers the full range of options for presenting learning materials online—including designing useful topics, engaging activities, and reliable tests—and it takes into account the realities and issues of today's instructional designers, such as social learning and mobile learning."
— Saul Carliner, associate professor, Concordia University; author, The E-Learning Handbook

"Horton nails it! Perfectly timed, robust, and practical, this second edition of brings together the latest strategies for learning without losing its critical premise—technology enables e-learning, but great design makes it work."
— Marc J. Rosenberg, e-learning strategist; author, Beyond E-Learning

"An e-learning encyclopedia loaded with detailed guidelines and examples ranging from basic instructional design techniques to the latest applications in games, social media, and mobile-learning. An essential reference for anyone involved in e-learning design, development, or evaluation"
— Ruth Colvin Clark, author, e-Learning and the Science of Instruction

Chapter 1

Designing e-learning

Planning the development of online learning

For tens of thousands of years, human beings have come together to learn and share knowledge. Until recently, we have had to come together at the same time and place. But today, computer and networking technologies have eliminated that requirement. Now anybody can learn anything anywhere at any time. And developers of education can deliver learning when needed, where needed, on any subject, in just the right amount, in the most effective format, and for not much money.

WHAT IS E-LEARNING?

E-learning marshals computer and network technologies to the task of education. Several definitions of e-learning are common. Some people hold that e-learning is limited to what takes place entirely within a Web browser without the need for other software or learning resources. Such a pure definition, though, leaves out many of the truly effective uses of related technologies for learning.

Definition of e-learning

There are a lot of complex definitions of e-learning, so I‘ll offer you a simple one:

E-learning is the use of electronic technologies to create learning experiences.

This definition is deliberately open-ended, allowing complete freedom as to how these experiences are formulated, organized, and created. Notice that this definition does not mention “courses,” for courses are just one way to package e-learning experiences. It also does not mention any particular authoring tool or management system.

Varieties of e-learning

E-learning comes in many forms. You may have taken one or two forms of e-learning, but have you considered them all? Here are some varieties of e-learning to consider:

Standalone courses: Courses taken by a solo learner. They are self-paced without interaction with a teacher or classmates. There are numerous examples of standalone courses cited in this book. Search the index for Using Gantt Charts, GALENA Slope Stability Analysis, and Vision and the Church. You can also go to the Web site for this book (horton.com/eld/) to find links to live examples.

Learning games and simulations: Learning by performing simulated activities that require exploration and lead to discoveries. We have devoted the whole of Chapter 7 to the discussion of games and simulations. Also go to horton.com/eld/ for links to live examples.

Mobile learning: Learning from the world while moving about in the world. Aided by mobile devices, such as smart phones and tablet devices, mobile learners participate in conventional classroom courses and standalone e-learning while out and about. They may also participate in activities where they learn by interacting with objects and people they encounter along the way. Mobile learning is discussed in Chapter 9.

Social learning: Learning through interaction with a community of experts and fellow learners. Communication among participants relies on social-networking media such as online discussions, blogging, and text-messaging. See Chapter 8 for advice on designing social learning.

Virtual-classroom courses: Online classes structured much like a classroom course, with reading assignments, presentations, discussions via forums and other social media, and homework. They may include synchronous online meetings. Read Chapter 10 for more on designing Webinars and virtual-classroom courses.

And that is just the start. As you read this, clever designers are creating even more forms of e-learning and blending mixtures of the types listed here.

WHAT IS E-LEARNING DESIGN?

E-learning can be the best learning possible — or the worst. It all depends on design.

Creating effective e-learning requires both design and development. They are not the same thing. Design is decision; development is construction. Design governs what we do; development governs how we carry out those decisions. Design involves judgment, compromise, tradeoff, and creativity. Design is the 1001 decisions, big and small, that affect the outcome of your e-learning project. This book is about design.

Start with good instructional design

Effective e-learning starts with sound instructional design. Instructional design requires selecting, organizing, and specifying the learning experiences necessary to teach somebody something. Good instructional design is independent of the technology or personnel used to create those learning experiences.

Apply just enough instructional design

Instructional design is a vast subject. This humble chapter cannot cover it all. What you will find in this chapter is a streamlined, rapid instructional-design method. It is simple, quick, informal, and pragmatic. Use it as your survival kit when you do not have time or money for more. Or, use it as a check on your longer, more formal process.

Before you fast-forward to another chapter with more screen snapshots and fewer diagrams, take a moment to reflect on this: Unless you get instructional design right, technology can only increase the speed and certainty of failure.

Instructional design determines everything else

Instructional design translates the high-level project goals to choices for technology, content, and everything else. The instructional design of e-learning informs decisions on what authoring tools, management systems, and other technologies to buy or license. Instructional design directs the development of content and the selection of media. It orchestrates decisions on budget, schedule, and other aspects of project development. So, design your instruction before buying technology or recruiting new staff members.

Good design can prevent common failures

I’ve done pedagogical autopsies on a lot of failed e-learning projects over the years and have seen clearly that most failures can be traced back to bad or non-existent instructional design. Such failures are often blamed on defective technology, inadequate budget, lack of time, or insufficient management support. But these causes are really secondary. The project ran out of time, money, and management patience because of common failures of instructional design, such as:

Trying to teach too much. Instead of being precisely targeted, objectives were a laundry list of everything every subject-matter expert and manager on the project thought any learner might someday need to know.

...

Table of contents

• Cover
• Title page
• Copyright page
• Preface
• Chapter 1: Designing e-learning
• Chapter 2: Absorb-type activities
• Chapter 3: Do-type activities
• Chapter 4: Connect-type activities
• Chapter 5: Tests
• Chapter 6: Topics
• Chapter 7: Games and simulations
• Chapter 8: Social learning
• Chapter 9: Mobile learning
• Chapter 10: Design for the virtual classroom
• Chapter 11: Conclusion
• Appendix: Essentialism
• Index