www.eLearningGuild.

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E-Learning
Makeovers

Brian Makowski, O/E Learning, Inc.

105
Guild Annual Gathering Conference 2008: E-Learning Makeovers

E-Learning Makeovers

Brian Makowski
O/E Learning, Inc.

Guild Annual Gathering Conference 2008:

E-Learning Makeovers 1

Topics

„ Presenter Introduction
„ Evaluation
„ Redesign
„ Remarket

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E-Learning Makeovers 2

O/E Learning, Inc. 1

Guild Annual Gathering Conference 2008: E-Learning Makeovers

Presenter
„ Vice President,
Training Development
„ O/E Learning, Inc.
„ bmakowski@oe.com
„ 800-833-8204 x 4435

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E-Learning Makeovers 3

Evaluation
„ How do you know when „ Did you evaluate prior
there is a problem? to launch?

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O/E Learning, Inc. 2

Guild Annual Gathering Conference 2008: E-Learning Makeovers

Evaluation

Tools Best Practices

Checklists Instructional Evaluations
Online Surveys Content Evaluations
Content Testing Labs Editorial Evaluations
Shadowing User Acceptance Testing
Ask the Experts Learner Pilots
Job Assessments Context Evaluations

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Redesigning E-Learning
Break lessons into bite-sized
segments.
1
Use words and graphics Segmentation
together with good
placement. 6 2 Use a conversational style,
Make It voice quality, and polite
Visuals
Personal speech. Make author
visible to the learner.
Learners
Explain visuals with words
5 3
in audio OR text, not both. Audio Avoid
OR Interesting
Text Material
4 Omit distractions and
Audio
Narration detailed textual material.

Present words as audio rather than onscreen text.

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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O/E Learning, Inc. 3

Guild Annual Gathering Conference 2008: E-Learning Makeovers

1
Segmentation Break lessons into bite-sized segments.

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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2
Make It Use a conversational style, voice quality, and polite speech. Make author visible to
Personal the learner.

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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O/E Learning, Inc. 4

Guild Annual Gathering Conference 2008: E-Learning Makeovers

3
Avoid Omit distractions and detailed textual material.
Interesting
Material

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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4
Audio
Present words as audio rather than on-screen text.
Narration

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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O/E Learning, Inc. 5

Guild Annual Gathering Conference 2008: E-Learning Makeovers

5
Audio
OR
Explain visuals with words in audio OR text, not both.
Text

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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6 Use words and graphics together with good placement.

Visuals

e-Learning and the Science of Instruction, 2nd Ed., Copyright ©2008 by John Wiley & Sons, Inc. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.

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O/E Learning, Inc. 6

Guild Annual Gathering Conference 2008: E-Learning Makeovers

How Do You Remarket?

Tools Best Practices

E-Mail Communications
Sweepstakes Incentives
Re-Evaluations 360° Feedback
Gaming/Competition Admission of Guilt
Performance Metrics Context Evaluations

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O/E Learning, Inc. 7

 e-Learning Checklist Based on Guidelines in
e-Learning and the Science of Instruction
Three Types of e-Learning:

Type Best Used for Training Goals Examples

Show-and-Tell—Receptive Inform New hire orientation

Product updates

Tell-and-Do—Directive Procedural Computer end-user

Tasks training

Problem-Solving— Far Transfer or Bank loan application

Guided Discovery Problem-Solving analysis
Tasks Sales skills

Chapters 3 through 9. Multimedia Guidelines for All Types of e-Learning:

If Using Visual Mode Only:
1. Use relevant graphics and text to communicate content—Multimedia Principle
2. Integrate the text nearby the graphic on the screen—Contiguity Principle
3. Avoid covering or separating information that must be integrated for learning—Contiguity
Principle
4. Avoid irrelevant graphics, stories, and lengthy text—Coherence Principle
5. Write in a conversational style using first and second person—Personalization Principle
6. Use virtual coaches (agents) to deliver instructional content such as examples and hints—
Personalization Principle
7. Break content down into small topic chunks that can be accessed at the learner’s preferred
rate—Segmentation Principle
8. Teach important concepts and facts prior to procedures or processes—Pretraining Principle

If Using Audio and Visual Modes:

9. Use relevant graphics explained by audio narration to communicate content—Multimedia
and Modality Principles
10. Maintain information the learner needs time to process in text on the screen, for example,
directions to tasks, new terminology—Exception to Modality Principle
11. Avoid covering or separating information that must be integrated for learning—Contiguity
Principle
12. Do not present words as both onscreen text and narration when there are graphics on the
screen—Redundancy Principle

e-Learning and the Science of Instruction, 2nd Ed. Copyright © 2008 by John Wiley & Sons, Inc.
Reproduced by permission of Pfeiffer, an imprint of Wiley. www.pfeiffer.com
 13. Avoid irrelevant videos, animations, music, stories, and lengthy narrations—Coherence
Principle
14. Script audio in a conversational style using first and second person—Personalization
Principle
15. Script virtual coaches to present instructional content such as examples and hints via
audio—Personalization Principle
16. Break content down into small topic chunks that can be accessed at the learner’s preferred
rate—Segmentation Principle
17. Teach important concepts and facts prior to procedures or processes—Pretraining Principle

Chapters 10 and 11—Guidelines for e-Learning Designed to Teach Job Tasks

In addition to the above guidelines:
18. Transition from full worked examples to full practice assignments using fading—Worked
Example Principle
19. Insert questions next to worked steps to promote self-explanations—Self-Explanation
Principle
20. Add explanations to worked out steps
21.Provide a worked example using realistic job tools and situations in the form of
demonstrations for procedural skills—Encoding Specificity Principle
22. Provide several diverse worked examples for far transfer skills—Varied Context Principle
23. Provide job-relevant practice questions interspersed throughout the lessons—
Practice/Encoding Specificity Principles
24. For more critical skills and knowledge, include more practice questions—Practice Principle
25. Provide explanatory feedback for correct and incorrect answers—Feedback Principle
26. Design space for feedback to be visible close to practice answers—Contiguity Principle

Chapter 12—Guidelines for Use of Collaboration in Internet/Intranet e-Learning

27. Assign collaborative projects or problem discussions to heterogeneous small groups or
pairs
28. Use asynchronous communication tools for projects that benefit from reflection and
independent research
29. Use synchronous communication tools for projects that benefit from group synergy and
social presence
30. Make group assignments and assign participant roles that promote deeper processing
31. Provide structured assignments such as structured collaboration to minimize extraneous
cognitive load

Chapter 13—Guidelines for e-Learning Navigation—Learner-Control Principles

e-Learning and the Science of Instruction, 2nd Ed. Copyright © 2008 by John Wiley & Sons, Inc.
Reproduced by permission of Pfeiffer, an imprint of Wiley. www.pfeiffer.com
 32. Allow learners choices over topics and instructional methods such as practice when:
 They have related prior knowledge and skills and/or good self-regulatory learning skills
 Courses are designed primarily to be informational rather than skill-building
 Courses are advanced rather than introductory
 The content topics are not logically interdependent so sequence is not critical
 The default option leads to important instructional methods such as practice

33. Limit learner choices over topics and instructional options when:
 Learners are novice to the content, skill outcomes are important, and learners lack good
self-regulatory skills

34. Use adaptive diagnostic testing strategies when:

 Learners lack good self-regulation skills and the instructional outcomes are important
 Learners are heterogeneous regarding background and needs and the cost to produce tests
pays off in learner time saved
35. Always give learners options to progress at their own pace, review prior topics/lessons, and
quit the program

Chapter 14—Guidelines for e-Learning to Build Thinking Skills

36. Use real job tools and cases to teach job-specific problem-solving processes—Encoding
Specificity Principle
37. Provide worked examples of experts’ problem-solving actions and thoughts—Worked
Examples Principle
38. Provide learners with a map of their problem-solving steps to compare with an expert
map—Feedback Principle
39. Base lessons on analysis of actions and thoughts of expert practitioners—Encoding
Specificity Principle

Chapter 15—Guidelines for Simulations and Games

40. Align the goals, rules, activities, feedback, and consequences of the game or simulation to
desired learning outcomes
41. Provide structure and guidance to help learners reach instructional goals
42. Avoid open-ended games and simulations that require unguided exploration
43. Manage goal and interface complexity to minimize extraneous cognitive load

e-Learning and the Science of Instruction, 2nd Ed. Copyright © 2008 by John Wiley & Sons, Inc.
Reproduced by permission of Pfeiffer, an imprint of Wiley. www.pfeiffer.com