E-Learning Concepts and Techniques

Chapter 2 - Instructional Design Models for E-Learning

• 2.1 Robert Dunkleberger: Instructional Design Models for E-Learning
  • ADDIE (Assess – Design – Develop – Implement – Evaluate)
  • Algo-Heuristic
  • Dick and Carey Model
  • Robert Gagné's ID Model
  • Minimalism
  • Kemp, Morrison, and Ross
  • Rapid Prototyping (Rapid E-Learning)
  • Empathic Instructional Design
  • 2.1 References
• 2.2 Ryan Noel: Applying User-Centered Design to E-Learning
  • What is User-Centered Design?
  • How can User-Centered Design be incorporated in the creation of e-learning?
  • 2.2 Summary
  • 2.2 References
• 2.3 Robert Dunkleberger: Rapid E-Learning – Accomplishing more with less
  • What Is Rapid E-Learning?
  • Rapid E-Learning Model
  • When Rapid E-Learning is the Right Direction
  • When to Consider the Use of Rapid E-Learning
  • Rapid E-Learning and the Models for Delivery
  • Tools Used to Build Rapid E-Learning Training
  • 2.3 Summary
  • 2.3 References

• 2.1 Robert Dunkleberger shows that Instructional Design Models permit us to feel confident in a proven process that we undoubtedly know will achieve the objectives of any training. It is simply up to you to understand your objectives well enough to pick the right model to meet your assessed needs.
• 2.2 Ryan Noel invites you to consider the learners first when designing and developing e-learning, and to put yourself in the position of the learner. Furthermore, the philosophy suggests you incorporate the needs of the learners throughout the entire design and development process.
• 2.3 Robert Dunkleberger discusses growth within the e-learning industry towards this model and its ability to minimize knowledge gaps within a short period of time from concept to implementation. Despite its popularity, the article discusses the importance of understanding when it is and is not appropriate to utilize Rapid E-Learning as your instructional design model.

2.1 Instructional Design Models for E-Learning

Robert Dunkleberger

To a large degree, Instructional Design is the process whereby learning, not technology, is kept at the center of e-learning development. (Siemens, 2002)

At the root of Instructional Design and/or Instructional Design Models, is a systematic process that Instructional Designers should follow in order to achieve the creation of efficient and effective instruction. Or more simply put, Instructional Design (ID) is a framework for learning (Siemens, 2002). This framework asks the Instructional Designer to assess the desired outcomes of the learning and begin to apply an ID model that is most appropriate to assist in achievement of these desired outcomes. Despite some ID models being quite generic in nature, they are incredibly popular and capable because they present a very effective, yet general, model to build various types of instruction to meet different objectives in learning.

Below you will see a variety of popular models listed. These items do not attempt to outline the specifics of any Instructional Design model, but rather serve to convey the variety and possible application of these models to your specific instructional task. As you may notice, or soon come to learn, most of these models can be modified to meet your specific needs. Their systematic frameworks allow you to borrow from their strengths and retrofit several models to meet your differing needs.

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ADDIE (Assess – Design – Develop – Implement – Evaluate)

• Very generic, yet very successful
• Probably one the most followed models

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Algo-Heuristic

• This theory suggests all cognitive activities can be analyzed into operations of an algorithmic (measure of complexity), semi-algorithmic, heuristic (computational method), or semi-heuristic nature.
• Once these operations are determined, they can form the basis of instructional strategies and methods.
• Don't just teach knowledge, but the algorithms and heuristics of experts as well.

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Dick and Carey Model

• Breaks instruction down into smaller components
• Used to teach skills and knowledge

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Robert Gagné's ID Model

• Gagné's Nine Events of Instruction
  1. Gain Attention
  2. Inform learners of objectives
  3. Stimulate recall of prior learning
  4. Present the content
  5. Provide learning guidance
  6. Elicit performance (practice)
  7. Provide feedback
  8. Assess performance
  9. Enhance retention and transfer to the job

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Minimalism

• Developed by J.M. Carroll
• Framework to design instruction specific to computer users
• Learning tasks should be meaningful and self-contained activities.
• Learners should be given realistic projects.
• Instruction should permit self-directed reasoning and improvising.
• Training materials and activities should provide for error recognition and recovery.
• Provide a close linkage between the training and actual system.

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Kemp, Morrison, and Ross

• Nine step instructional design model
  1. Identify instructional problems.
  2. Examine learner characteristics.
  3. Identify subject content.
  4. State instructional objectives.
  5. Sequence content within each instructional unit for logical learning.
  6. Design instructional strategies.
  7. Plan the instructional message and delivery.
  8. Develop evaluation instruments to assess objectives.
  9. Select resources to support instruction and learning activities.

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Rapid Prototyping (Rapid E-Learning)

• Learners and/or subject matter experts interact with prototypes and instructional designers in a continuous review and revision process.
• Development of a prototype is the first step.
• Analysis is continuous throughout the process.

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Empathic Instructional Design

• 5-step process (Siemens, 2002)
  1. Observe
  2. Capture data
  3. Reflect and analyze
  4. Brainstorm for solutions
  5. Develop prototypes

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2.1 References

• Gustafson, K. & Branch, R.M. (1997). Module4: An overview of instructional systems design.  [online version at University of Alberta. (Updated 2004, October 2)] Retrieved May 2006 http://www.quasar.ualberta.ca/edit573/modules/module4.htm
• Kruse, Kevin. (N/A). Gagne's nine events of instruction: An introduction.  e-learningGuru.com. Retrieved May 2006 http://www.e-learningguru.com/articles/art3_3.htm
• Siemens, George. (2002, September 30). Instructional design in e-learning.  elearnspace Retrieved May 2006 from http://www.elearnspace.org/Articles/InstructionalDesign.htm

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2.2 Applying User-Centered Design to E-Learning

Ryan Noel

User-Centered Design is an approach to creating experiences for people with their needs in mind. - Nate Shedroff (Evans, 2002)

Essentially e-learning is a product. Quality e-learning takes a significant amount of time and thought to develop. However, if the e-learning product produced is not useful to the end-users it is a failed product. The majority of design models incorporate the end-user in the beginning of the design process when analyzing the need and at the end during the testing and evaluation of the product. This may result in the discovery of an unusable product and the design cycle will need to be repeated, similar to rapid-prototyping. However, incorporating User-Centered Design within the design model will ensure a product that is useful, usable, and meaningful to the end-user and allow for shortened development cycles (Evans, 2002).

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What is User-Centered Design?

The user-centered process places the user as an active participant in the design of the product. The process is best summarized in the following figure.

Figure 1: The User-Centered Model (Johnson, 1998, p. 30) Used with permission.

The user's situation can be explained as the totality of an end-users experience with a product (Evans, 2002), it encompasses the user activities of learning, doing, and producing (Johnson,1998, p. 31) and the experiences the user encounters in those activities such as emotions, time, social context, etc. (Evans, 2002)

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How can User-Centered Design be incorporated in the creation of e-learning?

After the need, target audience, and a basic e-learning solution have been determined the design process begins. This is a great opportunity to start actively involving the end-user of the learning in the design process. The initial step can be accomplished through various forms of inquiry each with its own advantages and disadvantages, such as interviews, focus groups, and questionnaires/surveys. Questions should focus on pre-design issues such as:

• Do you have any experience with the following e-learning platforms? Or please rate your experience with the following e-learning platforms.
• How would you accomplish the goal of this solution using e-learning?
• How do you learn best (include examples, such as short lessons vs. longer lessons, visually, case-studies, etc.)?
• What motivates you to learn?
• Include a pre-test of users' technology skills and experience with the e-learning content to be provided in the solution.

By no means is this list exhaustive. The goal is to include the users in the decision-making process. This may mean, as a designer, you need to educate the users on some e-learning aspects, such as synchronous vs. asynchronous platforms, features and examples of e-learning interfaces, etc. However, you should not attempt to dissuade the user from one platform in favor of another, let the user make their decisions and use this input in the design decision.

The steps to include the user after the design decision has been made can vary based on the situation. If the e-learning solution is a large project you may want to incorporate the users as often as possible, but overall getting feedback on storyboards and navigation, continually conduct tests of the product with users, run them through tasks, and form a set of tests, use all this to highlight problems with the e-learning product and let the users suggest recommendations for improving the usability (Evans, 2002).

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2.2 Summary

Users are often the best judges of a product but are often voiceless during the design process resulting in a finished product that will never be used. User-Centered Design is a philosophy, that on paper seems like a lot of extra steps in the design process, but once implemented and followed can save a lot of time and other resources by ensuring a useable product. Although User-Centered Design is not often viewed as a necessary process in the field of learning design, it is of the utmost important that the implemented e-learning be usable by the end-user in order for learning to occur. In the end, User-Centered Design is very effective and efficient in creating useable learning products.

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2.2 References

• Evans, Meryl K. (2002, October 8). Peter Merholz and Nathan Shedroff on user-centered cesign.  Retrieved April 18, 2006, from http://digital-web.com/articles/peter_merholz_and_nathan_sherdroff/
• Johnson, Robert R. (1998). User-centered technology, a rhetorical theory for computers and other mundane artifacts. Albany, NY: State University of New York Press.
• Mazzara, Mary Lou. Application of theory: minimalism and user centered design.  Retrieved April 18, 2006, from http://www.stc.org/confproceed/2001/PDFs/STC48-000177.PDF

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2.3 Rapid E-Learning – Accomplishing more with less

Robert Dunkleberger

Rapid E-Learning changes the development model, leverages new tools, and dramatically changes the economics of content development. – Jennifer De Vries (De Vries & Bersin, 2004)

What Is Rapid E-Learning?

As we continue to experience growth within Internet-based technologies as well as human competencies in the use of these technologies; we see sustained growth in the area of e-learning to help meet the ever-changing needs of people and organizations. Rapid Prototyping, or Rapid E-Learning, is one approach to the development of learning content that has experienced exponential growth. Through a survey conducted in 2004, 89% of organizations need to develop e-learning in three weeks or less (De Vries & Bersin, 2004). The instructional design model called Rapid E-Learning begins to answer the needs of these people and their organizations.

A variation of the ADDIE model (Assess, Design, Develop, Implement, Evaluate), Rapid E-Learning borrows from the most valuable aspects of this systemic approach (Kruse). It allows instructional designers, subject matter experts, and Instructional Developers to quickly determine the objectives of the training and develop a prototype of that training.

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Rapid E-Learning Model

As part of the Rapid E-Learning Model, constructing and utilizing the prototype is done concurrently with the later part of the Assess Needs and Analyze Content stage and the Set Objectives stage. The Construct Prototype and Utilize Prototype stages form a loop in which multiple utilizations of prototypes provide feedback for the construction of ensuing multiple prototypes. (Hoffman & Margerum-Leys)

In developing a prototype so early in the design phase, it enables all those invested in the training to visualize and evaluate what the final product truly needs to resemble. This approach helps by developing a possible product while not investing a large amount of time and money. More emphasis can then be placed on the evaluations of the prototypes to help ensure good sound instructional content.

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When Rapid E-Learning is the Right Direction

In order to successfully design, develop, and implement e-learning, it is important to identify the appropriate instructional design method to use based upon the objectives and needs of your training. There may be industry growth towards the utilization of the Rapid E-Learning model, but is it the right model to meet your needs?

Rapid, Traditional, and Strategic E-Learning

Category	Development Timeframe	Budget for Development	Developed by ...
(De Vries & Bersin, 2004) Used with permission.
Rapid	< 3 weeks	Staff of 1 to 3 professionals and little or no budget	SMEs with templates and training professional guidance
Traditional	3 to 11 weeks	$5,000 to 30,000 per instructional hour	Training professionals such as Instructional Designers, Instructors, Course Authors, etc.
Strategic	12+ weeks	Often blended costs can go higher.	A cross-functional team that includes HR, Instructional Design and others.

Rapid E-Learning:

• Responds to an URGENT training need (i.e. product launch or competitive situation)
• Developed in less than 3 weeks
• Creates training that has little long-term usefulness
• Has a small budget
• Makes use of authoring tools (i.e. PowerPoint)
• Is developed with internal staffing (1-3 professionals)
• Is developed by subject matter experts by template tools

Traditional E-Learning:

• Focuses on learners acquiring necessary skills (i.e. needs analysis)
• Developed in 3 to 11 weeks
• Is part of an organizations annual training plan ($5000 - $30,000/instructional hour)
• Offers preparation for professional certification programs
• Results in decisions being made whether to build or buy the training to make efficient use of the training budget
• Is developed by internal and external staffing (instructional designers, instructors, etc)

Strategic E-Learning: (De Vries & Bersin, 2004)

• Developed in conjunction with an organizations development or change strategy (i.e. long-term training needs) (12+ weeks)
• Has a substantial cost structure to produce
• Designed to be deployed in phases over a period of time
• Developed by cross-functional teams (i.e. employees and/or contractors)
• Often blended learning (i.e. combination of classroom, workshops, instructor led, conference calls, and other media)

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When to Consider the Use of Rapid E-Learning

The following bullets may help further explain when to consider the use of Rapid E-Learning and a possible delivery method for the instruction (Bersin, 2005). As you will notice from both these and the previous bullets, Rapid E-Learning is not always the instruction design model to answer your training needs. It is always important to assess the needs of your organization and then design the instructions to meet those needs; this includes you method of developing the instruction.

To Generate Awareness:

• Read and Listen
  • Email, conference call, rapid e-learning

To Recall Information:

• Read, listen, discuss, and answer multiple-choice questions
  • Rapid e-learning

To Apply Knowledge to Specific Situations:

• Read, listen, discuss, case study or simulation-based practice
  • Rapid e-learning (sometimes) or traditional e-learning, including case studies, labs, simulations, and assessments.

To Master the Knowledge and Become an Expert:

• Strategies from applying knowledge (above) and practical experiences and testing
  • Traditional or strategic e-learning plus real-world experience with coaching and mentoring.

Bloom's Taxonomy & Media Selection

Category	Example	Instructional Strategies	Delivery Method
(Bersin, 2005) Used with permission.
Awareness	There is a new pricing model being announced and here it is.	Read, listen.	E-mail, conference call, rapid e-learning.
Recall	Learn to tell your customers about our new pricing model.	Read, listen, discuss and answer multiple-choice questions.	Rapid e-learning.
Application	Learn how to apply the multifaceted pricing model to your customer's situations.	Read, listen, discuss, case study or simulation practice.	Rapid e-learning (sometimes) or traditional e-learning, including case studies, labs, simulations and assessments.
Mastery	Become a recognized pricing expert in the regional sales office, with authority to give discounts.	The application-level strategies, plus practical experiences and testing.	Traditional or strategic e-learning, plus real-world experience with coaching or mentoring. May include certification testing.

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Rapid E-Learning and the Models for Delivery

Rapid E-Learning asks us to contemplate two models of delivery for your training that may be used: self-paced or live training. The bulleted items below will help you to understand which approach is right for your objectives. Again, it is very important to understand the needs of your organization as well as the needs of your learners before making this decision.

D

Figure 2: (De Vries & Bersin, 2004) Used with permission.

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Tools Used to Build Rapid E-Learning Training

Before choosing a tool it is important, first, to understand what the objectives entail (i.e. learners' needs, presentation method, etc) and then choose the best tool to complete the task. In building instruction through the Rapid E-Learning Model there are several tools available for you to use. I've mentioned a few of them below, but I am sure that my list is less than complete.

These Rapid E-Learning tools are designed for simplicity and integration with desktop applications such as PowerPoint (Bersin, 2005). One of your objectives may be to build AICC, SCORM, or Section 508 compliant training. If that is the case, make sure your tool of choice truly can output instructional content that is compliant to these standards. Additionally, you may require the capabilities to build assessment at the end of your training modules. Always make sure to evaluate the assessment capabilities of your chosen tool before beginning development.

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2.3 Summary

A contemporary business philosophy held by many executives and administrators is to do more with less. In some respects technology has enabled us to accomplish more with less. I believe the more indicates the faster pace at which organizations now operate. The less is representative of stretching budgets to help meet the needs of the more. A recent survey of e-learning developers indicated that their biggest challenge continues to be time. Developers and managers complain that development times are too long and they lack trained resources to get programs developed. (De Vries & Bersin, 2004)

Rapid E-Learning, as an instructional design model, borrows from the proven and systematic approach of instructional design and the ADDIE model. It allows organizations with certain needs to develop e-learning at a much faster pace while minimizing the investment of capital to accomplish the tasks. For example, pharmaceutical companies can truly benefit from the use of Rapid E-Learning because of the pace of product releases and the need for sales representatives to quickly become familiar with these new products. They are already familiar with pharmaceutical sales. They just need to become knowledgeable on new product offerings. Another example would be technology companies that develop and release new products. Their sales force is already familiar with the company and their current product offerings. They would just need to become familiar with the new products being manufactured and sold.

My last example is on e-learning within education. Many institutions lack the necessary resources to build e-learning content to either offer complete courses online or supplement classroom courses. Rapid E-Learning helps to put the tools in the hands of the subject matter expert in an attempt to leverage technology and knowledge to build quality e-learning content in a short period of time.

Over the next several years, the market for e-learning tools is expected to grow at a rate of 80%. (Bersin & Vries, 2004) This indicates growth within the Rapid E-Learning market and the markets focus on tools that are capable of doing more with less.

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2.3 References

• Bersin, Josh. (2005, July). Making rapid e-learning work.  Chief Learning Officer. Retrieved April 2006 from http://www.clomedia.com/content/templates/clo_article.asp?articleid=1008&zoneid=62
• De Vries, Jennifer & Bersin, Josh. & (2004, November). Rapid e-learning: What works.  Retrieved February 2006 from http://www.macromedia.com/software/breeze/whitepapers/bersin_elearning_study.pdf
• Hoffman, Joe & Margerum-Leys, Jon (N/A). Rapid prototyping as an instructional design.  Retrieved April 2006 from http://www-personal.umich.edu/~jmargeru/prototyping/
• Kruse, Kevin. (N/A). Introduction to instructional design and the ADDIE model.  e-learningGuru.com. Retrieved April 2006 from http://www.e-learningguru.com/articles/art2_1.htm

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Sections

• Home
• Introduction
• Authors
• Contributors
• About the IIT
• 1. What is E-Learning?
• 2. Instructional Design Models for E-Learning
• 3. E-Learners
• 4. E-Learning Tools
• 5. Instructional Strategies for E-Learning
• 6. Information Ownership
• 7. Development
• 8. Delivering E-Learning
• 9. E-Learning Evaluation
• 10. Managing the Data
• 11. Web Standards
• Site Map

Institute for Interactive Technologies , Bloomsburg University of Pennsylvania, USA

 
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