This document discusses e-learning instructional design. It defines e-learning and discusses the varieties of e-learning delivery methods. It also covers designing e-learning from different perspectives, considering personal influences, and aligning goals and objectives. The document examines selecting teaching sequences and learning activities. It discusses the purpose and methods of task analysis, when it can be used, and how to perform task analysis.

1. E-Learning and Design Concept
By Robert Lerias
EDU 652 Instructional Design and Delivery
Dr. Alicia Holland-Johnson
January 21, 2013

2. Topic Index – Part One
● Define E-Learning
● The Varieties of E-Learning
● E-Learning Instructional Design
● Design Perspective and Influence
● Consideration on Personal Influence
● Alignment of Goals and Objectives
● Examine the Selection of Teaching Sequence

3. Topic Index – Part Two
● Analysis the Selection of Learning Activities
● What is the Purpose of Task Analysis?
● What Methodology Does a Task Analysis?
● Can we use Analysis all the time?
● Five Kinds of Analysis.
● How do we Perform a Task Analysis?

4. Defining E-Learning
● E-Learning is the computer and network
enabled transfer of skills and knowledge.
● E-Learning applications and processes include
Web-based learning, computer-based learning,
Virtual education opportunities and digital
collaboration.
● E-Learning includes all forms of electronically
supported learning and teaching, including
educational technology (Horton, 2012).

5. The Varieties of E-Learning
● Purely Online – No face-to-face meetings
● Blended Learning – Combination of online and
face-to-face.
● Self-Study with subject matter expert
● Video/Audio Tape
● Computer Based
● Instructor-led group

6. E-Learning Instructional Design
● Building skills in developing and delivering
online learning are integral to addressing the
task of training online.
● Critical that training professionals remain up-to-
date with changes to how training is produced
and delivered.
● Learn topics on methodology, skills, and
techniques necessary for aligning e-learning
strategies with business strategies.

7. Design Perspectives and Influences
● The influence of the e-learning design can be
assessed from number of perspectives,
including the way that it will affect the learner,
the ramifications that it will have for the learner
community into which it will be implemented,
and the environmental influence of tis
development and use.

8. Considerations on Personal
Influence
● Personal influence of e-learning design might
consider the extent of learning that is likely to
take place compared to the effort required to
produce the resource.
● They might also consider the potential effect of
the content and its presentation on a person's
self-esteem and other psychological states
(Raskin, 2000).

9. Alignment of Goals and Objectives
● Teacher designs instruction for specific learning
goals and objectives, student characteristics
and needs, and learning context.
● Teacher uses on-going analysis of student
learning to make instructional decisions.
● Teacher uses assessment data to profile
student learning and communicate information
about student progress and achievement

10. Examine the selection of Teaching
Sequences
● Claims have been made in the science
education research that one teaching sequence
typically results in better student learning than
another.
● Teaching sequence describes the sequence of
activities presented by teachers and students.
● The sequence tend to be designed on the basis
of a detailed analysis of the scientific content to
be taught, and research on students' pre-
instructional knowledge.

11. Analyze the selection of Learning
Activities
● What is the Purpose of Task Analysis?
● What Methodology Does Task Analysis
Support?
● Can we use it all the time?
● How do we Perform a Task Analysis?

12. What is the Purpose of Task
Analysis?
● Determine the instructional goals and
objectives.
● Define and describe in detail the task and sub-
tasks that the student will perform;
● Specify the knowledge type that characterize a
job or task.
● Select learning outcomes that are appropriate
for instructional development.

13. What Methodology Does a Task
Analysis Support?
● The Process of task analysis emerged from the
behaviorist era in an effort to describe the
elemental behaviors involved in performing a
task or job.
● Different methods of task analysis have indeed
followed the paradigm shifts to cognitive
psychology and onto constructivism
● (Jonassen, 1999).

14. Can we use the analysis all the
time?
● The answer is NO.
● Too often instructional designers try to force-fit
all learning situations into one or two methods
with which they are most familiar.
● Different audiences require different
instructional strategies, different contexts
demand task analysis methods.
● Five kinds of task analysis (Jonassen, 1999).

15. Five Kinds of Analysis
● Job or Performance analysis
● Learning analysis
● Cognitive task analysis
● Content or Subject matter analysis
● Activity analysis
● (Jonassen, 1999).

16. How do we Perform a Task
Analysis?
● Classifying tasks, according to learning
outcomes.
● Inventory tasks – identifying tasks or generating
a list of tasks.
● Selecting task – prioritizing tasks and choosing
those that are more feasible and appropriate if
there is an abundance of tasks to train
(Jonassen, 1999).

17. References
● Horton, W. (2012). Designing e-learning:
Planning the Developing of online learning (pp.
nd
1-66). 2 ed. San Francisco, CA Wiley
● Jonassen, D.H., (1999). Designing
Constructivist Learning Environments
● Raskin, J. (2000). The Human Interface.
Computer Science.