This document discusses various aspects of e-learning including definitions, types, design principles, and instructional strategies. It defines e-learning as technology that allows learning anywhere and anytime, and identifies major types as standalone courses, games/simulations, mobile learning, social learning, and virtual classrooms. The document outlines important considerations for instructional design such as analyzing learners, setting goals and objectives, determining prerequisites, and selecting appropriate teaching sequences and activities.

1. Dianza I. Zackery
Ashford University
E-Learning and Design Concepts
Instructional Design & Delivery- EDU 652
Instructor Johnson
September 5, 2013

2. What is E-Learning?
• E-Learning is technology used to allow people to
create learning experiences anywhere, anytime.
Learning can be asynchronous or synchronous. E-
Learning is also referred to as distance learning, web
or computer based training. Some features of e-
learning are online discussions between instructor and
student. Communication amongst classmates via
discussion boards & online chats. E-learning utilizes
several delivery methods such as print, audio, video,
review and exams and communication.

3. Varieties of E-Learning
There are five major varieties of e-learning which consist of:
standalone courses, learning games and simulations, mobile
learning, social learning and virtual-classroom courses. There are
several software packages available to use online learning that
aim at satisfying the requirements of the learner and instructor,
capable of monitoring the program, tracking the improvement of
each student individually and maintaining all records related to
the performance of the learner.

4. Standalone Course
• Stand-alone courses prepare
people for work and to
provide advanced training
for those already in the
workforce.
• They are courses taken
alone at one’s own pace
without an instructor or
classmates (p.2)
• One advantage -Successfully
completing online or
computer-based courses
builds self-knowledge and
self-confidence and
encourages students to take
responsibility for their
learning
• One disadvantage-
Unmotivated learners or
those with poor study habits
may fall behind

5. Learning Games & Simulations
• Computer games and
simulations can be defined
as interactive multimedia
with dynamic elements that
are under user control.
• Learning by using activities
that demonstrate discovery,
exploration, learning and
imagination (p.2).
• They are effective,
motivating and encouraging.

6. Mobile Learning
• Mobile devices such as smart
phones and tablets allow
learners to learn outside of the
classroom while interacting
and learning with people and
the their environment (p.2).
• Many learning institutions
offer the features and
flexibility you need to engage
your community, customize
learning and expand your
campus experience.

7. Social Learning
• Interaction within a community
using the social-networking
media to discuss topics, share
ideas, thoughts and creative works
online through blogging, texting
and online collaborations and
discussions. (p.2).
• Bandura’s Theory- First, people
can learn through observation.
Second, the internal mental states
are an essential part of this
process. Finally, this theory
recognizes that just because
something has been learned, it
does not mean that it will result in
a change in behavior. -Albert
Bandura, Social Learning Theory,
1977

8. Virtual Classroom Courses
• Online courses designed to duplicate the classroom course
assignments. The student can create their own avatar and
virtually explore places they never imagined. This can be
done in a synchronous time online.

9. What is E-Learning Design?
• Design are many decisions big or small which is what we do
judgment, creativity or compromise.
• The development is how we carry out the decision.
• The effects of your decision and developmental constructions if
the outcome of your e-learning experience.
• You must be organized and selection of what you want to teach
based on learning experiences or not is very important. It is
independent of technology or personnel.
• Example: Do not teach subjects that are boring and frustrating.
• A learner can use methodologies text, graphics, video
assessments and games.

10. What is Instructional Design?
• Enlightens decisions on development and content using the
media. Uses authoring tools and technologies that require you
to buy or license.
• It is important to budget and schedule project development and
what you want to do with the design before purchasing
technology or software (p. 3).
• Examples: do not try to impress learners or buy purchasing or
using the trendiest learning techniques.
• Do not expect people to be motivated to learn as they may lack
basic skills.
• Uses the Addie system a linear model method ( analysis,
design, development, implementation and evaluation).

11. Design Perspectives
• First step is the clarify the goal of the project.
• How will your project will contribute to the organizational
goal
• Write down the learning objective and have prerequisites.
• Teach blank to blank: first slot what we intend to teach second
slot who must accomplish the goal the third slot what the
learner should already know.
• Provide learning activities and test questions.
• Three types of learning activities: the learner absorbs
knowledge by reading or watching, the learner does by
practicing being hands on, and connect with what they have
learned.

12. Learning Goals
• Your design must start with a goal. Know what you want to
accomplish.
• How will this goal be accomplished?
• The goal should be a few words.
• Identify real goal.
• Ask
• Identify
• Observe
• Research
• Consult

13. Learning Goals
• Recognize and analyze the learners needs and abilities.
• Motivation and Learning-why should learners be devoted to this
class or what is the goal for learners.
• Psychomotor skills- what is the level of the learners abilities to
interact with devices using speed memory and precision.
• Attitude and mindset- is the learner motivated to learn.
• Mental discipline- does the learner have short tension span.
• Communication skills- reading, writing, listening and speaking,
how well do they this.
• Social skills- how well do they work with others?
• Talents and Intelligence- what are their learning abilities such as
verbal, visual, logical, mathematical, musical, performance and
athletic.

14. Learning Goals
• Media preferences- which media do they enjoy first: graphics,
video or text
• Background knowledge and experience- what learners know
about the subject.
• Learning conditions- when, where and how they learn
• Locus of control- can their learning environments and
conditions change.
Identify what to teach without going over budget. Determine what
is needed and what is not. Close the gap between what the learner
currently knows and what is required.
Analyze how the work is done; goal is divided into task, which
creates jobs work performed which make up decisions and actions
(p.1-9).

15. Objectives
• Identify prerequisites, choose learning activities and design
tests.
• Write down your objectives
• Objective is what we want to teach (create, decide, do)
• What we want to accomplish
• Abilities, knowledge, beliefs and feelings learners must have.
• Must be clear, precise and worthy.
• Primary objectives- create, decide and do; which state your
goals and what the learner will do (performance).
• Secondary objectives- know, believe and feel. Things that are
taught.

16. Objectives
• Type of Objective: Create (use synonyms). Design or build
the learner will… Examples will specify, write, build and
adapt.
• Decide(use synonyms), the learner will what types of
decisions, examples- pick, decide, order pick
• Do (use synonyms) what learner will accomplish, examples:
complete, lift, mix and apply
• Secondary will accomplish goals. Know (use synonyms) the
learner will, examples: recall, knowledge, identify and cite.
• Believe (use synonyms)
• Feel

17. Objectives
• What do you want to teach what are the learning needs in
terms of knowledge, skills and attitudes
• Types of information such as: concepts, principles, facts
processes and procedures.
• Info type: fact, concept, process, procedure system, principle,
rule, attitude, psychomotor skill.
• Situations: trigger- events trigger learning. Conditions- what
conditions will they perform under? Resources- what tools will
they use books or the web (p. 10-26).

18. Teaching Sequence
• Most common sequence is the bottom up. Teach
prerequisite before objective. Introduces general
principles that will guide the learner.
• Second- is top down. Preview of entire program
which allows the learner to see the demonstration.
There is a tab that says Show me, Coach me, Hint
button, and Show button.
• Sideways- learner can choose and integrate what was
the learned in a different order (p. 42-47).

19. Learning Activities
• Identify high value objectives
• Eliminate unnecessary objectives
• Say no to know objectives
• Don’t ignore feel objectives
• Consider defined curriculum
• Decide what you must teach
• Choose how too meet objectives such as: standalone,
games and simulations, virtual classroom, physical
classroom, searching online resources, interacting with
social network or allow learners to find on their own
(31-40).

20. References
• Horton, W. (2012). E-Learning by design (2nd ed.).
San Francisco, CA: Wiley. Chapter 1 “Planning and
Development of Online Learning (pp. 1-40).”
• http://www.e-learning.in/types-of-e-learning-
software.html
• http://www.cited.org/index.aspx?page_id=143