Self-directed (Asynchronous) e-learning has tremendous potential and a number of potential benefits to both individual learners and organizations. The key question is: "How can we do it right the first time?"
This is an interactive, hands-on workshop that will teach you how to design or convert training programs for delivery on the Internet or intranet. It is unique because:
You can use your own laptop and familiar software (either Microsoft's PowerPoint® or Word®) to practice creating, analyzing and evaluating hypothetical e-learning screens.*
It was created for an audience with widely varying knowledge and experience in both training and computer systems. No prior experience is required to attend.
*Note: We do not sell any hardware or software. Objectivity is the prime objective of this workshop.
Course developers, trainers, managers, directors, programmers, content experts, IT personnel and anyone who might have a role in developing or contracting for the development and/or purchase of self-directed e-learning.
You will gain hands-on experience in designing e-learning screens, employing instructional strategies, and validating the effectiveness of your choices.
You will hear and experience an objective, unbiased appraisal of this technology, as we sell neither hardware nor software.
You will learn when to use self-directed e-learning and when not to.
You will gain a broad understanding of the concepts, procedures, and principals associated with designing and delivering self-directed training on-line.
Identify the varieties of synchronous and asynchronous e-learning, as well as key hardware, software, design and management issues related to e-learning.
Describe 3 critical e-learning design considerations.
Distinguish between tutorial, drill and practice, simulation, gaming and generative instructional strategies.
Describe the critical role of interactivity in e-learning, and identify multiple ways of adding it to every lesson.
Determine the appropriate blend of learner-control versus program-control for a self-directed instructional experience.
Evaluate learning objectives and content type to determine content suitability for on-line delivery.
Describe various scenarios in which asynchronous e-learning can be "blended" with other delivery methods to achieve maximum effectiveness and efficiency.
Explain 3 key "pre-conversion" considerations when moving instructor-led training to an asynchronous format.
List multiple practical considerations for choosing a self-directed e-learning solution.
Make critical aesthetic decisions for asynchronous e-learning, dealing with the effective use of color, sound, graphics, text, composition, animation, blinking and other options.
Identify the most appropriate lesson flow for various types of content and audiences.
Describe the importance of storyboards in e-learning design and development, and create your own customized storyboard format.
List the 5 critical elements that should be a part of the introduction to every e-learning module.
Validate your newly developed module of e-learning.
Describe the ways that a web page used for sales or commercial purposes differs from one used for training.
Overview of asynchronous (self-directed) e-learning: What competencies do you need in order to design training for this medium.
Five instructional strategies for self-paced computer delivery: tutorial, drill and practice, gaming, simulations and generative learning; design tips and techniques for each.
Pre-design considerations; should you even be considering e-learning?
Determining content suitability for asynchronous training: what should be taught on-line, remain in the classroom, or be delivered in a blended solution.
Blended learning options: how to integrate classroom instruction, "live" (synchronous) e-learning, and other alternatives.
Introductions: the 5 critical elements that should be a part of the beginning of every e-learning module.
A simple design process for creating learner-centered, interactive, on-line instruction
Practice: Given hypothetical subject matter and their own laptops, students will work in design teams to create a module of self-directed e-learning.
Day Two
Screen design issues: how to make effective use of color, sound, text, graphics, animation and composition.
Instructional techniques for e-learning; embedded questions, exploration and more.
Storyboarding: how this simple technique can assure that your product is on target while eliminating unnecessary work.
Lesson Flow: how to sequence self-directed instruction in the most engaging and effective manner possible.
Validation: how to determine if your e-learning is effective; how to conduct individual testing and orchestrate a pilot of your course.
Critiques: the entire class will participate in an analysis of the modules that have been developed as class projects; observations, suggestions, and comments will be considered in the spirit of making e-learning the best that it can be.
Summary and adjourn
| Free telephone and e-mail consultation after the program. | A comprehensive list of on-line e-learning resources. |
| Templates, worksheets and guidelines in a workshop notebook. |