Summary: Debriefing of eLearning Concepts and Techniques Spring 2006

Debriefing provides an opportunity for reflection and is actually part of the evaluation phase of the instructional design process and is part of many other processes as well. Some methods or processes like the Capability Maturity Model (CMM) and CMM Integration (CMMI) require substantial documentation of all debriefing or evaluation sessions as a way to improve the processes used to do business.

Heading List

• About This Class
• What was the purpose of the eBook project?
• What were some of the strategies used during the semester?
• What about learner expectations?
• What about the podcast?
• Reflection Questions
• Comfort Level
• Communication
• Instructional Design Process
• Other Processes
• Feedback and Reward
• Closing Remarks

About This Class

There were some things I purposely did not reveal about this class. This is because some things are difficult to understand without the benefit of prerequisite knowledge. Certain concepts and procedures remain abstract until experience makes them concrete. My intention was to create instances through the project and other assignments so certain issues would become apparent and concrete before we discussed them in class.

I did not expect things to be perfect. From an instructional design standpoint, how much learning actually comes from perfection? Non-examples are a critical part of learning. On the other hand, I have faith in the process so I feel comfortable with and have experienced the value of a certain amount of imperfection while, at the same time, knowing the project can still be successful.

With enough practice in using the processes, a person can let go and enjoy working on the project rather than working on the processes while completing the project. Think about learning how to use a tool or learning a procedure, once the process or procedure becomes integrated into muscle memory, a person can focus on other aspects of the job at hand. This relates to the journey of becoming an expert in the field as well as learning how to relax and enjoy what you do.

Many things were orchestrated to provide every participant with an opportunity to experience and practice all aspects of the process. This is one of the reasons I strived to achieve consensus throughout the project.

What was the purpose of the eBook project?

It was important to use an actual eLearning project; one involving just as many potential "issues" as other eLearning projects.

It was important to provide each participant with an opportunity to "experience" the processes involved in completion of project such as:

• Instructional design
• Communication
• Working in groups
• Creativity
• Critical analysis

It was also important to provide maximum learner control regarding the choice of topics and path to completion of the pieces of the project. This project was a fairly novel project. We did not have the benefit of having standards and guidelines in place. This means we had to work these things out as we progressed through the project. The downside of this meant the project became more complex. The upside of this meant everyone had an opportunity to experience a novel project. Novel projects are generally much more difficult to complete. If this were a game, we would be operating at expert level and we would have accumulated a lot of experience points.

What were some of the strategies used during the semester?

I wanted the project to unfold according to the needs of the participants and so I attempted to allow for maximum participant control when possible. I also tried to model the process throughout the semester.

In my experience, allowing participants to struggle through process without providing all the answers tends to produce lots of critical moments that allow me, as the instructor, to maximize "learning opportunities"; learning on demand, which is how people learn informally on the job. The need for more information in order to complete some task drives the desire to learn and tends to make the learning experience more meaningful.

I also expect a very high degree of cognitive functioning and performance. On the other hand, I tend to individualize instruction and evaluation for each participant based upon his or her current knowledge and skills so long as the material and objectives of the class allow for this individualization of output.

What about learner expectations?

Having mentored other previous constructionist projects, I have observed a difference between adult learners and younger learners:

• Adult learners tend to experience a high degree of confusion during the experience with a high degree of satisfaction upon completion.
• Younger learners tend to experience a low degree of confusion during the experience with a high degree of satisfaction upon completion.

What does this say about the way we "naturally" learn and how our educational system has impacted that natural ability to learn? It is also interesting that most employers seem to want employees who know how to learn on their own. If this "natural" ability to learn makes people more employable and more successful in life, why is finding people with this skill so difficult?

What about the podcast?

The eBook focused mostly on text and graphics. The podcast allowed participants to experience working with audio files. Audio without the visual component is a different way to present the instructional message and allows everyone to use parts of the instructional design process to produce instruction in a different medium.

Because the file sizes are larger, sharing the files while collaborating via distance becomes more difficult and produces a new set of issues with eLearning.

Completing the podcasts also allowed for discussion of accessibility issues. In order for some learners to access the instructional message, every podcast needs an accompanying transcription; a text equivalent for non-text elements. This is not always done. Case in point: the Institute for Interactive Technologies podcast series does not yet have transcripts available. We are in the process of adding transcripts. It does take more time and effort but if the target audience includes people that cannot access the audio for whatever reason, it should be made available in alternative forms.

Reflection Questions

The following questions can be used to reflect upon everything that has occurred over the course of the semester and we will discuss these as part of our final on Tuesday night. Please feel free to post feedback regarding how the class went for you as well as suggestions for making the class a valuable learning experience for future students.

[Back to heading list]

Comfort Level

• Did you feel in control during the process? Why or why not?
• If you did not feel comfortable, what fear or fears were involved? What can you do to be more comfortable the next time?
• What part do culture and generation play in comfort level with a project like this?

Communication

• What types of communication tools or methods were used?
• What worked? What made it successful?
• What did not work? What hindered success?
• What types of things can be done to maximize communication and collaboration in future projects?

Instructional Design Process

What worked and what was lacking during the eBook project and creation of the podcast during the following phases?

• Analysis
• Design
• Development
• Implementation
• Evaluation

Other Processes

• What worked and what was lacking during the creative process for the eBook project and creation of the podcast?
• What worked and what was lacking during the critical analysis process for the eBook project and creation of the podcast?
• What about working in groups?
• What about the process of collaboration?
• What about achieving consensus? How helpful was it to see the results of the survey?

Feedback and Reward

• What things provided feedback and reward for you during the process?
• What things were missing? If those things were provided, how do you think it would have affected your learning experience?
• What things taught you the most?

Closing Remarks

You have accomplished quite a feat in this project. I am certain some of you were not sure it could be done when we started class in January. Even with a high level of complexity as well as the added effort of working, collaborating, and striving to reach consensus in such a large group, the sum total of the work produced this semester is really amazing. It has been my pleasure to work with all of you and it is my highest hope that the experiences from this project will serve you well in all your future endeavors.

Summary: Instructional Design Skills and Techniques: How do you guarantee project success?

"If you are uncomfortable, then your skills are lacking and your technique needs practice."

- Grandfather Stalking Wolf about tracking and wilderness survival techniques

Our eLearning skills and techniques should firmly be rooted in good instructional technology skills and techniques. These skills and techniques require practice. Generally, the more we practice the easier things get.

Through our class project, we are not just studying eLearning concepts and techniques, we are immersed in them. We are using them and dealing with them in a job-specific, project-based exercise, which, according to research, is the best way for people to learn and apply knowledge. Some people are still skeptical, which is okay as this is a normal part of the learning process. Please remember this when you are out working with others that are also skeptical about the process. Remember to collaborate and always think win-win!

[More about Instructional Design Skills and Techniques: How do you guarantee project success?]

Summary: The Role of Self-fulfilling Prophecy in eLearning Projects

"As it is known and taught today in management and education circles, the notion of the self-fulfilling prophecy was conceptualized by Robert Merton a professor of sociology at Columbia University. In a 1957 work called 'Social Theory and Social Structure', Merton said the phenomenon occurs when 'a false definition of the situation evokes a new behavior which makes the original false conception come true.'"

"In other words, once an expectation is set, even if it isn't accurate, we tend to act in ways that are consistent with that expectation. Surprisingly often, the result is that the expectation, as if by magic, comes true."

- accel TEAM, Employee Motivation, the Organizational Environment and Productivity, Section 2: Importance of Leader Perceptions, The Self-fulfilling Prophecy or Pygmalion Effect: A Management Concept

[More about The Role of Self-fulfilling Prophecy in eLearning Projects]

Summary: The Role of Web Standards

Now that our groups are formed and we have a basic infrastructure in place for working together this semester, we can focus more on concepts and techniques. You each have your own interests so go to the text book, "Online Learning: Concepts, Strategies, and Application" by Nada Dabbagh and Brenda Bannan-Ritland, and read about the research for your particular area of interest. Use the book as a starting point for your own research throughout the semester.

[More about The Role of Web Standards - Week 5]

Summary: Roles of Formal and Informal Learning

How do formal and informal learning relate to eLearning?

[More about The Roles of Formal and Informal Learning]