This document summarizes key concepts about e-learning design from the book E-Learning by Design by William Horton. It defines e-learning as using technology for learning experiences. There are varieties of e-learning like standalone courses, simulations, mobile learning, and social learning. Design involves planning instruction, while development is implementation. Instructional design is the process of planning learning by applying learning principles. Various design perspectives and influences are discussed, along with aligning learning goals, objectives, sequences, and activities to create effective e-learning.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This presentation helps explain why 1:1 technology in classroom can help transform teaching. Included are reasons why to use 1:1, technology concepts to help teaching in 1:1 classes easier, and tips on lesson planning in 1:1 classrooms.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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!
Embracing GenAI - A Strategic ImperativePeter 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.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Presenting E-Learning and Design Concepts
1. Presenting E-Learning
and Design Concepts
Suzanne Sannwald
Ashford University
Instructional Design & Delivery
EDU 652
Dr. Kathy Zientek
April 7, 2013
2. Defining E-Learning
“E-learning is the use of
electronic technologies to
create learning experiences”
(Horton, 2012, p. 1).
E-Learning is
simply learning
with technology integration.
3. Varieties of E-Learning
E-Learning Varieties Outlined by Horton (2012):
• Standalone Courses
– Independent, self-paced learning
– Example: Using Gantt Charts (Examples, 2011)
• Learning Games and Simulations
– Discovery learning through game
and simulation activities
– Example: Interview Simulation (Examples, 2011)
The Crimescene Game
Learning Simulation
4. Varieties of E-Learning
E-Learning Varieties Outlined by Horton (2012):
• Mobile Learning
– Learning on the move with mobile devices
– Example: Architectural Tour (Examples, 2011)
• Social Learning
– Online, community-based learning
– Example: Chronicle Forums (Examples, 2011)
• Virtual-Classroom Courses
– Structured, online courses
– Example: EDU 652 eCollege Course
6. Design vs. Development
DESIGN
DEVELOPMEN
T
Is about decisions
Is about construction
“Governs what
we do”
“Governs how we carry
out those decisions”
(Horton, 2012, p. 3).
(Horton, 2012, p. 3).
Planning
Implementation
7. Defining E-Learning Design
E-Learning is simply learning
with technology integration.
E-Learning design is simply instructional design
for learning with technology integration.
8. Defining Instructional Design
Instructional design is
“the systematic and reflective process of
translating principles of learning and instruction into
plans for instructional materials, activities, information
resources, and evaluation” (Smith & Ragan, 2005, p.4).
Instructional design is simply
the process of
thoughtfully
creating plans for learning.
*Instructional design applies generally to planning of any type of learning.
9. Instructional Design Advice
Instructional Design Advice from Horton (2012):
“Apply just enough
instructional design”
(p. 3)
“Instructional design
determines everything else”
(p. 3)
“Good design can prevent
common failures”
(p. 3)
Apply principles of
instructional design to as
great a degree as time and
resources allow.
Instructional design, or the
lack thereof, directly affects
all decisions made regarding
instruction.
Nearly all learning failures
may be traced back to the
root cause of failures in
instructional design.
10. Design Perspectives & Influences
WARNING
Some of the most commonly influential
instructional models provide
highly ineffective perspectives for learning.
11. Design Perspectives & Influences
Horton (2012) warns about the non-design
perspectives and influences described below.
RAPRAPRAPAWAP
This perspective translates into “read a paper, read a paper, read a
paper, and write a paper” (p. 4). Learning is designed to occur mostly
or entirely through straightforward reading and writing assignments.
Pack ‘em, yak ‘em, rack
‘em, and track ‘em
This perspective addresses instruction which involves teaching large
masses of students through lecture-style delivery and with standard,
objective-based assessments that conform directly with lectures.
Warn and scorn (AKA Cover This perspective involves the forcing of learners through a sequence of
material that they are required to acknowledge as received. The
the Corporate Assets)
purpose of such compliance-based instruction is likely legal protection.
Fill in the blanks
Wouldn’t it be cool if…
(AKA Fad-chasing)
This perspective approaches the development of instruction as if
learning is a simple equation. Planning of learning is plugged into a
template-like format out of convenience rather than best practice.
This perspective for planning learning is based upon following the
latest trends and trying to impress or keep up with others rather than
upon applying actual instructional design principles.
12. Learning Goal Alignment
Actual instructional design starts with identifying the
LEARNING GOAL
Developing an aligned learning goal requires (2) steps.
Step 1
Step 2
Identify
organizational
goals.
Identify how learning
will contribute to
organizational goals.
13. Learning Goal Alignment
Throughout the instructional design process,
keep the goal in mind with the questions below.
What must
my design
accomplish?
=
What is
the goal?
“How am I helping achieve that goal?”
(Horton, 2012, p. 10)
14. Defining Learning Objectives
After defining the learning goal, determine a
LEARNING OBJECTIVE
What are learning objectives?
– “They define where you’re going”
(Newby et al, 2011, p. 78).
– They describe how learners will
change as a result of instruction.
– They describe what learning will
occur as a result of instruction.
15. Learning Objective Alignment
Goals
Learning
objectives
should
align with
Make sure objectives align
with identified goals.
Learners
Assessment
Design objectives
considering capabilities
and traits of learners.
Assessment criteria and methods
should align with objectives.
16. Planning Learning Sequences
Bottom Up
• Most common sequence
• Prerequisite objectives are
taught first
Top Down
• Assume prerequisites are met
• Start at the top objective
• Address learners without
prerequisites, as necessary
Sideways
• Allow learners to explore in
own sequence
• Learners satisfy prerequisites
as approached
(Horton, 2012, p. 43)
17. Selecting Learning Sequences
Learning
Sequence
When Appropriate?
Bottom Up
• “Often necessary where safety is a concern”
(Horton, 2012, p. 47).
• Appropriate for novices and those conditioned by
traditional educational methods.
Top Down
• “For efficiency of learning” (Horton, 2012, p. 47).
• Appropriate for experts or self-directed learners.
• Good for need-based just-in-time learning.
Sideways
• To “add excitement to the learning process”
(Horton, 2012, p. 47).
• Appropriate for discovery learning and
18. Selection of Learning Activities
“People learn by
considering,
researching,
analyzing,
evaluating,
organizing,
synthesizing,
discussing,
testing,
deciding, and
applying
ideas”
(Horton, 2012, p. 51).
What learning
activities will best
help learners meet
objectives?
19. Selecting Learning Activities
3 Types of Learning Activities
Do Activities:
• Practicing
• Game playing
• Discovery learning
Absorb Activities:
• Reading
• Watching
• Listening
• Field trips
Goal = 50%
of learner time
Goal = 40%
of learner time
Connect Activities:
• Asking questions
• Conducting research
• Creating original work
Goal = 10%
of learner time
(Horton, 2012, p. 51-58)
20. Selecting Learning Activities
Tips when selecting learning activities:
• Match learning activities with objective types.
• Plan learning activities in combination.
• Keep activities simple when they can be.
• Cascade related activities for efficiency.
• Vary the sequence of activities when appropriate.
• Plan activities with discovery in mind.
(Horton, 2012, p. 59-61)
21. References
Examples from e-learning by design. (2011).
http://www.horton.com/elbdbook
Horton, W. (2012). E-Learning by design (2nd ed.). San
Francisco, CA: Wiley.
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., &
Ottenbreit-Leftwich, A. (2011). Educational technology for
teaching and learning (4th ed.). [VitalSource version].
Retrieved from https://online.vitalsource.com/home/signin
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.).
San Francisco: John Wiley & Sons/Jossey-Bass.
Editor's Notes
Image Source: Microsoft Office Clip Art Gallery
Image Source (top): Microsoft Office Clip Art GalleryImage Source (bottom): http://www.horton.com/portfoliointerview.htm
Image Source (#1 & #2): Microsoft Office Clip Art GalleryImage Source (#3): http://classroom.ashford.edu/