Centre for
Technology Enhanced Learning
DESIGN FOR ELEARNING
Sue Harrison - Senior E-Learning Content Developer
Dr. Andreas Konstantinidis – Learning Technologist
http://www.kcl.ac.uk/ctel
http://blogs.kcl.ac.uk/ctel
http://twitter.com/ctelkcl
http://www.youtube.com/ctelkcl
Licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License
[email protected]
ELEARNING EXAMPLE
ELEARNING EXAMPLE
ELEARNING EXAMPLE
https://www.youtube.com/watch?v=CSmmNKbIB70
ELEARNING EXAMPLE
https://www.youtube.com/watch?v=EQIl5G3E8zQ
ELEARNING EXAMPLE
https://www.youtube.com/watch?v=RcLy8Cyxw2k
ACTIVITY
Looking back at the examples you’ve just seen, what
are some:
• overarching themes,
• common practices,
• or similar elements
…that you can single out?
ACTIVITY: DISCUSSION
• Group 1
• Group 2
• Group 3
• …...
ACTIVITY
Thinking about a lecture, seminar, tutorial, laboratory
session that you run in a traditional face-to-face format,
what aspects do you normally consider as you plan
(design) the session?
What are some key questions you must ask yourself
about…
• …the audience?
• …the learning objective?
• …the limitations, or restrictions?
• …the content?
• …the assessment?
ACTIVITY: SCENARIOS
• The impact of the crusades
• Learn about the military, religious, and cultural impact of the
Crusades on Europe and the Middle East.
• Law of demand
• If the price of something goes up, people are going to buy less
of it.
ACTIVITY: DISCUSSION
• Group 1
• Group 2
• Group 3
• …...
INSTRUCTIONAL DESIGN MODELS
•
Instructional Design is the entire process of analysis of learning
needs and goals and the development of a delivery system to
meet those needs.
•
When choosing between models, you should use the one that aligns
the organization with your workflow, your team and your content.
• short deadlines – SAM (Successive Approximation Model)
• highly flexible team - Rapid Prototyping
• training that focuses primarily on behavioural outcomes Gradual Release.
INSTRUCTIONAL DESIGN: KEY PRINCIPLES
• Begin by identifying learning outcomes (LOs).
LOs
Activities
• Plan activities intended to help students achieve
LOs.
Assessment
• Develop assessment instruments that measure
attainment of LOs.
Revise
• In light of student performance, revise instruction
on LOs and attitudes about learning activities.
ADDIE – AS A STRUCTURE
clarify problem, define audience, clarify goals, learning
objectives, logistics (time line, budget, scope, learning
environment, delivery method)
structure, duration, learning objectives for each section,
assessment, design elements (storyboards, prototype,
graphic assets)
training program, deliverables (course guides,
assessment tools)
deliver training (accessibility), feedback forms
training outcomes, consider future iterations
ADDIE – PROS & CONS
Pros –
• commonly used,
• foundation for other models,
• flexible across contexts,
• adaptable to evaluation strategies
Cons –
• linear process (depends on how you
implement),
• costly,
• time consuming,
• newer instructional design models are
more agile: don't require each stage to
be completed before moving to the next.
PLEASE NOTE
Adapt our recommendations based on three
main considerations:
1. the goal of your training,
2. the prior knowledge of your learners,
3. the environment in which you will
develop and deploy your training
ANALYSIS
ANALYSIS: ELEARNING GOALS
Inform
• lessons that
communicate
information
Teach a
procedure
• procedural
skills
• step-by-step
tasks which
are
performed
more or less
the same
way each
time
Teach a task
• strategic
skills
• general
approaches
that do not
have one
correct
approach or
outcome
ANALYSIS: PEDAGOGY
• Learning Theories
• increase student engagement,
participation, practice
• motivation,
• collaborative construction of
meaning,
• feedback,
• interdisciplinary opportunities,
• inclusiveness
Metacognitive
skills
Constructivism
Behaviourism
ANALYSIS
Bloom’s taxonomy
CHOICES: MATCH TECHNOLOGIES TO LEARNING NEED
Source: Laurillard, 2008
Lectures, books, PPT, digital videos,
animations, podcasts
Attention
Library, catalogue, journals, online resources,
digital library, websites, search engines…
Inquiry
Tutorial, seminar, small group discussion, online
conferencing, forum, chat room, wiki…
Discussion
Problem sheet, practice exercises, project work,
interactive simulation, spreadsheet, data
analysis tool, virtual game…
Practice
Essay, program, solution, design, product,
performance, PPT, program, model, website,
digital video…
Production
DESIGN &
DEVELOPMENT
PRACTICAL APPLICATIONS OF LEARNING THEORIES
• Apply knowledge in a variety of contexts
• A variety of practice/reflection opportunities
• Constructive, guiding feedback on the effort
• Personalization: add personal touches but also
try to give students ownership as well
• Motivation: sense of progress, potential reward
(badges)
SEGMENTING, CHUNKING
SCAFFOLDING
MENTAL MODEL
1. Structure contents
2. Use visuals
3. Use a story, metaphor,
analogy
DESIGN & DEVELOPMENT
Structure
Timing
High Level
Low Level
Content &
Medium
DESIGN & DEVELOPMENT: STRUCTURE
• How are things organised?
• What are common themes or sections?
• What comes first? What follows?
• What relates to what?
• Where to go next?
• Recommended resources…
DESIGN & DEVELOPMENT: TIMING
• When is assessment?
• When is something new introduced?
• When do we reiterate, backtrack, repeat?
• Utilize notifications, nudges
• Assign deadlines
• Are activities synch/asynchronous?
DESIGN & DEVELOPMENT: TIMING
DESIGN & DEVELOPMENT: CONTENT & MEDIUM
LMS
(medium)
Student
Devices
(medium)
Low Level
(content)
• KEATS
• ePortfolios
• Mobile Phones
• Laptops
• Tablets
• Information Transfer (video,
audio, documents)
• Communication (forums, social
networks, blogs)
• Content creation (database, wiki)
• Assessment (projects, quizzes,
polls)
DESIGN PRINCIPLES
Contrast
Repetition
Alignment
Proximity
Multimedia
Coherence
Signalling
Contiguity
Pre-Training
DESIGN: CONTRAST
DESIGN: REPETITION & CONSISTENCY
DESIGN: ALIGNMENT & PROXIMITY
DESIGN: MULTIMEDIA PRINCIPLE
DESIGN: COHERENCE PRINCIPLE
DESIGN: SIGNALING
DESIGN: CONTIGUITY PRINCIPLE
PRE-TRAINING PRINCIPLE
IMPLEMENTATION
EVALUATION
EVALUATION
• The evaluation is both the first and last step of the educational
process.
• The effectiveness of the approach is measured by student
feedback and accomplishment:
• Reaction:
• Did the students appreciate the new method?
• What did they find challenging?
• Learning:
• Did the students increase their knowledge, and change their
attitudes?
• Was the content purposeful and timely?
• Which content was most/least popular?
• Results:
• How can the approach be improved for future students?
• Can the experiences of past students be used as a learning
resource by future students?
ACTIVITY #2
Design, in groups, a:
• Lecture
• Seminar
• Tutorial
• lab session
ACTIVITY #2: DISCUSSION
•
•
•
Group 1
Group 2
Group 3
CONCLUDING THOUGHTS
Learning is a designed activity
• ADDIE presents a useful structure
• Don’t forget LO and Assessments
A digital educator (good teachers…)
Where next?
RECOMMENDED READING
• Design for how people learn – Julie Dirksen
• eLearning and the Science of instruction - Ruth C.
Clark and Richard E. Mayer
• Teaching as a Design Science – Diana Laurillard
• e-Learning by Design – William Horton