Is there a successful ID model?

A practitioner's perspective on working with models in

designing eLearning environments

National Seminar on e-Learning and e-Learning Technologies

(ELELTECH INDIA-2005)

Madhuri Dubey, Ph.D

 Instructional
Design
Perspective

Experiential Models
Models

eLearning
Environment
 Instructional
Design
Perspective

Experiential Models
Models

eLearning
Environment
The Instructional Design perspective

 An instructional designer designs

learnscapes by formulating and
implementing appropriate learning
strategies.

 This involves making design decisions

under different circumstances to
facilitate successful learning.
Some examples

Repurposing

Learning Objects

Blended Learning
What guides our decisions

 Formal training
 Theories
 Experience
 Models
 Case studies
 Informal knowledge
sharing
 Instructional
Design
Perspective

Experiential Models
Models

eLearning
Environment
ID Models

 ADDIE
 Dick and Carey

 Gagne and Briggs Model

These models are built on theories like:

 Behaviorist theories
 Cognitive theories
 Constructivist theories
Why Models

 Simplify a process
 Gain from generic and universal
knowledge
 Based on certain principles
 Exemplary, theoretical constructs
 Models can be customized
 …
ADDIE Model

Content, context and learner,

prepare the course structure,
develop instructional strategy

Course evaluation by the

learners, strategies for Design (instructional and
feedback visual) is validated by the SME

Storyboarding, graphics,
Deployment of the authoring,
course, user testing, beta
release and review
Review of authored
lessons, learning objects
Practicing a discipline is different from
emulating a model.

Peter M Senge
The Fifth Discipline
 Instructional
Design
Perspective

Experiential Models
Models

eLearning
Environment
Elearning environment

Content Context

Learners
Learning
experience
s
The Context

 Where is the learning taking place?

 Home, office, informal situation

 When is the learner accessing the

content?
 Time, occasion

 How is the learner learning the content?

 Self-learning, community, colleagues

 Infrastructure
 Internet, CD, LMS, kiosk, other delivery media
The Content

 What is the content

 How is it taught, learnt?
 What are the course goals?
The Learners

 What is the detailed learner profile?

 What is the purpose of learning?
 What are the preferred learning styles?
 Applying theory to practice

Cognitivi
Behaviouris
sm
m Constructivis
m

Adult learning
theory
(Andragogy) Design Principles
•Information
design
•Interaction
design
Questions for Instructional
Designers

 What is the type of content?

 Why are we designing the course?
 Who are the learners?
 When would they learn?
 Where would they learn?
 How would they access the course?
 Instructional
Design
Perspective

Models
Experiential
Models

eLearning
Environment
Experiential models

 Practical and eclectic knowledge

 Getting the big picture
 Making sense of information
 Qualitative evaluation
 Evolving synergistic approaches
Practical and eclectic knowledge

 Action and reflection

 Asking questions - What, When, Why,

Where, Who, How

 Documenting learning experiences from
each project
 Any other systematic efforts at
capturing processes
Getting the big picture

 Evolve holistic approaches to Instructional

Design
 Understand the interdependencies
 Look for patterns and relationships
Making sense of information

 Inundated with information on elearning

design and technology
 Meaningful application of knowledge
 Strategic value from information
Sample grid for information capture

Important points

new ideas

what I know

where can I apply it

example of an
application
Qualitative evaluation

 Blend quantitative and qualitative

techniques of learner / course
evaluation
 Build an on-going feedback mechanism
 Seek opportunities for informal
interactions and inputs
Evolving synergistic approaches

Working towards synergies with other team

members

 Instructional Design
 Visual Design
 Technology
 Subject Expertise
Thank You

Questions?