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Transition from Tech Writing to ID
1. Anita Kumar, STC India, Chennai: Regional Conference
Transitioning from Technical
Writing to E-learning
By Anita Kumar
For STC India, Chennai:Regional Conference
2. Anita Kumar, STC India, Chennai: Regional Conference
Agenda
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Technical Writing and Instructional Design
Learning Psychology
Storyboard
Instructional Design Process (Script Your Own Storyboard)
8. Anita Kumar, STC India, Chennai: Regional Conference
Learning Psychology
ID Principles, Theories and Models
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Theories and Models
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A - Analysis
D - Design
D - Development
I - Implementation
E - Evaluation
The ADDIE Model
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Gain attention of the learners
Inform learners of the objectives
Stimulate recall of prior learning
Present the content
Provide learner guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention and transfer to the job
Gagneās Nine Events of Instruction
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Kellerās ARCS Model of Motivation
Motivation
Attention
Relevance
Confidence
Satisfaction
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REACTIONS
LEARNING
TRANSFER
RESULTS
Kirkpatrick's Four-Level Training
Evaluation Model
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Parts of the Storyboard
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Title Section
Module Details and Screen No. and Name
Visual Section
ā¢ On-Screen Text (OST)
ā¢ Graphics
Audio Section
ā¢ Voice Over Script
ā¢ Sounds Effects
ā¢ Music
Instructions Section
ā¢ GD & Developer Instructions
ā¢ Graphics & Animation
ā¢ Interactivity
ā¢ Navigation
20. Anita Kumar, STC India, Chennai: Regional Conference
In Word
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21. Anita Kumar, STC India, Chennai: Regional Conference
In PowerPoint
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22. Anita Kumar, STC India, Chennai: Regional Conference
Instructional Design
Process
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Case Study
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Learning Problem: How to Use Facebook
Analyze the learning problem
Define learning outcomes
Structure the learning content
Design the learning solution
Determine assessments
24. Anita Kumar, STC India, Chennai: Regional Conference
Analyze the Learning Problem
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Ask Lots of Questions
Q. Who is the target audience?
Q. What are the characteristics of the learners?
Q. What do they know now?
Q. What is the desired new state of the learner?
Q. What is the learning gap that needs to be addressed?
Q. What do the other stakeholders want and why?
Q. What are the delivery options?
Q. What is the budget of the project?
Q. What is the timeline for project completion?
Q. What is the available content?
25. Anita Kumar, STC India, Chennai: Regional Conference
Analyze
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Target Audience Analysis Gap Analysis
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Define Learning Objectives
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Design the learning solution with the end in mind.
Learning Objectives Learning Outcomes
A learning objective is a statement describing a competency that a
learner needs to acquire at the end of the learning.
Judge
State
Analyze
Distinguish
Demonstrate
Apply
Classify
Define
Describe
Produce
Rate
Compare
Express
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Learning Objectives
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By the end of this learning session, learners will be able to:
ļ± Recognize the benefits of using Facebook
ļ± Demonstrate skills in performing the basic Facebook tasks of:
ā¢ Opening an account
ā¢ Finding friends
ā¢ Communicating
ā¢ Sharing pictures
ļ± Identify privacy and security risks associated with Facebook
29. Anita Kumar, STC India, Chennai: Regional Conference
Structure Learning Content
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C H U N K I N G
S E Q U E N C I N G
IDENTIFY CONTENT
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Structuring the Content
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Identify Content
Books and Data on
Social Media
Senior Citizens Report Facebook Page
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Structuring the Content
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ā¢ FB Help web page ā FAQs & step wise guides ā
Useful & Important
ā¢ Senior Citizens Report outlines senior citizenās
needsā Useful scenarios
ā¢ FB demographic data - Mostly irrelevant
Classify
ā¢ Break up the content into topics and tasks
ā¢ Single session can be about 20 minutes.
ā¢ Each screen should be for a duration of 1 minute
Chunk
ā¢ Maintain a rational flow
ā¢ Why use FB -> Set up an A/C -> Find Friends ->
Status Updates -> Wall -> Share Photos ->
Security & Privacy
Sequence
32. Anita Kumar, STC India, Chennai: Regional Conference
Different Learning Strategies
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Present Facts ā
Page Turner
Storytelling Scenarios
Examples & Case
studies
Interactivities
Demonstration -
Video
Gamification Simulation Role Playing
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Learning Strategy - Storytelling
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Mr. and Mrs. Arora are a retired couple. They live alone and are quite lonely.
Their children and grandchildren live abroad and they get to meet them only once
a year. Staying in touch with phone calls is inconvenient because of the difference
in time zones. The younger generation is not used to writing letters, so letters are
not an option.
Explain the Benefits of Facebook
They recently heard of Facebook and soon learnt how to use it. Now they are able to regularly exchange family news and photos of each other. They feel like their
children and grandchildren are once again a part of their lives.
34. Anita Kumar, STC India, Chennai: Regional Conference
Learning Strategy - Simulation
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Demonstrate Facebook Tasks
Setting up an account Finding friends Communicating Sharing pictures
35. Anita Kumar, STC India, Chennai: Regional Conference
Learning Strategy - Scenarios
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Teach Facebook Privacy and Security
Should I also share
photos?
Raj has a new FB friend
who shares photos with
him.
36. Anita Kumar, STC India, Chennai: Regional Conference
Determine Assessments
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Principles of Assessment
ļ¼ Every learning objective must have a corresponding assessment.
ļ¼ Well framed feedback will encourage the learner to learn.
ļ¼ Assessments have an impact on the confidence level of a learner.
Common Techniques
i. Multiple Choice ii. Drag and Drop /
Match the Following
iii. Fill in the blanks/ Text entry iv. Scenarios
37. Anita Kumar, STC India, Chennai: Regional Conference
Assessing the Learner
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Scenario-Based Assessments
David has made his personal details like his
phone number and birthday public. But he
never accepts friend requests from strangers.
Do you think Davidās privacy is under threat?
o Yes. Even though he doesnāt accept friend requests from strangers, they
can still view his public information.
o No. He is careful about whom he connects with on Facebook.
o Maybe, if strangers hack into his account.
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Assessing the Learner
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Simulation-Based Assessments
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Recap
ā¢ Technical Writing and Instructional Design (ID) are not that different. Both
fields essentially involve writing and explaining to the user.
ā¢ In ID, however, the strong focus is on learning.
ā¢ You need to be well versed in learning theories and ID models.
ā¢ You also need to be able to write an effective and engaging e-learning
storyboard.
ā¢ Storyboarding involves a set of ID steps: analyzing the learning problem,
defining learning outcomes, structuring the learning content, designing
the learning solution and determining assessments.
41. Anita Kumar, STC India, Chennai: Regional Conference
Designing Your First
Storyboard
Letās get
our hands
dirty!
Gain Attention āwith stimuli that catch and engage their brain (novel ideas or thought-provoking question, etc.)
Inform studentsĀ of the objectives ā Establish the expected outcomes and criteria for measuring achievement.
Stimulate recallĀ of prior learning āBefore introducing new knowledge, let them recall past knoweldge so that they can relate it to what they are about to learn.
Present the contentĀ ā Deliver the content in easily consumable chunks using instructional strategies.
Provide learner guidanceĀ ā Guide them with examples, case studies, and other instructional support to supplement the content.
Elicit performanceĀ ā Engage them with different activities that recall, utilize, and evaluate knowledge.
Provide feedbackĀ ā Reinforce knowledge with immediate feedback (informative, remedial, corrective, etc.)
Assess performanceĀ āTest their knowledge with established (and transparent) criteria.
Enhance retention and transfer to the jobĀ ā Use content retention strategies (concept maps, rephrasing, summarizing, job aids, etc.)
Dr Brenjamin Bloom and his committee idenitfied 3 domains of learning ā cognitive, affective and psychomotor. Of these, the cognitive domain is the most popular and according to Bloom, it has 6 levels.
1) Who are our learners? What do they already know and how do they learn best?
2) What do we want our learners to learn? Why?
3) How do we structure the learning to achieve our learning objectives?
4) What learning resources are appropriate, effective, and available?
5) What strategies will we use to ensure that effective learning takes place? What combination of activities will enable the learners to achieve the learning objectives?
6) How do we know whether the learners are learning/have learned what they are supposed to learn? How do we assess learning?
So here you have very specific and measurable LO, so that at the end of the learning, you can actually test the learnerā¦ You can check if the learner can really ādemoā skills or āidentifyā risksā¦ Instead if you had used āUnderstand privacy and security risksā, that would be too vagueā¦ There can be many levels of understanding and that is too vague to test.
