1. Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each.
I want to focus this entry on five key concepts that I feel I’ve learned the most about over the last quarter:
- Image Copyrights
- Formative Evaluation
- Learning Objectives
- Learner / Instructor / Content Analysis
Remember there are four criteria that the courts use when determining the use of other people's work:
Here’s an example of an unfiltered search for an image with the “copyright” search term.
Click on “Search tools” and then click on “Usage rights” to specify that you want only those items that you can use, share, or modify, even commercially:
With those advanced parameters set, you can search for “copyright” again and now get a slightly different set of images (but the results are images that, ostensibly, you can use in your e-learning):
Now, be aware, that Google warns that you have to comply with the license on the site, and that often means attributing the image to its creator. Here’s their direct statement: “Before reusing content that you’ve found, you should verify that its license is legitimate and check the exact terms of reuse stated in the license. For example, most licenses require that you give credit to the image creator when reusing an image. Google has no way of knowing whether the license is legitimate, so we aren’t making any representation that the content is actually or lawfully licensed.”
Here are some sites that contain images you can use:
Connie Malamed hosted a podcast which addressed the feedback loop, and it was this podcast which inspired me to include the Formative Evaluation components into both group projects as a part of the overall design.
Learner / Instructor / Content Analysis
2. Speculate on the future of eLearning and what your role in that future might be.
I think there will be more opportunity to consume traditional journal articles as audio files. In the 541 Group Project, I proposed the idea that the packet of PDF files for the History of Western Civilization class could have each file augmented with an audio file. This idea was proposed as a solution to the instructor’s dissatisfaction with students not doing the reading.
I recently completed a paper for the 501 class by reducing the text of four articles to text files for listening in the Capti iPhone app, allowing for consumption of learning content while driving, exercising, walking the dogs, cleaning my office, and searching my storage unit for an old document.
My role in the future might be to develop a learning management systems that allow self-paced learning, but whose courses are not self-contained. Interactions with learning consultants (instructors) and cohorts that are at the same point in a self-paced course would be possible, thus creating a learning environment free to adapt to the changing schedules and various conflicts of learners. A community of inquiry could still be present in such a hosted course, complete with social presence and teacher presence.
I also like the notion that I could develop this “create-your-own-pre-test” software tool, where you could highlight a sentence from a reading imported into the system, and then highlight key words from it in a different color. Submitting that sentence to a question database would essentially allow such a system to provide pre-test questions with “blanks” that you would fill in. I think it would be a quick way to create helpful study guides. Then, the related app could send you questions with push notifications (you could control the frequency). It would be a way to keep readings fresh in your mind as the term progresses.
_____ imposed upon the bigger boys a special rule. In the very streets they were to keep their two hands within ____; they were to walk _____ and without turning their heads to gaze
3. Revise the eLearning development template/instructional design process you developed earlier for yourself.
Be sure to:
a) List all of the roles of people who will be involved in the typical development.
Typically, the people involved will just be me, the subject matter expert, and my testers.
b) Identify your role.
I will serve as the instructional designer and the course developer. I will also make sure all courses perform as expected and are published correctly to the LMS.
c) Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.)
The template is for corporate sector e-learning development that will consist of self-contained courses designed for users of our rigging and lifting products.
d) Provide a clear label for all included elements.
The above diagram is so labeled. Click on the diagram to see a larger version if the labels are unclear.
e) Provide a clear description of each included element.
The elements were largely taken from Horton’s 11 steps, with some changes and some additional steps that I added. See the narrative below for descriptions of each included element.
f) Provide a narrative explaining how the template would be used.
The template is used like so: Upper level management decides what they want to see courses on, and those ideas are communicated to me. I work with the subject matter expert, a retired luminary in the rigging and lifting industry. He decides what should be taught in the course to meet the underlying goals, and he and I hash out what the needs of the resulting content will be. Meanwhile, I am trying to figure out his needs while also trying to understand the needs of the learners that will be taking the course. He has familiarity with those learners, and is therefore able to contribute to my understanding of their needs. He does a first pass of the content, setting the learning objectives (he has a degree in adult education). I work together with him to understand his intent for the learning objectives and provide input. He then decides what prerequisites would be required in order for the learners to use the course. As the instructional designer, it is my responsibility to pick the approach to meet each objective, however, our SME is also qualified to do this, so he typically will do so during the first pass. The SME suggests the sequence for teaching the different objectives and I give input. Together, he and I create the learning objects to accomplish each objective, and with the help of the SME, I develop tests and non-graded assessment activities. He and I then select learning activities that will allow the user to learn the material upon which they will be tested. With input from the SME on appropriate photos, videos, audio and other media, I populate the learning activities with engaging multimedia, making sure that our learning objects are free of copyright violations. I do some preliminary testing of the product at the end of the development phase and get several individuals involved who will be helping to test the product. I add in a formative evaluation component that will allow learners to communicate back to us if there were any difficulties, or if they have ideas for improvement after the course is published. I then publish the evaluation version of the self-contained course and let the testers do some alpha testing. After making any alpha revisions required, I then identify participants for a beta program and release the product to them. I then further revise the course based on the beta tests and release the course.