Designing e-Learning
This page provides links to resources that are concerned with designing e-learning solutions - both formal and informal, synchronous and asynchronous. They also discuss issues like instructional design, usability, learnability to enjoy-ability.
Articles in date order, most recent first.
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Hitchhiker’s Guide to Course Development
“The Hitchhiker’s Guide to Course Development is designed as a resource for individuals with varying levels of course design experience. Individuals new to higher education can use this site to help design their first classroom based course integrating technology where appropriate. Experienced instructors, being encouraged to place materials within a learning management system, can use this site to decipher the differences between Web-Presence, Web-Enhanced, Web-Centric and Online courses and how to plan courses for online delivery.”
Added: 2 July 2006
Reviewer’s Note:
Instructional Designers and Instructional Support Staff can use this site as a reference for themselves or as a resource for the faculty they support.
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Delivering the dream: models for intelligent assistance
“By delivering personalized, customized, contextualized information, we can make people more effective in their tasks, and more effective over time. This isn’t just a dream; this is doable, as our limits are no longer technological. No, our barriers are organizational, including the need to adhere to standards, the commitment of resources, and so forth. More important, we also need a clear set of models that detail what the right person, time, place, way, context, device, medium, and so on actually means. To deliver this content, we need to indicate who the user is, what the context is, and what content is available.” Clark Quinn, Learning Circuits, August 2005
Added: 8 August 2005
Reviewer’s Note:
This is a great formalisation of the approach I use and recommend for e-learning development with my own clients.
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Myths and tools
“Tools are increasingly being used to allow users with little or no Instructional Design experience to create large amounts of e-learning. More and more, tools are being released into the marketplace that allows anyone to design and develop e-learning courseware. Do the tools work? Have we seen this before?” Reuban Tozman, edCetera Training, 25 April 2005
Added: 26 May 2005
Reviewer’s Note:
The discussion continues: “The notion sold to consumers that a tool in itself can compensate for missing members of an e-learning team is illusory. The skills possessed by the members of an e-learning team are complimentary to each other and through an effectively designed process will work together. Tools have the potential to facilitate the communication between people and skills but will never replace them.”
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Some principles of effective e-learning
“When I was asked recently, therefore, to list what I thought were the features that distinguished successful from unsuccessful e-learning, I relied on my experience with successful websites in general and listed the following three criteria: interaction, usability and relevance.” Stephen Downes, 25 April 2005
Added: 27 April 2005
Reviewer’s Note:
Stephen summarises: “By ensuring that e-learning content is interactive, usable and relevant a designer can be virtually sure that the e-learning outcome will be a success. or at the very least, appreciated by the learners.”
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City & Guilds Sound Engineering Quality Assurance
“A look at some of the quality assurance issues in running an online e-learning sound engineering course.” Chris Hambly, Director, Audio Courses
Added: 10 April 2005
Reviewer’s Note:
This paper considers quality assurance issues relating to the City & Guilds 1820 Sound Engineering Part 3
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Elements of effective e-learning design
“This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail.” Andrew Brown and Bradley Voltz, International Review of Research in Open and Distance Learning, March 2005
Added: 7 March 2005
Reviewer’s Note:
“These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities.”
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Creating web courses
“Learn the basics of creating effective instructional design for web courses. This course presents information about what online training and web courses are, about adoption of technologies, about how to put together an effective web training course, and how to produce effective content.” ReadyGo, 2004
Added: 5 February 2005
Reviewer’s Note:
Includes Instructional design for the web, instructional design for courses, integrating a course with a LMS
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Usability in e-learning
“While a large number of organizations have adopted e-learning programs, far fewer have addressed the usability of their learning applications. More attention should be devoted to assuring the usability of e-learning applications if organizations are to fully benefit from their investments.” Michael J Miller, LearningCircuits, January 2005
Added: 5 February 2005
Reviewer’s Note:
“While the usability and educational effectiveness of an e-learning application are not one and the same, the two arguably have very much in common. Even though many organizations have made great strides in their ability to develop and deliver e-learning programs to their employees, customers, and suppliers, the usability of these e-learning applications is often lacking or entirely overlooked. “
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Tips for writing for voiceovers
“As with any of the performing arts, an effective voiceover begins with a well-crafted script. You don’t have to have many years of writing experience to create copy that is both effective and a pleasure for the voice actor to perform. Here are some ideas to consider before you put your pen to paper or fingers to keyboard.” Peter Drew, 17 January 2004
Added: 26 January 2005
Reviewer’s Note:
Peter Drew, a freelance voice-overtalent and copywriter/producer with 28 years of experience, is heard on radio and television stations, corporate presentations, web sites, and messages-on-holdacross America and countries around the world.
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Encouraging creativity in online courses
“When we focus on the mechanics of goal setting, instructional design, production, implementation, and evaluation, we should not overlook an important aspect of human learning and development - creativity. It is important to involve the learner in the process of discovery and make his own interpretation of what is learned.” ITDL, 2005
Added: 23 January 2005
Reviewer’s Note:
“This paper explores ways to stimulate creativity in an online learning environment.”
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Rapid E-learning: A growing trend
“Rapid e-learning is a hot topic among many workplace learning and development practitioners. In a study of Fortune 500 companies conducted by Larstan Business Reports, 85 percent said they planned to expand the role of e-learning. More important, over 80 percent of respondents said that rapid e-learning strategies would make a significant contribution to the training initiatives in their companies.” Dianne Archibald, Learning Circuits Magazinbe, January 2005
Added: 18 January 2005
Reviewer’s Note:
The usefulness of rapid e-learning to workplace learning
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What makes a design seem “intuitive”?
“In a recent usability test, I once again witnessed something I’ve seen a hundred times before: a frustrated user claiming he knows exactly what is wrong with the interface he was fighting with. What was his suggestion? “These guys need to make this thing a lot more intuitive. The problem is that this program isn’t intuitive enough. It needs to be more intuitive!” I think he used the I-Word no less than 25 times during the session. His frustration was real and his desire was great. So, why wasn’t the interface ‘intuitive’? Well, it’s probably because it’s really, really hard to do.” Jared M Spool, User Interface Engineering, 10 January 2005
Added: 12 January 2005
Reviewer’s Note:
“Once you understand how ‘intuitive’ works-what makes someone perceive a design to be intuitive-it becomes easier to make the decision as to whether an intuitive design is worth the extra effort.
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Another New Paradigm for Instructional Design
“A major goal of good instructional design is to marry content with presentation-both physically and theoretically. Armed with current technologies, instructional designers have new options for designing and developing content. In this array of possibilities lies a new paradigm: dynamic construction of instructional content based on an independently managed presentation and delivery layer. Without the marriage of content to presentation and delivery, content can be easily reused across different media platforms.” Reuben Tozman, Learning Circuits, November 2004
Added: 10 November 2004
Reviewer’s Note:
This paper addresses the Structured Content Development Model (SCDM) as a new paradigm for instructional design. It discusses the evolution of instructional design for e-learning and how the SCDM improves upon and addresses various issues that have been problematic in the past.
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Using online interaction to break your addiction to classroom training
“Many of you may be familiar with the phrase: “Interactivity is in the mind, not in the mouse.” I’d endorse that statement, with the following caveat: It’s okay to depend on the mouse to get the mind engaged. Unfortunately, the majority of corporate self-paced online learning consists of screen turners, which is the equivalent of page turners in a print model. That sort of courseware commits cruel and unusual punishment-boredom-upon its victims/learners. The ironyis that online learning actually lends itself to interaction, and with little effort can be far more engaging than some traditional classroom instruction.” Michael Burke, Learning Circuits, October 2004
Added: 28 October 2004
Reviewer’s Note:
Here are some interactive exercises that range from simple to elaborate, from a board game built around simple true/false questions to a financial spreadsheet business analysis to an identical-to-the-real-thing software simulation. Although many of the example exercises were developed for retail sales training, they’re easily adaptable to other content.
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Delivering e-learning … is the CD dead?
“So why is CD-ROM losing popularity for distributing e-learning? What are the shortfalls of web delivered e-learning? Why compromise the quality of e-learning? A quick guide to the leading delivery mediums.” Simon Neill, TNA Associates, September 2004
Added: 29 September 2004
Reviewer’s Note:
“So the outlook for CD-ROM is ‘wounded but a lot of life left’. Not until all learners have access to on-line connection at CD speeds will the CD-ROM finally lie down and die. And we’re a few years from that.”
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Are Trainers The Right e-Learning Designers?
“A significant number of full-time classroom trainers are being asked to take on e-Learning development or design functions. In some cases, this works out wonderfully. The trainer may bring deep subject matter expertise and/or a crisp sense of the learning from the learner’s perspective. However, sometimes the match between classroom training competencies and instructional design competencies is not there. There also seem to be a wide range of investment in re-training the trainers (from no investment to full instructional design classes.” Masie Center
Added: 24 August 2004
Reviewer’s Note:
Here are some of the responses received to this recent query in the Masie Center’s TRENDS Newsletter.
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Rapid Instructional Design: A Breakthrough
“As many of you know, E-Learning has become a large and fast-growing market which drives more and more web development every day. As a web developer or instructional designer, you are often asked to build content which must inform, educate, and certify skills in a compelling and creative way. Now, thanks to tools like Articulate, Breeze, Interwise, Webex and more, a revolutionary new approach is available, which we call Rapid E-Learning.” Josh Bersin, Bersin Associates, August 2004
Added: 19 August 2004
Reviewer’s Note:
“Rapid E-Learning is a whole new category of content: instructional content which can be built in days, using off-the-shelf, easy to use tools. With Rapid E-Learning, SME’s can author content - using instructional templates, graphics, fonts, and images developed by a central training or web development group. Unlike traditional e-learning, Rapid E-Learning programs can be developed so quickly that they can be considered “disposable.” If the business problem changes, you can afford to take them offline and redo them easily.”
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Character simulations make e-learning come alive
“In this quest toward an immersive experience online, Web developers and instructional designers have come to realize that an important part of e-learning is thehost,meaning a real person or character that guides, instructs, mentors, and entertains the learner.” Jennifer DeVries, Learning Circuits, June 2004
Added: 2 July 2004
Reviewer’s Note:
“character-based simulations are emerging as a key approach to e-learning. They enable training developers to create excitement, stickiness, and engaging content.”
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Online learning for tough times: keys to rapid development
“Organizations face tight budgets, downsizing, and outsourcing. In response, online learning product developers must be able to improve their effectiveness by leveraging rapid development concepts. Here’s an overview of rapid development, and how you can optimize rapid prototyping for online learning.” Ed Mayberry, Learning Circuits, June 2004
Added: 2 July 2004
Reviewer’s Note:
Rapid development (RD) refers to the development of online learning using the shortest possible schedule without sacrificing quality
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Virtual instructional designer
“(VID) is a web tool designed to assist instructors with the process of transforming online instruction and face-to-face delivery enhancement. With a variety of different informational modules, tutorials, and your personalized features, the VID is the perfect one stop source for all your instructional needs.”
Added: 26 May 2004
Reviewer’s Note:
You will need sign up to view this site.
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The Guerra Scale
“The scale outlines the range of online content that we can use. It describes an increasingly interactive user experience using a one-to-ten scale, in which “one” involves the common experience of simply reading text on a screen and “ten” represents a virtual reality scenario.” Tim Guerra and Dan Hefferman, Learning Circuits, March 2004
Added: 23 March 2004
Reviewer’s Note:
I use something very similar to this to explain to clients how much things are going to cost, so this is a handy tool to demonstrate the different types of e-learning solutions and also how to select one that is most appropriate for the learning problem, budget, etc
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Effective - and ineffective - instructional strategies
“Here’s a closer look at the features of self-paced, technology-based training that adults say are useful and the relationship between those course features and the learning strategies adults consistently use.” Jackie Dubrovolny, Learning Circuits, January 2004
Added: 7 February 2004
Reviewer’s Note:
Also contains a list list of recommended instructional strategies that are critical features of self-paced, technology-based training.
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What Do Instructional Designers Design?
A presentation to the eLearning Network in London by Don Morrison, January 2004
Added: 3 February 2004
Reviewer’s Note:
This is a zip file containing presentation slides and speaker’s notes
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Complex interventions for complex problems: expanded context for e-learning tools
“Our jobs in e-learning are all about solving performance problems, but most of the time e-learning is not enough and organisations are nervous about exposing systemic shortcomings. The solution is Hunan Performance Technology” Patti Shank, eLearning Developers Journal, 13 January 2004
Added: 14 January 2004
Reviewer’s Note:
You will need to become a member of the eLearning Guild to access this article
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Instructional Designers Forum
“let’s use this forum to share our problems, learnings, challenges…in the field of instructional design and e-learning.”
Added: 6 January 2004
Reviewer’s Note:
A discussion group dedicated to instructional design
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Reference Guide for Instructional Design and Development
“Instructional design is the process through which an educator determines the best teaching methods for specific learners in a specific context, attempting to obtain a specific goal. This reference guide is designed to help you apply sound principles of design to the creation of your courses.” IEEE
Added: 4 January 2004
Reviewer’s Note:
Also available to download as a PDF
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Guidelines for effective e-learning
“As the economy picks up, two things will happen. First, companies will have more money to spend on training. While a critical mass of courses is important, those e-learning companies that have high quality will get the majority of the business. The others will fail or die a slow death. Second, as companies hire new employees, there will be more need to train them efficiently. Those companies that implement high-quality e-learning programs will find their new employees able to come up to speed quicker and perform their tasks better. These guidelines should be used to develop and evaluate effective e-learning programs.” Bob Zeidman, Chief Learning Officer Magazine, December 2003
Added: 18 December 2003
Reviewer’s Note:
“For e-learning companies to survive, there must be a new emphasis on quality. Companies developing online courses must base them on these criteria. Companies selecting an e-learning vendor to train their employees or customers must make these criteria a part of their vendor selection process.”
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Technology’s impact on e-learning
“The fourth critical success factor to creating effective, online learning environments is useable and accessible technology. However, useable and accessible technology means more than a system that operates. It requires technology that works efficiently, access to support tools, and programs that are designed to effectively use the technology. More important, designers and developers must orient learners to the new environment.” Jennifer Hoffman, Learning Circuits, November 2003
Added: 10 December 2003
Reviewer’s Note:
“Ensuring the effective use of technology for the learning environment, lays the groundwork for creating online programs that are as effective (dare I say, more effective?) than traditional training events.”
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Digital Photography in Learning
“The creation and display of visual imagery have always been considered effective in reinforcing learning processes, and the development of photography as a learning tool brought new dimensions of creativity and self-expression, interactivity and collaboration, to classroom possibilities everywhere …” Graeme Daniel and Kevin cox, wwwtools for education Newsletter
Added: 9 December 2003
Reviewer’s Note:
You will need to subscribe to access this newsletter
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Learning strategies
“The model presented in “A Model for Self-Paced Technology-Based Training” specifies that adult learning begins with and is sustained by self-assessment and self-correction (metacognition). The model also indicates that in addition to metacognition, adults consistently use the following learning strategies: reflection, prior experiences, conversations, and authentic experiences. Here are specific techniques adults use when they apply these five learning strategies.” Jackie Dobrovolny, Learning Circuits, 27 October 2003
Added: 7 November 2003
Reviewer’s Note:
Also contains recommendations for Instructional designers on how they can support these learning strategies.
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Last Things First: The Power of Backward Chaining
“Learners face two challenges: learning and forgetting. Designs for e-Learning tend to concentrate on making learning efficient. There is a simple technique for making sure that e-Learning also reduces forgetting, and this article explains what it is and when to use it. This expert approach can make your e-Learning truly memorable.” Bill Brandon, eLearning Developers Journal, 13 October 2003
Added: 15 October 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article.
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Five ways to improve e-learning results
“When developing any e-learning program, it is important that the tools are interactive, memorable, flexible, helpful and accessible. The combination of these five key components enable employees to learn and retain more information that will increase their knowledge, results, and produce an increased return on investment.” Thomas Obrey, Training Magazine, September 2003
Added: 3 October 2003
Reviewer’s Note:
A brief article explaining the importance of these 5 things
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Avatar technology: giving a face to the e-learning interface
“What if you could put a human face on your e-Learning program? The technology to provide a friendly, familiar, engaging “go-between” for the learner exists today and is being continuously improved. Discover how avatars are solving delivery problems for e-Learning now, and where this fascinating technology is headed. Learn how to let your learners have a nice conversation with your e-Learning program.” Raj Sheth, eLearning Developers Journal, 25 August 2003
Added: 30 August 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article.
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Learner-interface design: Recognizing Learner Gestures (Part 5 of series)
“True, intelligent communication between the computer and the user is still beyond the reach of most e-Learning software. Unless the learner uses gestures the computer understands, the e-Learning application is limited in its ability to respond. In this final article of the series on interface design, learn the secrets that not only make e-Learning easy to use, but that encourage learners to positively enjoy your applications.” Michael Allen, eLearning Developers Journal, 18 August 2003
Added: 24 August 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article.
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Animation - just enough, never too much
“To avoid pitfalls, here is some advice to help you make decisions about animation and some less complicated and inexpensive alternatives to use for your own e-learning creations.” Thomas Toth, Learning Circuits, August 2003
Added: 17 August 2003
Reviewer’s Note:
Explains the different types of animation and how to use it in an e-learning project
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More than just eye candy: graphics for e-learning
“Visuals included in your e-Learning can improve learning — if you can figure out how to use them correctly. In this article, the first of two parts based on a forthcoming new book by Ruth Clark and Chopeta Lyons, two experts guide you through the results of research into the best practices. This is an article you will want to refer to often!” Ruth Colvin Clark, eLearning Developers Journal, 11 August 2003
Added: 17 August 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article.
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How long does it take? Estimation methods for developing e-learning
“Over the years, vendors and clients have struggled to find an effective method for estimating the amount of time it takes to develop e-learning. Here are four methods for developing estimations.” Karl M Kapp, Learning Circuits, July 2003
Added: 2 August 2003
Reviewer’s Note:
The four methods are Similar Projects; Using Formulas; Bottom-up Calculations and Industry Standards
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Learning by design
“Learning design is an ill-structured domain. Only reflective experimentation can reveal what works and what does not. Even then, what works in one situation may not work in another. But insights gleaned from such experiments do find their way into common practice, making it more robust and more attuned to meet current requirements. “Learning by Design” is Stuart’s experiment with e-learning design. It is ironical that Stuart chooses to remain anonymous (see reason below) but we all can benefit from his observations.” elearningpost,
Added: 1 August 2003
Reviewer’s Note:
“Stuart, Senior Learning Designer for a leading UK bespoke e-learning company (Stuart chooses to remain anonymous as his ideas do not necessarily reflect those of his company).”
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The garden of good and media
“e-Learning designers get a lot of advice about the use of media, and oftentimes this advice seems contradictory. What is needed is a simple set of guidelines, to be applied in a way that produces brilliant outcomes. In this article, a master of the craft provides his suggestions for using media.” Michael Allen, eLearning Developers Journal, 28 July 2003
Added: 1 August 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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High Value and Low Bandwidth: Crown Cork & Seal’s $3 Million Savings
“e-Learning projects can be complex, even when their scope is simple. Here is a first-person account of one such project involving Macromedia Authorware, Shockwave, and Fireworks to transition a classroom-based course given only twice a year to a web- and CD-ROM-based e-Learning offering available 24/7 and managed with IBM’s Mindspan-LearningSpace. Tips, tricks, and lessons learned are shared here for your benefit!” Jacqueline D. Beck, e-Learning Developers Journal, 21 July 2003
Added: 1 August 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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Screens with a clear view
“One of the most important jobs of the e-learning designer is to give learners a clear picture of their tasks. The prinicples of clear interface design go far beyond the guidelines that apply to Web sites and software applications.” eLearning Developers Journal, July 2003
Added: 8 July 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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Peeling the e-Learning Onion: Designing and Developing an In-house e-Learning Program
“There are plenty of challenges in the many layers of an e-Learning project. In this update about online instruction in Japan, Russ McNally applies several ideas previously published in the Journal. Avoid the tears and keep your costs down with these great tips!” Russ McNally, eLearning Developers Journal, 23 June 2003
Added: 25 June 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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Back to the basics: revisiting great training on behalf of great e-learning
“e-Learning must support a “big tent” view of knowledge, performance and support - but training is still the deliverable. What makes great training? Here one of the masters of instruction and design lays out the nine attributes of great training.” Allison Rossett, eLearning Developers Journal, 9 June 2003
Added: 15 June 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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Classic learner interface errors (Part 2 of a 5-parts series on good design)
“Design mistakes always seem like things that only happen to other people. But we have all made our share of them totally unaware of the anxiety and frustration that they cause for learners. Here are the nine most common interface errors in e-learning …” Michael Allen, eLearning Developers Journal, 2 June 2003
Added: 15 June 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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Is your learner interface smart? (Part 1 of 5-part series on good design)
“Learner interface design determines what learners see and hear. It determines what input movements or gestures the computer will recognize. It determines precisely what those gestures mean and therefore how they can be used to convey thoughts and commands. ultimately the learner interface determines the possible effectiveness of the environment” Michael Allen, eLearning Developers Journal, 27 May 2003
Added: 15 June 2003
Reviewer’s Note:
You will need to subscribe to the eLearning Guild to be able to access this article
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When 15-minute e-learning doesn’t work
“Fifteen-minute e-learning, delivered to learners via an intranet or the Internet at their workstations, has received much positive publicity lately, but little attention has been given to its drawbacks and limitations. When implemented correctly and used appropriately, 15-minute e-learning is a very powerful emerging training strategy. Unfortunately, some organizations have denied themselves the benefits of this exciting new tool by jumping on the bandwagon with little forethought or for the wrong reasons. It’s important to understand what 15-minute e-learning can and cannot do.” Mark W Brodsky, Learning & Training Innovations, 4 June 2003
Added: 12 June 2003
Reviewer’s Note:
Summary: “Fifteen-minute e-learning is very powerful when designed and used correctly, but it’s not for everyone and does not meet every training objective.”
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The quest for quality
“In the rush to become players in the e-learning industry, many content providers have been guilty of focusing on quantity rather than quality. A large library of e-learning content is not much of an asset if in practice it is found to be bug-ridden, inaccurate, unusable and impossible to learn from. Trainers and learners are telling us that e-learning content is not always living up to the exaggerated claims that are made for it. While you would not expect to see great products so early in the lifetime of a new medium, you do expect to see good ones that perform reliably and achieve their objectives. In this article, Clive Shepherd explores the many dimensions of e-learning quality and assesses what developers can do to ensure their products are fit for purpose.” Clive Shepherd, Tactix, May 2003
Added: 11 May 2003
Reviewer’s Note:
What quality means and why it matters
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The art of the quick reference
“There’s something seductive about the promise of the words “quick reference”. Perhaps it’s the hope that there is a silver bullet to quickly solve our problems. Perhaps it harkens back to baseball card collections. Perhaps we just like gadgets. Whatever the reason, we have found quick reference cards and booklets to be popular with management and end users alike. Here we share some options and considerations for making the most of quick references, both paper and electronic, in a corporate training setting.” Amy Corrigan and Eve Drinis, elearningpost, 8 May 2003
Added: 11 May 2003
Reviewer’s Note:
A nice, quick reference guide on quick reference guides!
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Guidelines for converting existing courses into web-based
“The paper is divided into four parts. The first part makes an introduction to Distance Education (DE) and Web-Based Instruction (WBI) which combines features from both face-to-face classroom instruction and DE. The second part discusses current Instructional Design (ID) models for WBI. In the third part, findings from the literature on converting existing courses into Web-based format are discussed. This part includes information in the following categories: How to start the conversion to the WBI, student and instructor support, design issues, interaction among people, and assessment. In the last part, a model proposing an orderly process for converting courses into Web-Based format will be explained.” Hakan Tuzun, (Indiana Universit), ERIC Clearning House on Information & Technology, 25 April 2003
Added: 26 April 2003
Reviewer’s Note:
The nice part about this paper is the Proposed Design Model - it provides a model for an “orderly process for converting courses into web-based format”.
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Common Sense Learning Principles: Lessons from Sages, our experience and each other
“As learning becomes increasingly central to our lives and more complicated, a growing array of templates, methods, blends, objects and knowledge repositories have been created to facilitate wider distribution of information. This is both useful and inevitable, but is it all that learning should be? This article looks back at memorable times when learning was enjoyable, meaningful and relevant. It looks at both formal educational and training settings as well as at informal, real-world learning events that can happen anywhere at anytime. Nine common sense learning principles, often overlooked in many of today’s programs, are presented for possible inclusion in future programs and events.” David C Forman, reprinted at Internet Time, 23 April 2003
Added: 24 April 2003
Reviewer’s Note:
Principles are: Tell stories, Play games, Explore and experiment, Use pictures, Have a coach, Learn with others, Focus on the important, Take recess, Have lunch, Become passionate, Keep learning
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How do I know what delivery method to use for the information I need to cover in a training course?
“So, you want to build a training course! You envision great success and happy learners. But how do you select a delivery method? The best way to start is with a needs assessment analyzing the who, what, where, and how of the audience, content, and available resources.” Alina G Irbe, Learning Circuits, April 2003
Added: 19 April 2003
Reviewer’s Note:
Includes a useful chart (in PDF) comparing delivery methods
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Create Web-based Courses Faster With HTML-based Storyboards
“Storyboards are the most used tool in the e-Learning designer’s kit. A storyboard helps move your e-Learning course from the initial draft to completed production and provides a number of benefits along the way. In this article, an e-Learning expert shares his approach to HTML-based storyboards that expand those benefits far beyond notes and drawings on a paper pad. It’s easier than you might think!” By Leo Lucas, eLearning Developers Journal, 17 March 2003
Added: 20 March 2003
Reviewer’s Note:
You will need to register with the eLearning Guild to access this article
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Repurposing taped video for e-learning: Part 2
“Video is an increasingly important part of e-Learning and there are many ways to deliver it to the learner’s desktop. With the right tools, making use of these delivery options is easy. This week, learn how to move digitized video to the Web, to CD-ROM, or to DVD from your hard drive. These strategies will save you time and effort and you’ll be glad you did!”"Stephen Haskin, eLearning Developers Journal, 10 March 2003
Added: 17 March 2003
Reviewer’s Note:
You now have to pay for access to eLearning Developer Journal articles
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Repurposing taped video for e-Learning: Part 1
“Technology for delivering video in e-Learning programs has made great advances in the last five years. But most video is still on tape and not available to your online offerings. Here is the first part of a simple step-by-step tutorial that will get your video out of the vault and online…” Stephen Haskin, eLearning Developers Journal, 3 March 2003
Added: 7 March 2003
Reviewer’s Note:
You now have to pay for access to eLearning Developer Journal articles
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Designing E-Learning from the Outside-In
“To help keep learners from being “caught in the machinery” and to ensure learning truly fits a company’s goals and objectives, consider the four cornerstones of e-learning design.”
Added: 1 March 2003
Reviewer’s Note:
“This approach, while not radical or new, is a thoughtful plan based on the foundations of sound instructional design, development, and implementation.”
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Consultant2Employee Successful e-learning skill transfer
“Consultant2Employee is a downloadable, e-guide which tells you what you really NEED to know about transferring e-learning design skills from a consultant to your training development team. Consultant2Employee shows you how to hire a consultant who can BOTH design and project manage an e-learning AND coach your staff. Topics include organising design clinics, running team meetings, requesting contributions to discussion papers, managing knowledge using networked computer systems, documenting processes and how to evaluate the success of the skill transfer initiative. A useful guide for organisations who are starting to develop their own courses.” e-learning guru Publications Ltd
Added: 27 February 2003
Reviewer’s Note:
The price of the guide is £25 and there are options for multiple purchases and telephone consultancy.
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Training goes Hollywood: Movies and Interactive Narrative in Soft-Skills training
“Why are e-Learning adoption and completion rates so dismal? Could one key reason be because so much e-Learning is so BORING???!!! The interactive narrative approach applied to the design of your e-Learning will make it more engaging, more interactive, more relevant and have your learners asking for … more.” Paul Clothier, eLearning Developers Journal, 24 February 2003
Added: 27 February 2003
Reviewer’s Note:
This article explains the key elements of this design approach
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Terms of engagement: Keeping learners online
“Keeping learners engaged is critical to the success of any training program. Five key elements can determine how well a Web-based training program engages learners: entertainment, interaction, control, usability, and customization.”
Added: 22 February 2003
Reviewer’s Note:
“Programs designed to actively engage learners at multiple levels stand the best chance of retaining learners and achieving instructional goals.”
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Guided Discovery Teaching Methods and Reusable Learning Objects
“In this first article of a two-part series, you will get an in-depth look at how Deere & Company designed and developed ane-Learning program that takes advantage of guided discovery teaching methods and leverages the power of reusable learning objects t
Added: 11 February 2003
Reviewer’s Note:
The first of two articles - the second appears below
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Implementing Effective Course Design with Reusable Learning Objects
“In this second article of a two-part series, you will gain an in-depth understanding of how Deere & Company leveraged reusable learning objects to support their course design.Discover the technical underpinnings and design considerations of working with RLOs.The authors learned a lot from this project and they share their lessons learned here. If you are considering using learning objects, you must read this article!” Peder Jacobsen and Kim E. Ruyle, eLearning Developers Journal, February 2003
Added: 11 February 2003
Reviewer’s Note:
The second of two articles
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Knowledge sharing 101: Get the ball rolling with an online knowledge base
“When the National Finance Center (NFC) decided to create a Knowledge Base to supplement their performance improvement efforts, the challenge was to figure out what would go into it and how to build it. The Knowledge base now serves multiple audiences with different support needs. Use this amazingly detailed account as a guide to your own knowledge management initiative.” Anne-Marie Murphy, eLearning Developers Journal, 13 January 2003
Added: 19 January 2003
Reviewer’s Note:
Need to register (free) with eLearning Guild to access materials in the Journal
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Five tips for type in online learning
“An important concern in designing online learning is the proper use of type. Consider these guidelines as you choose sizes and fonts for the text in your online learning programs.” Saul Carliner, Learning Circuits, January 2003
Added: 17 January 2003
Reviewer’s Note:
Some useful guidance on the use of typeface
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The Auditory Advantage
“E-learning often lacks instructionally designed audio. And yet history suggests audio is critical to success. Given a choice, people fled video-alone formats for audio-video combinations. Films and video games have created audio parameters applicable to e-learning. E-learning programs that establish emotionally warm environments through integrated audio will gain competitive advantage. Here’s how to enhance e-learning with sound.” Lenn Millblower, Learning Circuits, January 2003
Added: 17 January 2003
Reviewer’s Note:
The importance of e-learning that uses sound
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How to build composite learning progressions using approximations
“With all the new media and delivery choices available today, static courses are no longer the default for learning. This article will help you learn how to approach the creation of the new composite learning environments. Here’s a step-by-step process for quickly and easily describing job tasks, choosing instructional methods, and choosing delivery formats to create successful planned learning progressions using approximations.” Bill Brandon, eLearning Developers Journal, 16 December 2002
Added: 18 December 2002
Reviewer’s Note:
“Driven by a better understanding of the critical design dichotomies and by a new understanding of learning architectures, we might even consider leaving the “C-word” (course) behind.”
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Steps to creating a content strategy for your organisation
“Content always plays a critical role in supporting the learning function in organizations. It has now evolved to become a key resource fueling organizational innovation. To leverage intellectual property in support of this role across the enterprise, the first step is to develop a content strategy. In this article, allow the experts to show you how to take your learning to the next level…” Ellen D. Wagner, e-Learning Developers Journal, 29 October 2002
Added: 10 November 2002
Reviewer’s Note:
“To leverage intellectual property across the entereprise, the first step is to develop a content strategy”
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Research reveals five imperatives for effective web-based instruction
“Whether designing fully-customized Web-based instruction or purchasing it off-the-shelf, many challenging questions are sure to be raised by corporate training personnel: What is the optimal mix of self-study and live, instructor-led study? Should the instructor’s role be primarily directive or facilitative? To what extent does learner-to-learner collaboration enhance learning? “Too often, such questions are answered intuitively, without the benefit of research findings that can take a lot of time to locate and sift through”, said Frank Troha, a New York area learning design consultant.” Frank Troha, October 2002
Added: 17 October 2002
Reviewer’s Note:
Read more about this research and how to get hold of the full report
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Bring top classroom features online - no more boredom
“Traditional classroom training has a number of unique benefits that have been difficult to replicate online. The good news is that technologies are changing rapidly and now, with a little effort and imagination, you can bring top classroom features online! Here’s a practical look at how you can integrate” William Horton and Kit Horton, eLearning Developers Journal, 15 October 2002
Added: 17 October 2002
Reviewer’s Note:
Some simple ideas to demonstrate how classroom features can be brought over to e-learning”
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Themes add creative spark to online classes
“Themes can help organize concepts and enliven online learning. Use the following examples and suggestions from the Department of Health and Human Services to help you develop themes that will enhance your online projects.” Debbie Vogel, Learning Circuits, October 2002
Added: 7 October 2002
Reviewer’s Note:
“discover their advantages for inspiring learners and enlivening and organizing content”
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Improving online sales education
“There are several reasons for the interest in in applying e-Learning to sales education. However, e-Learning has not yet fulfilled its promise, primarily because much of what has been produced to date is overly text-oriented and does not accommodate diverse student learning styles. Increasing media richness, especially through the use of streaming media, can address both of these problems.” Ronald B Marks, eLeading Developers Journal, 1 October 2002
Added: 4 October 2002
Reviewer’s Note:
All aimed at sales education is relevant for all types of online education
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Scenario based e-learning
“How to get off the page-turner plateau and put your authoring software to good use.” Randall Kindley, e-Learning Magazine, 1 October 2002
Added: 4 October 2002
Reviewer’s Note:
“A scenario is not a full-fledged simulation in the sense of an aircraft cockpit simulator, but it represents a realistic work situation and requires the learner to work through it. It differs from page-turner e-learning in that it requires the selection of behavioral responses to move through the lessons, instead of answers to content questions.”
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Are company intranet standards sapping your e-learning?
“To create consistency for users, some corporations require their intranet web pages to conform to standards of navigation and appearance. But instructional experts claim that “information is not instruction” and such informational standards actually diminish the effectiveness of e-learning sites.” Peter Orton and Concetta Cassarino, IBM Center for Advanced Learning. Avaliable in PDF format from Brandon Hall site
Added: 20 September 2002
Reviewer’s Note:
This is a problem I have come up against time and time again. Here are some design considerations comparing information with instruction
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Knowledge management in instructional design
“Instructional designers engage in activities related to the planning and implementation of instructional and performance support solutions. Available tools and technologies influence the way in which instructional designers accomplish their tasks. Knowledge management represents a technology that is changing how instructional design professionals work. This article will review what instructional designers do, describe knowledge management, and indicate how knowledge management is influencing instructional design.” Michael Spector and Gerald S. Edmonds, ERIC Digest, September 2002
Added: 20 September 2002
Reviewer’s Note:
“a KMS enhances the communication, coordination, and collaboration among such a team while improving long-term productivity by facilitating access, archiving, retrieval and reuse of a variety of learning objects and instructional resources.”
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Moving the camera
“How e-learning can learn some lessons from the (gasp!) entertainment industry.” Paul Clothier, e-Learning Magazine, September 2002
Added: 19 September 2002
Reviewer’s Note:
The analogy of e-learning with the early motion picture industry is not new, but it does serve a good purpose in trying to explain why early e-learning attempts were not that inspiring, but what of the future?
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How to improve learning outcomes
“Create compelling content that gets learners interested and keeps them coming back.” Cheryl Flager, e-Learning Magazine, September 2002
Added: 19 September 2002
Reviewer’s Note:
“What competencies do developers need to be cognizant of so they can provide users of online materials with an optimal learning advantage?”
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6 principles of effective learning
“To readily identify effective e-Learning, we need fewer end-user and expert opinions and more data. Decisions about e-Learning courseware must begin with an understanding of how the mind works during learning and of what research tells us about the factors that lead to learning. Here are six principles that have emerged from controlled experiments in how to best use multimedia to optimize learning.” Ruth Clark, eLearning Developers Journal, 4 September 2002
Added: 18 September 2002
Reviewer’s Note:
A very thorough article
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The great experiment
“Training network specialists is an expensive business, whether you use a classroom (expensive to equip), simulations (expensive to build) or on-job learning (potential expense of errors off-the-scale). Until now. Remote, online labs allow learners to experiment to their hearts’ content with real hardware and software, solving real networking problems. Someone else buys the kit, someone else worries about what happens when it’s broken. Too good to be true? In this article, Clive Shepherd talks to the men in white coats to see just how close e-labs get to replicating the real-world experience, without the headaches.” Tactix, September 2002
Added: 16 September 2002
Reviewer’s Note:
A good look at e-labs and the part they can play in an online learning solution.
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Q&A with Don Norman
“Instructional design refers to a particular philosophy of setting your goals upfront and making sure there are various metrics. And what I’ve seen is very uninspiring. It’s all very logical– and the courses are horrible. I’m a big believer in motivating the student by getting them excited about the problem and then thrusting them into the problem before they’re ready. They have to be unready in just the right amount. If they’re too unready it’s confusing and they give up.”
Added: 1 September 2002
Reviewer’s Note:
Quite a wide range of areas covered in this article.
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Using HTML Email to Deliver High-Impact Episodic Training
“Most email programs are capable of displaying HTML emails, which may include graphics, animation, photographs, links, sophisticated layouts, elaborate fonts, and many other Webpage design elements. Using these display capabilities in episodic HTML newsletters can substantially enhance organizational learning messages.” Sven Laurik, Learning Circuits, August 2002
Added: 23 August 2002
Reviewer’s Note:
Only got email capabilities within your organisation? And even if your organisation is more technologically-enhanced, this is a quick and easy solution.
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What is usable e-learning?
“A recent eLearn Magazine feature revealed that most major producers of e-learning are not doing substantial usability testing, probably because most major purchasers and consumers of e-learning have no way of evaluating the degree to which a course is usable. To put it another way, despite the huge and growing numbers of dollars being spent on e-learning, nobody is really checking to see whether the courses being developed are usableand therefore useful.In fact, we don’t seem to even have a way totalkabout usability in the context of e-learning.” Michael Feldstein, elearn Magazine
Added: 15 August 2002
Reviewer’s Note:
Based on Don Norman’s premise that the major issue in e-learning isn’t usability but learnabilty
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Developing best practices for knowledge work
“The traditionalprocess-driven approach to developing best practices has been a top-down model, which assumes that there is one “right” way to perform. We believe that developing best practices for knowledge workers requires a different approach — one that takes into account both the task and the performer. Here is a best practice model that blends ISD and Knowledge Management by using performance support software.” Cindy McCabe and Chet Leighton, 13 August 2002
Added: 15 August 2002
Reviewer’s Note:
How to design performance improvement interventions
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Getting the most from your SMEs
“Research has shown that poorly designed or delivered training can actually make people more ignorant. One way for training departments to minimize this risk is to leverage relationships with subject matter experts. SMEs are the people who have the information training designers need for any given project. SMEs can be exemplary performers, supervisors, or even the end users of learning solutions.” Kim Bernier, Kelli Buchanan and Karen VanKampen, Learning Circuits, July 2002
Added: 26 July 2002
Reviewer’s Note:
Some tips for working with subject matter experts
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Rapid Task Analysis: the key to developing competency-based e-learning
“Rapid Task Analysis (RTA) is a systematic process for identifying job competencies, up front, in the design phase of e-Learning development. Done right, RTA can deliver an instructionally sound, competency-based plan for producing all the learning modules for a course. Ignored, and you stand a high probability of producing e-Learning courseware that won’t deliver much strategic or instructional value. Here is a step-by-step explanation of how to makeRTA work.” Conrad Gottfredson, eLearning Developers Journal, 25 June 2002
Added: 11 July 2002
Reviewer’s Note:
Free to subscribers of the eLearning Guild
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How to design recyclable learning objects
“It’s hard not to fall in love with the notion of reusable learning objects … Unfortunately, after five years of struggling with the challenge of finding that world, I have come to the conclusion that I am simply not smart enough to lead the way to the Promised Land of e-learning, where milk and honey flow from the earth and learning objects can be plucked like ripe fruit from fig trees … I have therefore set my sights somewhat lower. Rather than aiming to create seamlessly and instantly reusable learning objects, I try to think about which pieces of my e-learning courses are likely to be useful in other courses and whether I can invest a little extra time in the design now in exchange for saving a little more time later.” Michael Feldstein, elearn magazine
Added: 8 July 2002
Reviewer’s Note:
A different view on learning objects expressed here, e.g. “Recycling design can give bigger gains than re-cycling content”
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From e-learning failure to e-learning redemption
“It’s easy to spot e-learning courses that don’t measure up to current standards. These products are a black eye to the e-learning industry which is already struggling for credibility and resources. But all is not lost; bad e-learning can be redeemed.” Ed Mayberry, Learning Circuits, June 2002
Added: 24 June 2002
Reviewer’s Note:
How to put right an e-learning project that’s gone wrong
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Authoring simultaneous e-learning and print courses
“Combining web-based training and paper-based manuals can be a cost effective and timely way to provide training to a busy and diverse work force. This article and its supporting online document show how one small company provided e-Learning by using an inexpensive and quick method for delivering multiple-media training.” Larry Ford, eLearning Developers Journal, 29 May 2002
Added: 30 May 2002
Reviewer’s Note:
Free to subscribers of the eLearning Guild
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What is Personalized Learning?
The Learning Orientation Model is an adult learning view of the key sources of individual learning differences. The model portrays how three construct factors interact, and it suggests specific strategies for accommodating learning needs for online audiences. The model provides a missing link in the instructional design perspective — an understanding of the impact of emotions and intentions on how individuals want or intend to learn differently. ” Margaret Martinez, PhD, e-Learning Developers Journal, 7 May 2002
Added: 10 May 2002
Reviewer’s Note:
Free to subscribers of the eLearning Guild
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Using radio shows for training
“The radio provides many compelling examples of the ability of audio to convey information - talk radio discussions, news, advertisements, and magazine format programs such as NPR’s “All Things Considered”. Also, the popularity of books on tape (cassettes containing audio performances of non-fiction and fiction books) is also increasing as workers look for more productive ways to use their commuting time.”
Added: 26 March 2002
Reviewer’s Note:
The use of radio shows for training
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Standards for quality online courses
“More than a year ago, MVU began developing rigorous standards to guide the design and evaluation of online course quality. Based on decades of research and the work of the best minds in the field of Instructional Design, we have recently completed a comprehensive set of standards that can now be used to design and evaluate online courses.” Michigan Virtual University
Added: 20 March 2002
Reviewer’s Note:
Open source standards
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Scripting for elearning
The multi-media storyboard typically has three sections: Visual sketches, production notes, and voice scripts. A producer integrates and times the voice-overs or narrations with the visual stills and animations. On any multimedia project, your role may expand to encompass the visual plan and overall project design. For e-learning, you need strong instructional design skills. In fact, your job would more appropriately be “designer” rather than “writer.” Laura Steinhart, September 2001
Added: 7 March 2002
Reviewer’s Note:
This article takes a closer looker at storyboarding for multimedia.
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Empathic Instructional Design
“In this article, we take cues from Interaction Design, Usability Engineering and Product Design on a process known as empathic design, a user-centered approach to design that can lead to innovative e-learning.” Maish Nichani, elearningpost, 18 February 2002
Added: 22 February 2002
Reviewer’s Note:
“At its foundation is observation, watching consumers use products or services… in the course of normal, everyday routines.”
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Designing classroom training with WBT in mind
“Here are some things you can do while designing instructor-led classroom training to make it easier and cheaper to convert it to Web-based training sometime down the road.” Judy Bailey, Training Mag, February 2002
Added: 15 February 2002
Reviewer’s Note:
Some thoughts on how to keep an eye on future e-learning whilst creating classroom training.
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Using HTML newsletters to deliver training
“HTML email newsletters are an excellent media option when you need to deliver information to the field as rapidly as possible. Email newsletters are consumed on-the-spot, they typically appear less threatening to audiences than logging in to an e-learning course, and the use of graphics and attractive layouts make HTML newsletters more compelling, entertaining, memorable, and effective than text-only messages or paper-based training documents.”
Added: 14 February 2002
Reviewer’s Note:
Feb 2002 issue of”Creative Approaches to Training” Newsletter (http://www.elearningresource.com/index.htm)
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e-Learning Developer Forum
“The Forum’s goal is to expand the e-Learning community, provide a source of help and support as well as a place for e-Learning developers to share ideas and techniques. There are more than 10 active forums covering most major authoring tools, instructional design, industry related gossip and news.”
Added: 6 February 2002
Reviewer’s Note:
Forum opened on 25 January 2002
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Discovery learning: repurposing an old paradigm
“The future of corporate e-learning is a back-to-the-future story. How do people really learn-and what do they need to know? These are perennial questions for educators-from Socrates in ancient Greece to Seymour Papert in the MIT artificial intelligence lab. Unfortunately, corporate trainers and instructional designers have tended to overlook these questions in the frantic race to computerize learning activities.” Michael Allen, e-learning Magazine, January 2002
Added: 15 January 2002
Reviewer’s Note:
How to make learning active and student centred
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10 tips for designing usable e-learning
“In this article, I’ll explain what usable e-learning is, how it’s currently applied in numerous industries and 10 key tips for ensuring usability.” Jodi Bollaert, Compuware Corporation
Added: 30 December 2001
Reviewer’s Note:
Some very simple but very key tips
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The sharp edge of the cube: Pedagogically driven instructional design for online education
“I proposed a “learning cube” that combines six different media-text, graphics, audio, video, animation, and simulation with five functional learning styles-apprenticeship, incidental, inductive, deductive, and discovery. The learning cube (see Figure 1) is an attempt to provide a framework in which multimedia assets can be correlated with pedagogically driven learning styles.”
Added: 21 December 2001
Reviewer’s Note:
Mapping multimedia to learning styles
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Instructional Systems Design: What’s it all about?
“”I’ve got an excellent idea about how we could teach this.” This statement could be the beginning of a smashing training design that learners will use with joy and glee, instruction that will have them engaged and really learning. Or, it could be the path to instructional hell, with the trainer left scratching his head as to why it didn’t work.” Curt Broderick, also appears in Training Journal, November 2001
Added: 4 December 2001
Reviewer’s Note:
This article introduces the reader to the methodology of classical instructional design.
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The devil is in the details: converting classroom courses to e-learning
“Your latest pitch to management goes something like this: Let’s convert our classroom training to e-learning. We can leverage our investment and re-purpose the content for Web delivery. Conversion will be quick and cheap, and we’ll generate a larger audience in the process. Management loves the plan. Who wouldn’t? It’s ROI nirvana.” Lori Mortimer, Learning Circuits, December 2001
Added: 21 December 2001
Reviewer’s Note:
Some guidance on converting an ILT course into an online version
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Know thy learner: the importance of context in e-learning design
“The context in which an e-learning course is delivered should strongly affect all aspects of the course’s design. Gathering information about the intended audience before designing and developing a course can greatly improve its chance for success.” Moises Scheinberg, Learning Circuits, October 2001
Added: 10 November 2001
Reviewer’s Note:
This is a very important aspect of design that is often too easily overlooked
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An AGILE approach to course development … and turkey roasting
“The key to successful course development is flexibility, says one developer. He describes his AGILE development approach to help you manage the course development process without getting burned..” Lou Russell, trainingmag.com
Added: 10 November 2001
Reviewer’s Note:
Lou sums up this article: “…developers must open their minds to new possibilities, and challenge the beliefs that have prohibited them from meeting their customers’ needs.”
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Build skill with A-Learning
“E-learning has transformed traditional training, offering flexibility, variety, easy maintenance, and a low cost-per-user ratio. But often, e-learners still need to build skill, making it difficult to measure the bottom-line results. Enter a-learning.”
Added: 23 October 2001
Reviewer’s Note:
A-Learning = electronic action learning
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Designing and delivering live, online training
“So you’ve decided to try some live, online training. You’ve bought the product and now you wonder “Where do I begin? How do I design and deliver live, online training when my experience is all in the physical classroom?” Jo-Ann Driscoll, eLearn Magazine, October 2001
Added: 18 October 2001
Reviewer’s Note:
A comprehensive article which takes you from basic principles
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Crafting a wizard
“Fifteen dos and don’ts for designing wizards that make complex tasks easier for your users.” Jodi Bollaert, IBM Developer Works
Added: 18 October 2001
Reviewer’s Note:
A wizard may be all your learners need to help them with learning a task
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Keeping up with technology
“As training vendors and software producers race to figure out whether the software delivered last year is really able to meet the needs of dynamic training organizations, little will be said about a new direction in training simulation. In fact, little literature exists about simulation within the corporate environment, causing many training organizations to wade into the unknown waters of simulation-based learning rather unprepared.” Jeff Carpenter, e-learning magazine, October 2001
Added: 11 October 2001
Reviewer’s Note:
Guidelines for developing simulation-based learning
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Practice makes performance
“To support skill development and transfer of learning, second-generation e-learning will need to incorporate more practice and performance opportunities. Here’s how.” Brenda Sugrue, Learning Circuits, October 2001
Added: 9 October 2001
Reviewer’s Note:
The importance of providing opportunities for practice
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Know thy user
“How to design online courses and learning sites that are easy to use.” Patti Shank, Online Learning Magazine, October 2001
Added: 30 September 2001
Reviewer’s Note:
“If the user is making lots of mistakes, it’s probably the designer - not the user - who’s dense”
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Selecting appropriate delivery methods
“Implementing a blended learning solution requires a number of decisions be made; the primary one being the deliery method appropriate for a particular piece of content. To make this decision it is necessary to be familiar with the attributes of the various delivery methods as well as the characteristics of the content you have at hand and the audience you are reaching.” Centra, 2001
Added: 29 September 2001
Reviewer’s Note:
Although this information is provided in the context of a blended learning solution, the decision criteria for providing content in the right format are the same for any individual piece of content, not necessarily as part of a total, blended solution
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Bringing classroom curriculum up to speed
“When Global Knowledge started out in 1995, the company delivered all of its courses through c-learning (traditional instructor-led classroom learning). Two years later, the company began offering self-paced asynchronous e-learning courses. In 1999, GK began offering live, interactive, online courses over the Web. As a result, the company soon recognized the need to streamline its curriculum development process and ensure that courses delivered through c-learning and e-learning would share instructional design standards, graphics, and text.” David Price and Patrick von Schlag, Learning Circuits, September 2001
Added: 22 September 2001
Reviewer’s Note:
The need for reusable learning content
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Simulation levels in software training
“A key aspect to WBT programs is the use of simulations. However, even relatively simple software applications can be extremely complex and require a large range of user interactions. But building a simulation of every application feature makes the training module as complicated as the application. For this reason, instructional designers employ several techniques to simplify simulations for training, including screen capture, point-and-click, data input, multiple paths, and full simulation.” Anthony Karrer, Alan Laser and Laura Sund Martin, Learning Circuits, September 2001
Added: 7 September 2001
Reviewer’s Note:
A closer look at building a simulation
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Out with the old
“Is it time to re-think instructional design?” Patti Shank, Online Learning Magazine, September 2001
Added: 3 September 2001
Reviewer’s Note:
This article asks ” how does technology challenge traditional assumptions about the instructional systems design (ISD) model we grew up with?”
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Web course usability
“Instructors and course developers are well versed in the art of instructional design. Despite this expertise and experience, many Web-based courses suffer from weak Web design and poor usability. Often, learners can’t take advantage of good instructional design because the Web environment is too problematic: content is difficult to find, course tools don’t work, and navigation is inconsistent.” Dave Smulders, Learning Circuits,
Added: 21 August 2001
Reviewer’s Note:
“Increase the learning potential of Web courses by following these simple principles from Web usability guru Jakob Nielsen”
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Giving them what they want: information vs learning
“Alan Nelson discusses how to achieve a successful balance between giving learners what they want and teaching them new skills, via online delivery.” Nelson Croom
Added: 19 July 2001
Reviewer’s Note:
This article deals with the important issue of getting the balance right between providing informational or instructional e-learning solutions
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Online instructor cautions against having too many activities
“Kathy S. Gresh is an instructional designer at the Bloomberg School of Public Health at the Johns Hopkins University. When designing online courses, she tries to build in tools to help the professors interact with their students, such as electronic bulletin boards and live chats. But she also says it’s important not to overwhelm the professors or the students with too many activities.” Dan Carnevale, Chronicle of Higher Education, July 2001
Added: 18 July 2001
Reviewer’s Note:
The message here seems to be let students determine the amount of interaction in a course
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Integrating instructional design in distance education
“This tool presents methods for integrating instructional strategies into distance education courses. Information in this tool includes instructional classes, strategies, tactics and examples that demonstrate this integration. Examples of the application of instructional tactics in various delivery systems (e.g., web-based courses, audio-conferencing, video-conferencing, computer-mediated conferencing, etc.) are also included.” Penn State University
Added: 5 August 2001
Reviewer’s Note:
You can access this tools in a number of ways: by browsing, by theory or by searching.
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Engineering e-learning
“Like it or not, the USA has a major lead over the UK in e-learning. To an extent this can be attributed to a greater willingness to invest and innovate and a history of leadership in technology, but that’s not the whole story. For many years now, America has taken the subject of instructional design more seriously than the Brits, and the universities turn out a ready supply of new designers, all looking to make their mark in learning technology.” Clive Shepherd, tactix, Fastrak Consulting, 2001
Added: 5 August 2001
Reviewer’s Note:
Clive explains what instructional design and why it matters this side of the Atlantic.
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eLearning delivery methods
“eLearning is not a method of training; it’s a framework that invites the use of whatever method best fits the situation at hand. Here’s a starter list. It’s incomplete.” Jay Cross, Internet Time Group
Added: 17 July 2001
Reviewer’s Note:
A quick way of comparing the pros and cons of different delivery methods
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e-learning design
A collection of thoughts and resources on e-learning design from Jay Cross, Internet Time Group
Added: 17 July 2001
Reviewer’s Note:
Some interesting perspectives on design
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Been there, done that - notes on designing WBT
“Implementing e-learning can be a confusing and overwhelming process. Here are lessons learned from someone who’s been there.” Ramona Materi, Learning Circuits, July 2001
Added: 17 July 2001
Reviewer’s Note:
Some straightforward tips on how to create successful web-based learning materials
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Monkey instruction
“This article probes the general question: Why are training courses so boring? And in doing so, aims to answer this complimentary question: Why areWebmonkeycourses so interesting?” Maish Nichani and Venkat Rajamanickam, elearningpost, 2001
Added: 16 July 2001
Reviewer’s Note:
Another excellent elearningpost article on what goes into making a good online course
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Tools to convert assets
“When moving to online learning, you must consider how to convert classroom materials to successful online experiences.Once you’ve outlined your new course design, you can begin converting the assets from your classroom course.” William Horton, Learning Circuits, June 2001
Added: 25 June 2001
Reviewer’s Note:
a good, succinct article into how to convert course materials into different media types.
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Synchronous exercises from scratch
“Want to incorporate collaboration tools into your next synchronous class? Use these tips to build engaging exercises.” Jennifer Hofman, Learning Circuits, May 2001.
Added: June 2001
Reviewer’s Note:
Some good tips on using synchronous tools more effectively
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Distance learning guidelines
“These guidelines offer advice on assuring the quality and academic standards of higher education programmes of study provided through distance learning” The Quality Asssurance Agency in Higher Education.
Added: June 2001
Reviewer’s Note:
Although intended for HE course development, useful also for development of distance learning programmes in corporate training.
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Building an Online Course
“Knowledge is power. but considering the costs of bringing your brightest people together with expensive instructors and losing precious time to classroom days, training can seem like an unaffordable luxury. With the right tools, however, you can teach anything to anybody, anytime. Here’s how.” Jason Compton, Smart Business, June 2001
Added: June 2001
Reviewer’s Note:
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Creating Online Courses: A Step-by-Step Guide
“Will you offer an online course in the future? It could be more likely than you think. Demand for such courses is growing rapidly. Many high schools and community colleges, following universities’ leads, are expanding into distance learning.”By William R. Klemm, the technology source, May/June 2001.
Added: June 2001
Reviewer’s Note:
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Write Right: Polishing your E-Learning Prose
“You’ve developed your first e-learning course. The content is brilliant and the design gorgeous. But what about the text? Here’s how to make sure your writing is clear, concise, and correct. Your learners will thank you for it.” Laura M Francis, Learning Circuits, April 2001.
Added: April 2001
Reviewer’s Note:
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ISD for Live Learning
“Ready to ride the live e-learning wave? Before you make the move to the virtual classroom, consider your instructional design strategy.”Learning Circuits, April 2001
Added: April 2001
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Inspiration: This is IT demo
This brief presentation by ITcetera will address how classroom training can be converted for Web-based Training (WBT) in an interactive way.
Added: March 2001
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Passengers don’t learn
A transcript of the paper presented by Tim Neill at the eLearn Expo Conferences in Paris, Vienna, Amsterdam, Hong Kong 2001-2002
Added: March 2001
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Tim Neill creates instructionally sound and innovative e-learning course materials so this paper gives an insight into his company’s thinking behind the design.
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Designing effective elearning across national boundaries
“The most basic principle is that elearning tools developed in the U.S. cannot automatically be used by learners in other countries without considering a number of cultural and technical issues.” JD Eveland, LiNEZine
Added: February 2001
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Interact! With Online Learning
“Quality learning materials should be attractive, visual, and engaging. Here are some tips for locating and creating interactive exercises for your own projects.” James J Kirk, Learning Circuits, January 2001
Added: February 2001
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Information is not instruction
“Information is not instruction,” Merrill toldTrainingmagazine in a 1998 interview. Although he was discussing the inadequacies of Web-based training, Merrill’s statement reflects that it has always been too easy to become enamored with the technology side of technology-based training–at the expense of proper design and learning outcomes.” Kevin Kruse, Learning Circuits, February 2001
Added: February 2001
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Designing for the mobile worker: Anywhere, Anytime, Take-it-to-go learning
“The convergence of the Internet and laptop computing has furthered the growth of the mobile workforce. … These mobile workers, linked to their offices by cell phones, laptops, and handheld devices now comprise 40% of the knowledge workforce … They are on the road, working closer to the customer, and telecommuting from home and all other points between the corporate office and the client environment.” Carol Weiss, LiNEZine, Winter 2001.
Added: February 2001
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10 Tips for designing usable e-learning
“In this article, I’ll explain what usable e-learning is, how it’s currently applied in numerous industries and 10 key tips for ensuring usability.” Jodi Bollaert, Compuware.
Added: January 2001
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Getting started with Online Learning
“Designed by Macromedia to assist you with creating online learning applications, Getting Started with eLearning covers general learning topics and specifics on Macromedia software and complementary technologies. The guide features five chapters: Instructional Design for eLearning, Converting Traditional Courses to eLearning, Developing for Low Bandwidth, Options for Data Tracking, and Deploying Your eLearning Course.” macromedia.com
Added: January 2001
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Games-based learning
Theoretical approach of games2learn.com’s approach Theoretical approach of games2learn.com’s approach based on Marc Prensky’s thinking.
Added: 2000
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Components of an online course
“This short course is designed to help you in deciding what aspects of your course can be placed on the Web now, and how you might plan to move other parts online for future use.” (1998) NC State University Computing Services.
Added: 2000
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Designing Instruction for Web-Based Distance Learning
“At the very least, this site will help you become a more critical consumer of distance education opportunities. And you can use it to begin your own distance education project — to design effective instruction using the Internet.” (1998) DLRN (Distance Learning Resource Network).
Added: 2000
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e-Tales of instructional design: Principles of effective e-learning design
“The most important question an instructional developer should ask does not revolve around age, sex, or education but around values. Why would an audience care about learning this content? We often find this more difficult to ascertain than prerequisites or demographics” Eric Parks, LineZine.com.
Added: 2000
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Inspiration: This is IT demo
This brief presentation by ITcetera will address how classroom training can be converted for Web-based Training (WBT) in an interactive way.
Added: 2000
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Making the Virtual Classroom a Reality
This is “a series of online training courses designed to promote inter-institutional collaboration and awareness of online teaching skills, techniques and curriculum design”. Illinois Online Network
Added: 2000
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Pedagogy of Website Design
“This paper concerns the design and pedagogy of a virtual course on European history. It is not a how-to guide, for there are plenty of those. Nor is it a study of various on-line history courses, for there are too few of those. Rather, it is a report from the trenches, a consideration of how static Web pages contribute to the creation of a successful online course.” Dr. E.L. Skip Knox, Boise State University. ALN Magazine Volume 1, Issue 2 - August 1997
Added: 2000
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Putting your unit on the web: a guide
“The purpose forPutting your unit on the web: A guideis to provide Murdoch University unit coordinators with practical advice and assistance towards developing units for Murdoch Online.” (1998)
Added: 2000
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Tools, Templates and Training
The T3 Institute at the Dept of Educational Technology at San Diego University, is designed to provide “best practices” for online teaching and learning, along with some tools and templates to implement those strategies. This is an online Workshop for designing learning modules. (1997) San Diego State University.
Added: 2000
Reviewer’s Note:
This Workshop is an excellent introduction to designing online learning materials, particularly for use in education.
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Using Media to Design Web Courses
Module 1. This provides resources for use in the selection of appropriate media to accomplish specific learning objectives. Virtual Resource Site for Teaching with Technology. UMUC - Bell Atlantic
Added: 2000
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Weaving a Syllaweb: Considerations before constructing an online course
“‘Learning in Cyberspace’ describes a webbed learning environment as open, distributed, dynamic, globally accessible, asynchronous, filtered, interactive and archival, all characteristics that must be dealt with in the planning of any web site.” (1997) Joyce Johnston. George Mason University.
Added: 2000
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Web-Based Course Design: The Assiniboine Model
“This paper describes the model used at Assiniboine Community College for the creation of web-based courses. This model was developed based on our experience developing on-line courses, on information gathered from other on-line courses, and on discussions with other people engaged in on-line course development.” By Stephen Downes, University of Alberta, formerly at Assiniboine.
Added: 2000
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Learning with technology Profile Tool
“This profile tool will help you to compare your current instructional practices with a set of indicators for engaged learning and high-performance technology. For each category, there is a description of the indicators and examples that fall along a continuum. There are three examples for each indicator.” North Central Regional Educational Laboratory.
Added: 2000
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Does your instruction rate 5 stars?
If a learner fails to attain the learning goals, your instruction is a waste of time.” M David Merrill, Utah State University, 2 May 2004
Updated: 22 November 2005
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“Dumping raw content into multimedia formats isn’t going to improve training. An early role for the instructional design function in multimedia development can save many headaches, dollars, and delays.” Peggy Troupin, Learning Circuits, February 2000.
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Evaluating web-based instruction design
“The purpose of this proposed research project is to explore design issues associated with the development of Web-Based Instruction (WBI).” (1997) Harold Henke, Nova Southeastern University.
Added: 2000
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Guerilla Instructional Design
OR Design Methods for the Busy Instructor. Part if A Workshop “Enhancing Instruction Enabling Student from St Cloud State Learning Resources & Technology Services.
Added: 2000
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Explorations in Learning and Instruction: Theory into Practice database
“TIP is a tool intended to make learning and instructional theory more accessible to educators. The database contains brief summaries of 50 major theories of learning and instruction. These theories can also be accessed by learning domains and concepts.” Greg Kearsley
Added: 2000
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Using instructional design principles to amplify learning on the WWW
This article justifies and describes instructional design principles which can be used to transform Web material from simple informational resources to a powerful, instructional medium.” (1996) EdWeb, College of Education, San Diego State University.
Added: 2000
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