The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
Design groups the world over are littered with the remains of design process initiatives gone horribly useless. But, unless you are a one man band — and, let’s face it, few of us are — getting a group of designers, developers, and business owners to get a design out the door can feel like herding cats.
What’s a designer to do? Change our framework. Design process is not a technical problem to be solved (like designing a clock) but an living emergent system (like a cloud) to be exposed, evaluated and iterated.
Design groups the world over are littered with the remains of design process initiatives gone horribly useless. But, unless you are a one man band — and, let’s face it, few of us are — getting a group of designers, developers, and business owners to get a design out the door can feel like herding cats.
What’s a designer to do? Change our framework. Design process is not a technical problem to be solved (like designing a clock) but an living emergent system (like a cloud) to be exposed, evaluated and iterated.
UX strategy lacks strategy, it is usually just a glorified waterfall process, even agile processes are just incremental waterfall. This presentation tells the current state of UX strategy in pictures while it outlines a real UX Strategy in words.
Design Toolbox — teaching design, its processes & methodsMartin Jordan
‘Design Toolbox’ was a 3-week design class that examined a practical understanding of design, its process and methods through inputs, hands-on sessions and small assignments.
Taught at University of Applied Sciences Potsdam, Germany in October 2013.
Presentation of the course Industrial Design Engineering or [open] Innovator at The Hague University of Applied Sciences. This is the presentation shown on
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
University should be where the students are. Discover the innovative IDBM x Slush Service Design/Leadership Minor programme designed to amplify the Slush team lead experience to the next level.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
UX strategy lacks strategy, it is usually just a glorified waterfall process, even agile processes are just incremental waterfall. This presentation tells the current state of UX strategy in pictures while it outlines a real UX Strategy in words.
Design Toolbox — teaching design, its processes & methodsMartin Jordan
‘Design Toolbox’ was a 3-week design class that examined a practical understanding of design, its process and methods through inputs, hands-on sessions and small assignments.
Taught at University of Applied Sciences Potsdam, Germany in October 2013.
Presentation of the course Industrial Design Engineering or [open] Innovator at The Hague University of Applied Sciences. This is the presentation shown on
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
University should be where the students are. Discover the innovative IDBM x Slush Service Design/Leadership Minor programme designed to amplify the Slush team lead experience to the next level.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
The Value of Critique and Integrating it into Your Design ProcessAdam Connor
Slides from my presentation with Alla Zollers at Boston UPA's 2010 Conference
Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
Design requirements for supporting young designers with conflicts at workLenny van Onselen
If we want future designers to act responsibly, they have to be aware of values. Young designers are hired for fresh ideas. Nonetheless, they frequently experience value differences with clients, co-workers and other stakeholders when they bring these ideas to the table. Support might be improved for junior design professionals to better cope with value-based conflicts. They can act with purpose and come to grips with value-based conflicts, solving value differences in a more integrative and constructive way. In this presentation, I present the first steps of an action research. Based on the insights from the study, we have formulated requirements to educate and to facilitate junior design professionals to improve reflection on critical situations at work based on value differences.
This document presents a Job Description for the role of an Instructional Designer followed by a Job Element Analysis and identifies the competencies required for this role. This document also records the BARS.
On time. In budget. What they need (even if that changes!). These are moving targets and yet, you're expected to deliver all three. The software development industry is embracing Agile project management to address these issues and there is much that we in learning & development can learn from them. Agile provides a framework for adapting to change as it happens and working with the project sponsor to deliver the content most needed by learners.
In this session, you'll learn about the Agile project management methods adapted specifically for instructional design & development projects — Lot Like Agile Management Approach (LLAMA®)—and how to use them on the job. We’ll cover everything from kicking off a project with a solid definition of scope all the way through the process of estimating and planning the work. Your takeaways include templates and techniques for goal alignment, learner personas, scope definition, estimating, planning, and iterative development.
Agile teams perceive architecture-centric approaches as paper-driven, heavyweight, insufficiently focused on business results, and delivering systems that align with standards not relevant in the context of fast changing business challenges.
Enterprise architects often criticize Agile methods as they perceive them as lacking architectural control or governance. Software Architecture Retrospective is a thinking tool for an enterprise to blend reflections on architecture with agile delivery for balancing quick term business goals with long term architecture initiatives.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
2. Design
The module is comprised of autonomous tasks with a low level of guidance. Problem solving is
expected in the learning of design, where authentic tasks are used for writers to explore design
aspects in the real world.
The learning outcomes attempt to support content writers with little or no understanding of the
integration of content into a learning environment. The key concepts of instructional design in the
context of executive education are applied through learner engagement including
Reading, choosing, describing, reflecting, planning, investigation and inquiry.
3. A new eLearning module is being developed for the Australian
Institute of Company Directors.
The problem The challenge being addressed is to design a module which
opportunity being provides training in the fundamental principles of instructional
addressed design to subject matter contributors/writers for the AICD
who have little or know background in education.
New research into designing for industry suggests that adults
enjoy working in groups. Modules which are self paced do not
allow for this. It is suggested to develop a community of
practice for new designers to collaborate.
4. The target audience will be subject
The learners/clients matter contributors/writers for AICD.
and how they will The benefit to the learner will be in
benefit gaining understanding of the
fundamental principles in
Instructional design. The benefit to
the clients, will be in a design that
AICD may wish to use in future as well
as a current methodology used in
industry which is research based.
5. How the training is
currently delivered The Currently, my guess would be that the training is
through face to face support.
6. Fundamental skills in Instructional Design
How the innovation The learning design of the innovation will provide as
will change current self paced elearning module which will provide
delivery background knowledge, skills and suggestions of
technology used in the design.
The module will also address methods for learners to
use reflective practice during the development of the
project.
7. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
BackNext
Learning and assessment – text Toolbox
8. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
Throughout this Toolbox you will be
working on a short module for
company directors.
As you are a content expert, you may
Meeting the designers choose your own topic or one of our
suggested areas.
Short clip introductory clip on
Fundamentals of Instructional design This short video will give you an
overview of the project and what is
involved to become an instructional
designer
BackNext
Learning and assessment Toolbox
9. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
BackNext
Learning and assessment Toolbox
10. Meet the Analysis Design Implementation Evaluate
AICDDesign Interpret
ers the problem
TheAnalyses Phase Click here to download Design Brief
TASK
There are several methodologies for
developing eLearning material,
which you may explore in the first
phase of this module, i.e. the
analysis of the problem.
Step 1 – research learning design
Resources
Step 2 – research the various http://www.asktog.com/basics/firstPrinciples.html
models http://www.mendeley.com/groups/778381/educationa
l-multimedia-design-learning-interface-design/papers/
ndustry.flexiblelearning.net.au
Step 3 - use the design brief
template to support your thinking http://www.elnet.com.au/
http://toolboxes.flexiblelearning.net.au/
Back Next
11. Meet the Analysis Design Implementation Evaluate
AICD Interpret
Designers the problem
Design
The Analyses phase – Step 1 TASKS Brief PDF
Project concept
Listen to the audio lesson
What are your motives for doing
this project?
Read
What are the key ideas behind your
project. Resources
Document your ideas and add to your
ePortfolio.
What reading and ideas have
influenced your project?
Back Next
12. Meet the Analysis Design Implementation Evaluate
AICD Interpret
Designers the problem
Design Brief
TheAnalyses Phase – Step 2
TASKS
Listen to Ann’s
brief story on
SCOPING – where to start in
eLearning
Team members
Scheduling
Budget
Resources
Check list
Back Next
13. Meet the Analysis Design Implementation Evaluate
AICD Interpret
Designers the problem
TASKS Design Brief Resources
TheAnalyses Phase – Step 3
Back Next
14. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
BackNext
Learning and assessment Toolbox
15. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
The Design Phase – Often in design
an elearning strategy is needed as
the content should determine the
style of eLearning.
For eLearning to be effective, several
characteristics have been identified.
Short clip explaining design
Click
Learning and assessment Toolbox
16. Meet the Analysis Design Implementation
AICD Interpret Evaluate
Designers the problem
DESIGN TASKS
Design Brief
Listen to Sara’s design
methodology
Readings
TEMPLATES
Back Next
17. Meet the Analysis Design Implementation
AICD Interpret Evaluate
Designers the problem
Design TASKS Design Brief
Analyse problem
Tutorials
Resources
Plan steps
Guidelines
Implement steps
Back Next
18.
19. Meet the Analysis Design Implementation
AICD Interpret Evaluate
Designers the problem
DESIGN
Design Brief
TASKS
Back Next
20. Meet the Analysis Design Implementation
AICD Interpret Evaluate
Designers the problem
The Project so Far
TASKS Design Brief
TEMPLATES
Back Next
21. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
BackNext
Learning and assessment Toolbox
22. Meet the Analysis
AICD Interpret
Designers the Design Implement Evaluate Research
problem
BackNext
Learning and assessment Toolbox
Editor's Notes
In the design of this learning object, the principles of adult learning are followed.Adults need to know why they are learning something, particular they should be told how it affectsAdults have a life time of learning and use honds on problem solving approaches to learningAdults want to apply new knowledge and skills immediately. Retention decrease if the learning is applied only someTime in the future.Objectives should be set for the course in areas of knowledge, skills and attitudes.How you are going to assess the courseOverview of the course content before the learner startsAn explanation of how the learner works their way through the course contentThe course content, including text and mediaA review of the content following completion of the course.Any assessments, whether integrated into the course or at the completion of the course3Help with using the courseOpportunity for the learner and instructor to provide feedback.
While there are many ways to prepare a script that contains all of the information required by a programmer to put together the e-learning course, the following template contains the basics. It can be modified and expanded as required. Remember also when preparing a script for e-learning, that it should be written in such a way that a non-programmer also can understand its content. This allows all stakeholders to use the script to assess the e-learning course before programming commences.Introduction• What is the title of the e-learning course?• What is the general purpose of the e-learning course?• Who are the stakeholders?• Who are the learners?• What are the specific outcomes of the e-learning course?• Overview of how the course is designed (this could be a flowchart or description of how the course is organised).• The general style and look and feel of the course (will it be photographic or cartoon style, for example).• What are the assessment requirements, and how will these be met?• What are the record-keeping requirements, and how will these be met?• The specification document that defines the project specifications and deliverables should be referred to.For each screen• What is the purpose of the screen? A brief description helps programmers to understand the screen and the way the learner interacts with it.• What text appears on screen?• What graphics are associated with the screen?• What audio and video elements are associated with this screen?• What interactivity is associated with this screen? This includes listing all buttons on the screen, and the consequences of the learner clicking each.• How will the screen look? This may be a description of the appearance of the screen, noting the location of each element. Or it may be a storyboard view, a sketch of the screen indicating the locations of each element.
scriptEngages the learnerChallenges the learnerAllows the learner to demonstrate what they have learntIs set in a context related to the workplaceProvides timely feedback and contains formative and summative testingThe learners can demonstrate their understanding and application of outcomes.Is readily adaptable for new conditions if needed.A content checklist This checklist may prove useful once the content has been written, and before you send it to the programmer.q The content covers all of the objectives of the course, and is it all related to the objectives.q The course contains adequate scaffolding.q Is the course organisation clear and the content easy to read.q The content has been well edited and reviewed.q The content is interactive. That is, there are checks on how well the user has understood the content as they progress through the course, and the user has to do more than just read content on screen.q The course content is easy to navigate.q The amount of content on each screen is easily read, and there is not too much text on each screen (no more than about one screen of text).q There is appropriate use of media to support the text.q There will be no problems programming the content.
Preparing content for e-learningThe following general steps are involved in preparing the content for an e-learning course:determine the objectives and outcomes for the course. Elsewhere in this Practical guide is information about creating instructional objectives.summarise the main topics for the content and arrange the content into an educationally sound sequenceapply instructional design to the content. This includes determining how units of the content will be assessed, what scaffolding the learners will need, and how the learners will progress through the content. It also includes breaking the content into manageable units for the learner. Sometimes called modules or units, these are discrete segments of work that accomplish specific objectives. They help the learner to access the content easily, and to see which parts of the course they have completed as they progressbrainstorm learning activities based on the content sequence. Try separating the theory from the practice and make the practice an interactive exercise. Put the theory into learner support and scaffolding, and rather than state facts, turn the facts into questionswrite the body of the content. It is important to ensure that the language level is appropriate for the learner community. Make sure that the content is chunked in amounts that fit comfortably onto a single screen. Minimise the use of jargon and acronyms, or at least explain them when their use is unavoidable. Use a style guide to have consistency in your writing. The Australian Government Style Manual [Style Manual, 6th edition, John Wiley and Sons] is a good fall-back if there is no corporate style guidemake sure the content is divided into units that comfortably fit on one screen. This process is called chunking. While it is possible to scroll through text, scrolling can make the learning cumbersomedetermine what media will be required to support the learning content and assemble the media in a way that will support the learning contentdecide how the learner will navigate through the content. Will the learner have complete freedom to navigate anywhere within the content, or will they be directed on specific paths? Will assessments be barriers to progress?determine what will be able to be printed or downloaded by the learner. This affects decisions about how the course will be delivered.