The First Aid Kit for Standards

Content standards play an important role while you develop any eLearning course. There have been instances where standards have not been set before the development of the actual course which leads to multiple iterations of reviews. This post will help identify the general course standards that need to be set prior to any content development.

Titles: Decide upon a standard for topic titles. They could be a combination of Sentence case or uppercase format. All titles should ideally be in camel case.

Instructional Text (iText): Interactivities in an eLearning course need an iText. Some common interactivities may have the following iTexts:

• Images:
  
  
  
  • Single Image- Click the image to learn more.
  
  
  • Multiple Images - Click each image to learn more.
  
  
  
  
• Tabs: Click each tab to learn more.


• Bullet: Click each bullet to learn more.


• Block: Click each block to learn more.


• Icon:
  
  
  
  • Single icon: Click the icon the learn more.
  
  
  • Multiple icons: Click each icon to learn more.
  
  
  
  

Assessment/Knowledge Check:

• Single choice: Select the appropriate option and click Submit.


• Multiple choices: Select the appropriate options and click Submit.


• Drag and drop: Drag each option and place it in the appropriate block.


• Match the column: Select an option and then select its corresponding match and then click Submit.

Other standards: There may be other standards like clickable boxes, circles, etc. for flowcharts. Make sure these standards touch ground before the development process begins.

Special formatting words: Always make sure to get a list from the client where special formatting is applicable to words. For example, some words like organization may be spelt as Organization, ORGANIZATION, Org. etc.

Guru Tip: Although there may be iterations at this level, the key to a hassle free development and review cycle is finalizing a standard document and then moving forward to the next step.

Learning Objectives

Yeah it’s been a while since a post on eLearning, but in my defense its better late than never. Well, in this post we will discuss about Learning Objectives (LO).

Let’s start by first understanding the basics, i.e., what is an LO? An LO is a statement that directs the learner to understand what he/she will learn [addition or development of new skills] after the completion of a course. Therefore, it’s mandatory to have an LO for each course developed.

LO has several benefits to both the learner and the instructor. Some of them are listed below-

• Learner:




• Expected result after the completion of the course


• Understand if the course fulfills the learning needs




• Instructor:




• Development of precise training material aligned to the LO


• Development of assessment and knowledge check components


• Distinguish between need to know and nice to know elements in a course

LO has been further divided into two categories:

• Terminal Objectives (TO): Objectives that define the overall change in behavior after the completion of a particular course is called as TO.
  
  Example- Identify compliance violations for an insurance agent.


• Enabled Objectives (EO): Objectives that support TO are called EO. EO’s can be considered as sub-objectives that contribute to accomplish the TO.
  
  Example: Indentify premium calculations compliance violations for an insurance agent.

In the above two examples, we seen that the TO defines compliance violations for an insurance agent which includes premium calculations compliance violations as well. However, an EO describes only compliance violations related to premium calculations. Thus, we see that EO supports the full picture of the course i.e. compliance violations which is a TO.

Let us see some more examples of TO and EO’s.
• Course on riding a bike
o TO: Demonstrate how to ride a bike
o EO: Demonstrate how to change the gear

• Course on safety in office premises
o TO: List the safety measures in an office
o EO: List fire safety measures in an office

• Course on company policies
o TO: Identify the company policies
o EO: Identify the human resources policies

Component Display Theory [CDT]

The core of any eLearning package is content. Content plays the lead role for any eLearning course or package to be developed. As eLearning began shaping up, one the key aspects faced by ID or content developers was classification of content. M.D Merill provides a solution for this challenge which is known as the Component Display Theory (CDT). CDT is useful as it classifies the data and helps the ID to take pre-planned measures to provide optimum instruction treatment.

CDT categorises content into the following types:-

• Facts


• Concepts


• Principles


• Procedure

Let’s discuss each of these points one by one.

• Facts
  
  Facts are statements-content which cannot be altered. They are a set of statements that are bond together in a logical format. A fact may be a truth or a lie.
  In general, facts are always truths. There are no attachments or braches to a fact. A fact is a stand alone statement which has been supported with evidences.
  
  Example: India got its freedom on the 15th of August, 1947.
  



• Concepts
  
  A concept is an idea that corresponds to a peculiar set of characteristics. Each concept has a set of characteristics that defines a boundary for an object to be classified under a concept.
  
  Example: The concept of superheroes and villains.



• Principles
  
  A principle defines a cause-effect relationship. Principle helps us to understand the behaviour of an object in a defined environment.
  
  Example: The principle of relativity.



• Procedures
  
  Procedures are a set of steps that need to be followed to achieve a desired outcome. Procedures lay down a clear path; defines a sequence to achieve a desired outcome or a goal.
  
  Example: The admission procedure in a college.

Gagne’s Nine Events

Gagne’s nine events is one of the most common concepts in the instructional design domain. Gagne’s nine events were founded by Robert Gagne to align the process of instructional designing. It offers a step-by-step development strategy for an eLearning course. As the name suggests, Gagne’s nine events has nine stages which define the development process.

The Nine Events/Stages Implementation-
Let’s understand the nine events of Gagne by using it in our scenario. Read the following scenario parameters.
Parameters

• You are been assigned to develop an eLearning course for using the internet to access www.eloglearn.blogspot.com


• The learners have cognitive knowledge of the internet


• The learner learnt about opening a browser in the prior lesson


• The learner knows what’s a hyperlink

1. Gain Attention: The strategy is to gain attention of the learner. This can be achieved in the form of enquiry arousal (posing question, case studies, etc.) or by implemented the element of surprise.
   
   Example: Display the website to the students – Gain Attention | Enquiry Arousal.



2. Inform the learner about the Objectives: Inform the learner what he/she will be able to do post completing the lesson. Display the objectives [develop measurable objectives] to the learner.
   
   Example: Students, after completing this lesson you will be able to access www.eloglearn.blogspot.com



3. Provide recall of prior knowledge: In most cases each lesson builds on the previous lesson. So, provide a short recap of what was learnt in the previous lesson. Even if the lesson does not build on the previous lesson, providing recall of previous knowledge may emotionally prepare the learner for the learning.
   
   Example: In the earlier lesson you learnt that each time you double-click the browser icon it opens the browser in a new window. You can then use the browser window to access websites.



4. Present the content: As the title suggests, this is the stage where you will present the content/activity which the learner needs to master.
   
   Example: This is the location where you have to enter the hyperlink. It is called as the ‘Address Bar’. Now, click the Go button.



5. Provide Guidance: In this stage the learner is provided guidance on performing a particular task. There may be situations where the learner might find it difficult to perform the task after introducing him/her to the content.
   
   Example Now, trying accessing the website. This guided self-help animation will help you and provide you detailed instructions as you perform each step.
   /* In this example, there will be a simulation providing tips/hints to the learner to perform the operation. */



6. Elicit Performance: In this stage user is given practise of the activity. This activity is streamlines or is the activity itself which the learner needs to master, i.e. objective of the elearning course.
   
   Example: Congratulation, you have successfully learnt to access www.eloglearn.blogspot.com. Similarly, try accessing the following sites: - www.google.com, www.yahoo.co.in



7. Provide Feedback: Constructive feedback plays a vital role in helping a leaner to perform better.
   
   Example: That is incorrect. You need to click the Go button after entering the hyperlink in the address bar.



8. Assess Performance: Develop an assessment for the learner. Provide results of the assessment to the learner to help the learner to decide better if he needs to go through the course again. From the instructional designer’s point of view, it helps to decide if the learner is prepared to move to the next stage of training.
   
   Example: Welcome to assessment module. Kindly answer all the questions. You will be displayed the result by the end of this module.




9. Enhance retention and transfer: Last but definitely not the least. Provide regular exercises to the learner on performing the activity. Provide with real life scenario where learner can use the skills learnt from the elearning course. This needs to be achieved in correlation with external factors.
   
   Example: In our example scenario, the reporting manager must give the trained employee tasks related to accessing websites, accessing websites through different browsers etc.

Bloom's Taxonomy

If you are in the eLearning industry or plan to step into it, you must have heard this concept ID’s talk about all the time- Bloom’s Taxonomy. Another popular theory that runs parallel to it is Gagne’s nine events, but for this post we will learn about Bloom’s Taxonomy.

Benjamin Bloom was an educational psychologist and successfully developed a concept of classification of objectives. Hence, the name Bloom’s Taxonomy, wherein, taxonomy means classification.
Writing objectives for any course is as important as the course itself. Objectives have these features:-

• For Instructional Learners/Course developers: Gives then a direction in which they have to develop the content. Also, gives them a fair understanding of what needs to be developed and how much of it needs to be covered in what level of depth.



• For Learners: Understand what components of a particular concept/principle/fact etc will be covered. It gives them an understanding of what the course covers and if it is relevant to their purpose of going in for (rather in business terms ‘buying’) a course.

Bloom Taxonomy has 6 different classifications. Based on them, you can match or develop the objectives for a particular course. Each stage is presented here with an example and also relevant verbs that can be aligned to the taxonomies.

1. Knowledge: In this classification, focus is on attaining knowledge. A course/module/lesson may be developed with an objective of dissipating information.
   
   
   
   • Example: In this lesson, we will define the Pythagoras theorem.
   
   
   • Verbs: Define, describe, write, recall, label
     (Disclaimer: As a layman or a newbie, one may think all courses are developed for this purpose; however, the objective may vary. Confused? This will be clear as we move further into the classifications.)
   
   



2. Comprehension: In this classification, the focus is on understanding the knowledge attained; interpretation of knowledge.
   
   
   
   • Example: In this lesson, we will understand the Pythagoras theorem.
   
   
   • Verbs: Understand, illustrate, summarize, explain, identify
   
   



3. Application: In this classification, focus is on application of the information.
   
   
   
   • Example: In this lesson, we will solve some problems using the Pythagoras theorem.
   
   
   • Verbs: Compute, solve, use, modify, interpret
   
   



4. Analysis: In this classification, focus is on understanding a particular content chunk. In other words, a huge chunk of content (a concept, principle, etc) is broken into smaller units to understand its organizational structure.
   
   
   
   • Example: In this lesson, you will learn addition of two numbers*.
     (*Part of a course that teaches Mathematics.)
   
   
   • Verbs: Classify, separate, relate, deduce, characterize



5. Synthesis: In this classification, focus is placed on building a new whole. In simple words, parts of content are used to form a new piece of content.
   
   • Example: In this lesson, we will learn construct a pie chart.
   
   
   • Verbs: Construct, create, plan, design, develop



6. Evaluation: In this classification, focus is placed on evaluation of content. Judgements or evaluations are made to calculate the effectiveness of a particular content component.
   
   • Example: In this lesson, we will determine effectives of Pythagoras Theorem and Fermat’s Little Theorem.
   
   
   • Verbs: Judge, rate, rank, prioritize, decide

The ADDIE Model

ADDIE model defines is a set of protocols or a step-by-step development of training content. In the field of Instructional Design, the ADDIE model stands as one of the widely followed models. One of the reasons (which I personally think) is because of the simple yet so powerful process that the ADDIE model possesses.

Let’s look at the each of the stages of the ADDIE model:-

A for Analysis: You are bored of using the same old clothes. It’s been a while you shopped as you closet clearly speaks out with age old shirts housing it. Also, you are bored of your ready-made outlets and need something custom made shirts. You are also zeroing in the tailors you have got your clothes done from.
What are you doing here? You are analysing the situation. That’s the first step the ADDIE model presents. The A of the ADDIE model- Analysis.

In a real case ID scenario, an ID needs to perform an analysis of what the training requirements are. Some of the question or power-points the ID needs to consider are:-
1. What is my target audience?
2. What is the duration of the training material to be delivered?
3. What is the expected behavioural changes post training deployment?
4. What are the technological boundaries?
5. What is the depth in which each of the content chunk that needs to be covered?

These are some of the basic analysis questions an ID must be prepared to ask the training development manager before any development activity begins. There may be more analysis that an ID must perform before stepping forward into the next stage of the ADDIE model. However, these vary from training that need to be deployed.

//But, the passive stage- Formative Evaluation.//

D for Design: You have analysed your closet. You have also decided that you have a ton of ready made shirts and also want them to be custom made i.e. tailored. You head to the tailor and even before taking measurement you finalize upon the- Design.

This is the most fun stage for me because it brings out the creative side of an individual and also has a vast scope for exploring ideas. Here, an ID prepares a set of creative protocols the development team needs to follow before development takes off. It is also very useful as it reduces time for development and brings in consistency. An ID in this stage has been provided with provisions to build templates, consistency standards, protocols for development etc keeping the inputs from the analysis stage into consideration. As said earlier it propels the time required for development, but does not loose out on consistency. It also reduces the occurrence of errors due to defined development parameters this phase offers. So, for now it’s D for Design.

//But, the passive stage- Formative Evaluation.//

D for Development: What does the tailor do after finalising and taking measurements? He starts stitching your shirt. Using technical words, development of your shirt. He has the pre-defined protocols- (The measurement, the design, etc.) so gets down to the next task stitching your shirt.

This is the stage where all the protocols, defined parameters etc are put into place in order to develop the training material. ID’s, graphics designers, action scripter’s all must buckle their belts for- the development. All the content, graphic elements, assessments methods etc are built in this stage. These processes can be a sonic in nature if the design elements are in place. Consistency and reduction in errors comes down to this stage depending on the amount of home work done in the design phase. So, the second D stands for Development.

//But, the passive stage- Formative Evaluation.//

I for Implementation: The tailor calls you up. He tells you the shirt is ready. You reach the store and you try it out. What does this activity correspond to? It corresponds to the next step- Implementation.

Implementation is the stage that follows post development. You integrate the developed training material into the LMS. You deploy the training material. Keeping it short, you are launching the course; you are implementing the course. This is also the stage where all the activities are in place and functional. Some of the testing activities may also be performed in this stage or a prior stage (i.e: Development) depending on the project life cycle.

//But, the passive stage- Formative Evaluation.//

E for Evaluation: The shirt is ready and you wear it. You like the fit of it and have decided to stitch a couple more. But, you tell the tailor you need the sleeves a little longer for the next set of shirts to be made. What you are doing here? You are evaluating the shirt. So, the final stage of the ADDIE model is Evaluation.

Evaluation is broadly classified into two types- Formative and Summative Evaluation. Let look at this in detail.

//But, the passive stage- Formative Evaluation.// You must have read it all along the way and must be wondering this must be a typo. In the true sense, it is not. What I was trying to indicate here is Formative Evaluation. Formative Evaluation is the evaluation activity that is performed post every stage of the ADDIE model. May be after analysis an evaluation activity may be performed to ensure that the conditions taken while analysis we accurate or nothing has been missed out. This gives the ID the tool to be doubly-sure before stepping into the next stage. It acts as a safety net to make sure all activities have been wrapped up before processeding into the next stage. It ensures reduction in re-work and also ensures the activities performed in the prior stage are full proof.

Summative evaluation on the other hand is an evaluation activity that is performed after the deployment of the training material is done. It provides inputs from the end users (called as user feedback) to bring about changes in the course. It can also be seen as a marketing activity wherein a company may launch an enhanced version of the course leading to profit generation. However, summative evaluation helps the ID to ensure that if he/she faces a similar target audience, what are the factors that the ID needs to be aware of.


To sum it all up ADDIE model is the most widely used model in the Instructional Design domain. Advantages are transparency and the flexibility this model provides not to forget- But, the passive stage- Formative Evaluation. Personally speaking, my favourite ISD model- ADDIE.

eLearning: A world of digital learning

eLearning has been around for quite some time. All of us computer savy individuals have experienced eLearning in some way or the other. Currently, what you are doing can also be called as eLearning. Putting it in exact words, eLearning is learning using electronically aided materials. Previously, it was limited to computer based learning, however, with the expansion and development of the mobile technology learning can now successfully step into the world of mobile too. This concept of mobile phone commonly called as cell phone is called as ‘mLearning.’ Thus eLearning can now be called as eLearning as the restrictions to learning have been eliminated.

eLearning has been around for quite a long time. The birth of eLearning was during World War II when there was a need to train large number of soldiers for warfare strategies. Considering the time-crunch (and also the reducing human resource due to war) there was a need to train and implement quick learning among soldiers without the presence of dedicated training faculties. Definitely, with computers being an extinct technology at that point in time, various measures were taken to embed eLearning among soldiers. An example of this would be written tasks- now called as Job Aids. A practical example of job aids is the help pop-up window that opens when your press the F1 key.

With the boost of technology, reduction in cost, and the time limitations, eLearning has grown like never before. This change has not been sudden. eLearning existed even in the days of pen and paper when computers had not seeped in as much they have now. Remember watching the mathematical calculations on UGC. Although, now these calculation can be easily understood with an elearning module dedicated to mathematical calculation, but that itself was the start of eLearning.

eLearning can be defined as learning in a controlled environment without the presence of a physical instructor wherein technology takes the role of an instructor. However, technology is not only associated with only computers and can be even on a television (like the UGC teaching I mentioned above) or even on radio and the latest trend- cell phone learning: mLearning. It is a misnomer that we associated elearning with computers. eLearning can take various forms though primarily its learning with the use of computers. However, in recent times there has been a steep growth in the concept of mLearning.

mLearning is mobile learning. Mobile = Cell Phones. More than 90% of the educated population (in my opinion a 100%) possess cell phones. Out of the 90% around 50+ possess smart phones. This has now led to restricted learning on computers to mobile/cell phones with learning now portable in pockets and purses. (Purses for the ladies ;)~. Thus with the ever growing technology and with recent innovations, learning is not just restricted to job aids on paper, or WBT or print media. The field of learning has now spread out its wings wherever technology goes. Thus, looking from an eLearning perspective technology leads learning and learning follows technology. Its something that will continue and will make it more challenging for all living and breathing in the world of eLearning.