This document discusses factors to consider when designing a learning module, including the audience, content, environment, and application. It recommends keeping the objective and learning outcomes in mind, and only including pertinent content. The document also discusses component display theory for designing instruction based on learning element types. Modern design theory advises using a maximum of two sources of information. Meaningful assessment should take place after chunks of information and encourage learning rather than punish learners. Performance support materials can help learners succeed by providing easily accessible references.

1. Learning Module
Design Considerations

2. Factors influencing instructional design
Audience
Instruction
Content
Environment
Application

3. Factors influencing instructional design
Audience
Instruction
Content
Environment
• Prior knowledge
• Homogenous?
• Technology comfort level
Application
• Complexity level
• Linear progression?
• Stand-alone or continuous
• In person
• Blended learning
• Online only instruction
• Objective
• Learning outcomes
• Future use of knowledge
gained

4. Keep the Objective in Mind
• Why are learners completing the module?
• What do you expect of the learners after the module is completed?
• Awareness of content
• Application of content
• Master of content
• What information (chunks) are pertinent to the objective?
• What can be removed?

5. Design Principles
• Blackboard learning modules most often fall into the category of blended
learning
• A stand-alone online instruction unit embedded within a traditional
face-to-face environment
• Theories and factors influencing blended learning design
• Component display theory
• Modern design theory
• Meaningful assessment
• Performance support materials

6. Component Display Theory
• Instruction is designed based on the learning element type instead of the
actual content
• Each learning element has an ideal treatment(s) to enhance student
learning
Learning Elements
• Facts
• Procedures
• Processes
• Concepts
• Applications
• Theories
• Principals
Treatment Choices
• Examples
• Case studies
• Hands-on activities
• Drill & practice
• Reflection
• Labs
• Multi-media
reinforcement elements

7. Modern Design Theory
• Rules regarding the implementation of multimedia into an online
instruction object
• Rule of two
• Adding two sources of information improves retention
• Text & graphic, text & audio, audio & graphic
• Three sources decreases retention

8. Meaningful Assessment
• Assessment should take place after an appropriately sized chunk of
information is presented
• Assessment can take on several forms
• Traditional tests, quizzes, and questions
• As a treatment
• Application of information
• Assessment must:
• Be appropriate for the content presented
• Be inline with the objective
• Encourage student learning

9. Meaningful Assessment
Assessments that are too difficult or designed to catch learners who are not
retaining every detail reduce the learner engagement throughout the
remainder of the learning module
Assess to retain not to punish

10. Performance Support Materials
• Learners with immediate access to relevant resources are more likely to
succeed
• Provide learners with easily accessible tools
• Printable references
• Formula sheets
• Charts & graphs
• Hyperlinks to credible resources
• Embed these tools within the learning module

11. Conclusion
• Design with learner behavior in mind
• The environment matters
• Treat each concept as a unique instructional element
• Introduce
• Reinforce
• Assess
• Put yourself in the shoes of the learner