Monday, June 27
8:30 AM-12:00 PM
UTC
Salon Hemon

Advanced Design for Online Learning

Tutorial ID: 13377
  1. aaa
    Saul Carliner
    Concordia University
  2. aaa
    Patrick Devey
    Concordia University

Abstract: Enhance your instructional design skills for online materials. See examples of effective e-learning and de-construct the reasons for their success. Similarly, learners may submit modules of in-process work for review and the class can offer developmental feedback. In the process of exploring these examples and extrapolating lessons for your future e-learning programs about interface design, screen design, interactivity, assessment, writing for the screen, and communicating visually, also learn about the problem-based approach to instructional design (Driscoll & Carliner, in press).

Objectives

(o) Describe the relationship between teaching models and design approaches, including the relationship between behaviorism and structured approaches to learning and constructivism and the use of case-based and simulation-based learning (o) Describe at least 2 ideas for enhancing the visual impact of online learning programs (o) Describe at least 2 ideas for increasing interaction in online learning programs (o) Describe at least 3 non-traditional approaches to teaching online (o) Apply at least 2 ideas in your own e-learning programs

Topical Outline

Session Plan: 1. Introduction (15 minutes): a. Ask participants to share their concerns about the e-learning programs they have developed. b. Explain that their concerns are shared by many others ( c. Explain that one of the best ways to learn about e-learning is by de-constructing effective e-learning courses. d. Explain that’s what we’ll do. 2. Present the Examples (2.5 hours plus break): a. Example 1 (30 minutes): Texas State Department of Welfare (an example of formal learning for the purpose of training) 1.) Show a part of the course in sequence 2.) Talk about what’s effective in the course. Focus on these issues: writing, visual design, and structure 3.) Participants suggest ways that they can adapt these techniques in their own work b. Example 2 (30 minutes) Seven Deadly Perils (an example of formal learning for the purpose of training) c. Example 3 (30 minutes) Microsoft Office Technical Support Site (an example of informal learning for the purpose of training) Break (20 minutes) d. Examples 4 and 5 (60 minutes—30 minutes each) modules of lessons provided by participants for review Note: As part of registration for this workshop, participants will be able to contact the instructors to make the instructors aware that they would like to have a critique of their in-process work. The instructors will follow-up with these participants to make appropriate arrangements. 3. Wrap-up (20 minutes) a. Ask participants to compile a list of lessons learned that they can take back into their work b. Provide a list of resources that they can consult for additional ideas

Prerequisites

Intended Audience: Experienced instructional designers who have developed at least 2 online learning programs and are looking to take their designs to the next level.

Experience Level

Intermediate

Qualifications

Saul Carliner is an assistant professor of educational technology at Concordia University in Montreal. His books include Training Design Basics, Designing e-Learning, An Overview of Online Learning and, with Carol Barnum, Techniques for Technical Communicators. He also guest edited a special issue of Technical Communication on electronic performance support systems, which received the Issue of the Year award in the Frank R Smith Outstanding Article Competition. He is a past international president of the Society for Technical Communication and a past president of the Atlanta chapter of ISPI. Patrick Devey is the Director of Research and Development at e-Concordia (the electronic arm of Concordia University in Montreal) and Administrator of the Learning Centre in the Faculty of Arts and Science at Concordia. He is also a Ph.D. student in the graduate program in educational technology at Concordia. Patrick has extensive practical experience with e-learning. He has developed several e-learning courses and teaches an ongoing course for e-Concordia. In addition, he assists academic faculty with transferring their learning materials online, and wrote his master’s thesis on successful practices in online instruction.
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