book

Designing E-Learning

Name: Designing E-Learning
Author: Saul Carliner
ISBN: 1562863320

by Saul Carliner

August 2002

Beginner to intermediate

193 pages

4h 55m

English

Association for Talent Development

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Copyright
Preface
What is This Book About?Who Should Read This Book?How To Use This BookAcknowledgmentsLooking Ahead
1. Transfer Your Instructional Design Skills to E-Learning
1. Designing E-Learning: Considering the Possibilities
Understanding E-LearningCrossing the Classroom BoundariesFormal Learning OnlineLearning Through Online EducationWhat Is Online Education?Synchronous Online InstructionAsynchronous Online InstructionBoth Types of InstructionHow Are Organizations Using Online Education?Learning Through Online TrainingWhat Is Online Training?How Are Organizations Using Online Training?Informal Learning OnlineLearning Through Knowledge ManagementWhat Is Knowledge Management?How Are Organizations Using Knowledge Management?Learning Through Electronic Performance SupportWhat Is Electronic Performance Support?How Are Organizations Using Electronic Performance Support?Consider the Medium When Designing E-Learning ProductsAdapting Design Techniques for Formal LearningAdapting Design Techniques for Informal LearningBlending Different Types of LearningYour Turn
2. Adapting ISD for E-Learning
About the ISD ProcessWhy a Design Process Is Important for E-LearningFour Phases of ISD for E-LearningThe Definition PhaseConducting a Needs AnalysisSetting GoalsPreparing the Needs Assessment ReportDeliverables of the Definition PhaseThe Design PhaseChoosing the Form of the E-Learning ProgramDeveloping and Documenting the Learning StrategyEstablishing Guidelines for the E-Learning ProjectDeliverables of the Design PhaseThe Development PhaseDrafting the E-Learning ProgramReceiving Feedback on the DraftRevising the E-Learning ProgramDeliverables of the Development PhaseThe Implementation and Maintenance PhaseProducing and Distributing the E-Learning ProgramPromoting the E-Learning ProgramMaintaining the E-Learning ProgramAchieving Efficiencies in the ISD ProcessThe Limitations of a ProcessYour Turn
2. The Definition Phase
3. Conducting a Needs Analysis: Asking the Right Questions
Issue 1: Clarify the RequestIssue 2: Identify the Business NeedIssue 3: Identify the Performance GapIssue 4: Conduct a Task AnalysisIssue 5: Describe the LearnersReporting DemographicsInfluences Affecting LearnersCharacter Sketches of LearnersIssue 6: Describe the Learning EnvironmentIssue 7: Identify Project ConstraintsProduct ConstraintsTechnology InfrastructureBusiness ConstraintsCorporate CultureKeep an Open MindYour Turn
4. Setting Objectives and Preparing Evaluations
How to Write ObjectivesHow to Prepare EvaluationsConcepts of EvaluationLevel 1: Assessing ReactionLevel 2: Assessing LearningLevel 3: Assessing Transfer to the JobLevel 4: Assessing ImpactYour Turn
3. The Design Phase
5. Choosing the Right Format to Build Performance
Moving Beyond the Traditional TutorialWading Through a Sea of ChoicesManaging Learners’ ExpectationsTaking a Campaign Approach to LearningMaster List of E-Learning ProductsAdvertisementsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of Learning ProductCommunication StyleExamplesCelebrationsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of Learning ProductCommunication StyleExamplesClassesDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of Learning ProductCommunication StyleExamplesCoaches and AdvisorsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesContestsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of Learning ProductCommunication StyleExamplesCue CardsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesDemos (Guided Tours)DescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesFrequently Asked Questions (FAQs)DescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesGaming SimulationsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesHelpDescriptionSituations in Which Learners Consult This Type of ProductType of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesJob Aids and Quick ReferencesDescriptionSituations in Which Learners Consult This Type of ProductType of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesNewsletters and WebzinesDescriptionSituations in Which Learners Consult This Type of ProductType of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesOnline ReferencesDescriptionSituations in Which Learners Consult This Type of ProductType of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesSpecialized Troubleshooting ProceduresDescriptionTypes of Learning SupportedSituations in Which Learners Consult This Type of ProductWhat Learners Expect in This Type of ProductCommunication StyleExamplesSupport Groups (Online Communities)DescriptionSituations in Which Learners Consult This Type of ProductType of Learning SupportedWhat Learners Expect in This Type of ProductCommunication Style UsedExamplesTip of the DayDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of Learning ProductCommunication StyleExamplesTutorialsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesWizardsDescriptionSituations in Which Learners Consult This Type of ProductTypes of Learning SupportedWhat Learners Expect in This Type of ProductCommunication StyleExamplesYour Turn

6. Designing the Content, Part 1: Developing a High-Level Concept
Applying the Seven “Bytes” of Adult Learning Theory to E-LearningByte 1: Adult Learning Is Andragogy, not PedagogyByte 2: Adult Learners Are Pressed for TimeByte 3: Adult Learners Are Goal-OrientedByte 4: Adult Learners Bring Previous Knowledge and ExperienceByte 5: Information Overload is RealByte 6: Adult Learners Have Different Motivation LevelsGetting Started Stage“Feeling Arrogant” Stage“Feeling Humble” StageByte 7: Adult Learners Have Different Learning StylesPrepare the High-level DesignStructure the ContentConsider the General Structure of an E-Learning ProgramDevelop an Overall Structure for the ContentConsider the Names of SegmentsCreate Small Packages of Content.Plan for Remediation, Enrichment, and Alternative PathsRepresent the Structure with an Information MapThe Next Step: Pick Your Presentation StrategyClassical ApproachMastery LearningDiscovery LearningBlended Learning ApproachLearning Without InstructionYour Turn
7. Designing the Content, Part 2: Getting Down to Details
Prepare a Prototype SectionFour Approaches to Presenting ContentConsider the General Issue of Presenting ContentPresent Content CreativelyUse Media Other Than Text to Present ContentReinforce LearningIssues to Consider When Designing ScreensConsider the Roles of Different Parts of the ScreenKey Components of Screen DesignWork With White SpaceUse Consistent HeadingsLearn the Lingo of TypeBe Consistent When Choosing Fonts and Type SizeAppropriately Justify TextUse Emphasis Type AppropriatelyPlan a Clean, Simple LayoutDesign Standard Layouts for Recurring Types of ScreensHelp Learners Navigate Through the ProgramCheck for Organizational StandardsDevelop the PrototypeConduct a Usability Test of the PrototypeDevelop StoryboardsFinishing the PlansYour Turn
8. Publishing Guidelines: How To Ensure Quality
Set Style GuidelinesSet Technical Standards for AuthoringSet the Minimum Configuration for ViewingDevelop Templates1. Identify Recurring Screen Types2. Identify Common Elements on the Screen3. Consider TypographyEstablish Production SpecificationsUsing GuidelinesYour Turn
4. The Development Phase
9. Communicating Effectively Online
Communicating Within the Framework of Design PlansThe Unique Characteristics of Communicating OnlineFour Tips for Communicating VisuallyVisually Represent Numeric DataVisually Represent ConceptsCall Attention to TextUse Visuals EffectivelyTips for Communicating InteractivelyConsider What Interaction Is (and Is Not)Interact Appropriately With LearnersInteract Frequently with LearnersProvide Appropriate FeedbackUse Controls AppropriatelySeven Tips for Writing for the Screen1. Write Good Leads2. Write for Scanning and Skimming3. Write Dialogue, Not Text4. Maintain a Positive Tone5. Emphasize Precision and Clarity6. Avoid Assumptions7. Write TightlyMaking Changes to the PlansYour Turn
10. Getting Technical and Editorial Reviews and Running Tests
Technical ReviewsThe Informal Technical ReviewThe Formal Technical ReviewPlanConduct the ReviewFormally Respond to CommentsThe Walk-Through, A Special Type of ReviewEditorial ReviewsThe First Draft: A Substantive EditThe Second Draft: Crafting the CopyThe Third Draft: A CopyeditResponding to Editorial CommentsTechnical Tests1. Functional Test2. Integration Test3. Load TestResponding to the Test ResultsYour Turn
5. The Production and Maintenance Phase
11. Preparing for Final Production
Task 1: Prepare the Components of the Online Learning ProgramCopyedit Text Intended for PublicationPrepare the Front and Back MatterProduce GraphicsProduce and Edit Audiovisual ComponentsProducing Audio SequencesProducing Video SequencesGet Permission to Use Copyrighted MaterialTask 2: Combine the Elements Into a Single Master PackageTask 3: Distribute the Online Learning ProgramYour Turn
12. Launching, Supporting, and Maintaining the Learning Program
Launching an Online Learning ProgramCollateral MaterialOther Promotional MaterialsBuild Appropriate ExpectationsCreate a Promotional PlanSupporting and Maintaining an Online Learning ProgramScheduling Technical FixesProviding Ongoing Tutoring (E-Coaching) ServicesScheduling Maintenance to the Technical ContentCompiling and Reporting the Evaluations of the Learning ProgramClosing an Online Learning ProjectConducting a PostmortemPreparing a Project History FileYour Turn
References
Additional Resources
About the Author

Content preview from Designing E-Learning

Chapter 9. Communicating Effectively Online

Despite much-publicized efforts to move books online and create e-books, the computer screen is an inherently different medium than the page; communicating online is inherently different than communicating in print. Communicating online has four components: communicating interactively (that is, writing a dialogue), communicating visually (that is, seamlessly integrating pictures into the message), writing through a dialogue-like grammar, and, most significantly, recognizing the unique characteristics of communicating online.

By exploring these four topics, this chapter suggests ways to effectively develop the online learning program that has been so carefully designed. Before doing so, it discusses the ...

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Designing E-Learning

by Saul Carliner

Chapter 9. Communicating Effectively Online

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,
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