e-Learning by Design

William Horton

• Publisher: Pfeiffer
• Year: 2011
• Print ISBN: 9780787984250
• eBook ISBN: 9781118047125
• Edition: 1
• Topic: Business
• Subtopic: Human Resource Management
• Index: Business

From William Horton -- a world renowned expert with more than thirty-five years of hands-on experience creating networked-based educational systems -- comes the next-step resource for e-learning training professionals. Like his best-selling book Designing Web-Based Training, this book is a comprehensive resource that provides practical guidance for making the thousand and one decisions needed to design effective e-learning.

e-Learning by Design includes a systematic, flexible, and rapid design process covering every phase of designing e-learning. Free of academic jargon and confusing theory, this down-to-earth, hands-on book is filled with hundreds of real-world examples and case studies from dozens of fields.

"Like the book's predecessor ( Designing Web-based Training ), it deserves four stars and is a must read for anyone not selling an expensive solution. -- From Training Media Review, by Jon Aleckson, www.tmreview.com, 2007

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 now, we have had to come together at the same time and place. But today, the technologies of the Internet have eliminated that requirement. Soon anybody will be able to learn anything anywhere at any time, thanks to a new development called e-learning.

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 information and computer 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?

• Standalone courses. Courses taken by a solo learner. Self-paced without interaction with an instructor 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.

• Virtual-classroom courses. Online class structured much like a classroom course. May or may not include synchronous online meetings. Just such a course is described starting on page 336. Also read Chapter 9, starting on page 415.

• Learning games and simulations. Learning by performing simulated activities that require exploration and lead to discoveries. Read more about games and simulations starting on page 141. Also go to horton.com/eld/ for links to live examples.

• Embedded e-learning. E-learning included in another system, such as a computer program, a diagnostic procedure, or online Help. Learn more about embedded e-learning starting on page 387. Also, view an example at horton.com/eld/.

• Blended learning. Use of various forms of learning to accomplish a single goal. May mix classroom and e-learning or various forms of e-learning. Start reading on page 381.

• Mobile learning. Learning from the world while moving about in the world. Aided by mobile devices such as PDAs and smart phones. Mobile learning examples are shown in Chapters 2, 4, 5, and 10.

• Knowledge management. Broad uses of e-learning, online documents, and conventional media to educate entire populations and organizations rather than just individuals. To learn more about practical knowledge management, go to horton.com/html/whckmt.asp.

And that is just the start. As you read this, clever designers are creating even more forms of e-learning.

WHAT IS E-LEARNING DESIGN?

At its best, e-learning is as good as the best classroom learning. And at its worst, it is as bad as the worst classroom learning. The difference is design.

Creating effective e-learning requires both design and development. Design is not the same as development. Design is decision. Development is doing. 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. This book is about design.

Start with good 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.

What is instructional design?

In this chapter I use the term instructional design in its broad meaning, which includes pedagogy and androgogy, although my usage is closer to the strict meaning of androgogy (teaching adults) than the limited definition of instructional design popular in some quarters. By instructional design, I definitely do not mean the heavy-handed, Stalinesque distortion of theory required to accompany many ponderous instructional systems design (ISD) methodologies.

Instructional design is a vast subject. This humble chapter cannot cover it all. Here you will find a streamlined, rapid instructional-design method. The process taught here 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 decide whether this chapter might have something to offer you.

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—at least on paper—before buying any technology or recruiting new staff members.

Please do not skip this chapter

True, not everybody needs to learn about instructional design. To decide whether you need this chapter, ask yourself these questions?

• Has your instructional design education and experience been primarily for the classroom?

• Is your current instructional design methodology too slow and cumbersome to meet your deadlines? Do you need something more rapid and agile?

• Do you like to see an overview of where you are going before you depart on a difficult journey?

• Do you lack either education and experience in instructional design? Perhaps you are a subject-matter expert or instructor who has inherited the responsibility for designing e-learning. Or a manager who needs to evaluate the portfolios of instructional designers you might hire.

If the answer to any of these questions is yes, read on.

Consider multiple perspectives

In e-learning, the responsibility to provoke effective learning experiences may be divided. Successful e-learning design is the result of four main influences, e...

Table of contents

• Title Page
• Copyright Page
• About this book
• About Pfeiffer
• 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 - Lessons
• Chapter 8 - Strategic decisions
• Chapter 9 - Design for the virtual classroom
• Chapter 10 - Visual display
• Chapter 11 - Navigation
• Chapter 12 - Conclusion
• Index
• Pfeiffer Publications Guide
• What will you find on pfeiffer.com?