Learning Development: Storyboard Elements

Storyboarding occurs during the Development phase of the ADDIE model of instructional design, after the audience has been analyzed and the learning sequence has been designed. Storyboards serve as the "blueprint" of the eLearning module prior to development within an authoring tool. This post outlines and explains the many elements indicative of a good storyboard.

Slide Title - Main idea of the slide for learner's visual cue
Audio - Slide by slide script plus audio cues and background sounds
Graphics - Verbal descriptions, sketches, or file names of pre-selected graphics
Video - File names of any pre-recorded video clips
Text - On-screen text for both content and learner instructions
Navigation - Location and description of navigational elements
Interactivity - Description of how graphics, texts, and audio appers on screen and behaves including timing, roll-overs, screen clicks, and drags and drops
Programmer Notes - Description of interface elements, required learner actions, and any specific instructions to integrate learning within desired delivery platform

A good storyboard can be reviewed and understood by the client, narrator, graphic artist, and/or producer as necessary for approval. Storyboards are often completed in either Microsoft Word or PowerPoint, and a great resource for templates can be found here on The eLearning Coach blog.

Resource:
Michaels & Associates Consulting & Training. Storyboarding Strategies for Effective eLearning. Retrieved from: http://bit.ly/41o0Xo

Learning Development: Free eLearning Resources

Here is a concise list of websites to find free photos, sounds, and fonts for eLearning, web design, or graphic design projects.

Photos: Free Foto, iStockphoto, Stock.XCHNG, eLearning Stock, Every Stock Photo

Sounds: Freesound, Freeplay Music, Free Stock Music, Stock Music Boutique

Fonts: 1001 Free Fonts, Font Squirrel, Simply the Best Fonts, Google web fonts

Image credit:
http: http://freebabystuffforexpectingmothers.org/wp-content/uploads/2011/07/free-stuff.jpg

Learning Development: Scenario Based Learning

Scenario-based learning (SBL) is learning that occurs by following success and failure paths within a context, situation, or social framework (Kindley, 2002) in which learners are able to explore a problem, event or issue [to] assist with problem-solving, decision making, and interpretation of data or observations in the real-world.

SBL is based on the concept of situated cognition, which is the idea that knowledge can't be known and fully understood independent of its context. (Kindley, 2002) Using real life scenarios heightens the relevance of the learning because the focus is more on application than plain theory. The learner, therefore, becomes an active participant in the learning process.

The basic elements of scenarios (often referred to as branching) are as follows:
• The learner is presented a problem in the form of text, images, audio, and/or video
• The learner has to choose how to respond to the problem
• Based on how they respond, the scenario branches down a path
• At the end of the path, the learner may be presented with feedback and the option to retry the scenario to improve their results

Research completed by Will Thalheimer, PhD suggests that the scenario-based approach to learning aids in the following:
• Supports Long Term Remembering
• Provides Memory Retrieval Practice
• Enables Context and Language Triggered Remembering
• Boosts Learning and Performance

By building scenarios where [learners] have to actively make decisions, you’re better able to help them transfer the information and make it more meaningful. (Kuhlman, 2009)

Resources:
Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning. ASTD Online Magazine. Retrieved from: http://bit.ly/13oM3V

Kuhlman, T. (2009). 7 Tips for Better E-learning Scenarios. Rapid E-Learning Blog. Retrieved from: http://bit.ly/dlgaC

Thalheimer, W. (2009) Using Linguistically, Culturally, and Situationally Appropriate Scenarios to Support Real-World Remembering. Work-Learning Research Inc. Retrieved from:http://bit.ly/yLjpQA

Learning Management: eLearning Landmines

Defusing Landmines in eLearning Projects
Notes from #CETS11 - Chicago eLearning and Technology Showcase

There are many ways eLearning designers and developers can prevent potential project "landmines". In her keynote speech, Jennifer DeVries outlined several "landmines," as well as tasks and tips to prevent them toward helping keep your eLearning project a success. Some of these tips are as follows:

** Test authoring tool and delivery platform (LMS) early in the process, preferrably on target audience computer.
** Schedule SME meetings, and set time expectations early and often.
** Compare scope to status regularly (i.e. course length, content, media).
** Build several revision cycles into your eLearning plan; base the number of revisions on the number of reviewers.
** Use a project tracker to gauge deliverable stages, and budget vs. actual hours.

The document accompanying the presentation, eLearning Scoping Questions, can be found here on the CETS11 Slideshare page. This document outlines 5 questions to ask your client in order to set the project scope and expectations prior to all your hard work.

These 5 areas are:
1) Stakeholders/ Owners and Results Needed
2) Previous eLearning Projects and Expectations
3) Target Audience and Course Delivery
4) Existing Content
5) Course Development/ Production

Reference:
DeVries, J. (2011) Defusing Landmines in eLearning Projects. Keynote Address - http://chicagoelearningshowcase.com/

Learning Tool: AdeLE

Adaptive eLearning with Eye-tracking

Adaptive eLearning is a hot topic right now. Perhaps you have heard it referred to as adaptive training, intelligent tutoring system (ITS), or cognitive tutor, but in any case, adaptive eLearning is a learning system that intelligently adapts learning content to suit learner needs via a computer.

To learn more about adaptive learning, there is a great video and adaptive learning samples posted on the Adaptive eLearning website at UNSW.

In this post, however, I would like to take adaptive eLearning to the next level and advocate for the use of real-time eye-tracking in combination with the content-analysis tracking used by basic adaptive eLearning systems.

Lead by a research team in Austria, a protoype for Adaptive eLearning with eye-tracking is being developed. It is aptly named "AdeLE".



Resources:
Pivec, M, Trummer, & C. Pripfl, J. (2006). Eye-Tracking Adaptable e-Learning and Content Authoring Support. Informatica, 30, 83-86

Al-Khalifa, H.S. & George, R.P. (2010) Eye Tracking and e-Learning: Seeing Through Your Students' Eyes. ELearn Magazine, June 2010.

Gütl, C., Pivec, M., Trummer, C., García-Barrios, V.M., Mödritscher, F., Pripfl, J., & Umgeher, M. (2005). AdeLE (Adaptive e-Learning with Eye-Tracking): Theoretical Background, System Architecture and Application Scenarios. EURRODL 12-05.

Learning Design: Design Mapping Techniques

Design Mapping Techniques for Better Rapid eLearning Courses
Notes from #CETS11 - Chicago eLearning and Technology Showcase



Pictures and fonts are your "voice" in eLearning, and they set the tone and style of the learning experience. Design mapping is a great way to pre-design the visual layout of your eLearning. Elements of the design map include: Colors, Typography, People, Culture, Analogies, Metephors, Industry, and even Trade Magazines.

The above image, a design map template, and notes about design mapping from David Anderson himself can be found here: Using the Mind Map Template

Reference:
Anderson, D. (2011) Design Mapping Techniques for Better Rapid eLearning Courses. http://chicagoelearningshowcase.com/

Learning Design: Scenario Based eLearning

Scenario based eLearning
Notes from #CETS11 - Chicago eLearning and Technology Showcase

Traditional scenario based learning:
- Uses real life situations to teach the subject focusing on application of knowledge
- Presents real life situations in order to learn through feedback based on choices
- Creates highly engaging and interactive courses where learner is active participant

The basic premise of a scenario is that the learner is presented a challenge and a number of choices that can be made based on the situation. Depending on the learner's decision, the learner is presented feedback and/or a specific consequence of the action as outlined in the flowchart below:

Components of a scenario:
- Background/ Context
- Character(s)
- Situation
- Word bubbles/ audio
- Action items
- Consequence/ feedback

Challenges of scenario based learning:
- LMS or eLearning platform does not allow branching
- Lack of time - design and development of scenario based eLearning takes approximately 120 hours per 1 hour of learning
- Lack of SME involvement - scenarios require heavy content input from SMEs

References:
Weiss, T. (2011) Creating Scenario-Based Learning Using Rapid eLearning Tools. http://chicagoelearningshowcase.com/

Image: http://blog.commlabindia.com/wp-content/uploads/2013/05/design-effective-scenarios-for-elearning-courses.jpg

Learning Design: Add Interactivity to eLearning

Easy, Cheap Ways to Add Interactivity to eLearning
Notes from #CETS11 - Chicago eLearning and Technology Showcase

Level 1
Pop-Up - Click on a link to see a definition or obtain more information on a topic.
Hot Spot - Click on an image to view a different page or additional content.

Level 2
Myth or Fact - Determine whether series of statements is accurate or not.
Ordering - Put steps of a process or procedure into the correct order.
Categorization- Group a series of statements and together by like characteristics.
Interactive Timeline - A visual representation of a sequence of events, whereby the learner clicks on a specific date or year, events and/or content relevant to that date appears.

Level 3
Scavenger Hunt- The learner is presented with a problem that requires them to use various assigned resources to answer the questions.
Simple Game-Based - The learner is tested on factual knowledge through the use of something like Jeopardy, a crossword puzzle, or flip cards.

Level 4
Virtual Coach - The learner partners with an avatar-like creation that helps guide the learner throughout the course.
Challenge and Response - The learner is presented with a simulated interview or scenario where the learner is being questioned or challenged by another individual.

Reference:
Massoni, J. & Weller, S. (2011) 20 Easy and Cheap Ways to Add Interactivity to eLearning. http://chicagoelearningshowcase.com/

Image: http://www.macs.hw.ac.uk/texturelab/EPSRC/images/Clouds/PeopleInteractivityCloud.png

Learning Tool: PowerPoint

PowerPoint is most often used for presentations due to its linear formatting and flexible styles. PowerPoint 2010, however, is gaining some popularity as both a design manipulation and rapid eLearning development tool. While the level of interactivity possible with PowerPoint is no match for Captivate or Lectora, PowerPoint is a great tool to use on a tight budget. Below is a collection of resources and tutorials in which you can use to design elearning using PowerPoint.

PowerPoint Help and How-To: Microsoft
Why You Need PowerPoint 2010 for Rapid E-Learning: Rapid E-Learning Blog
Rapid e-Learning storyboarding with PowerPoint: Free Download
6 Alternatives to Bullet Lists: eLearning Coach
Convert PowerPoint Presentations into Movies: Atrixware E-Learning Solutions
Insight into PowerPoint: IconLogic Blog
More Than 30 PowerPoint Tips from the Pros! via the Rapid E-Learning Blog
Transfer PPt into Online and Mobile Video Presentations with Brainshark

Plug Ins for PowerPoint to increase customization and interactivity include:
Snap by Lectora
Articulate Presenter

Check back often for aditional resources!

Learning Research: Graduate Level Capstone Project

I am currently pursuing my M.Ed. in Human Resources Education with a concentration in eLearning from the University of Illinois at Champaign-Urbana. One of the really great features of this 2 year online degree program is the flexibility and support offered to me for my Capstone Project. I am tasked to find an area in which I desire more experience, and then I propose, implement, and deliver a project fulfilling both my project goals and the needs of an organization that could benefit from my work.

To that end, I am seeking an opportunity to complete a short-term eLearning/ Instructional Design Project within an organization. The project would be proposed, implemented, and delivered along the following timeline:

August - Project Plan
September - Onsite/Remote Work
October - Onsite/Remote Work
November - Deliverables

It is my hope that this project would be a continuation of work completed in my Learning Technologies course, in which I collaborated with my colleagues to design and deliver an online introductory course in utilizing Social Media. That said, I have no industry/ content preference, and welcome the opportunity to have as rich of a learning experience as is possible. I would ideally like to expand upon my experience in the following areas:

Working with SME’s
Writing/ repurposing content for online delivery
Storyboarding
Designing custom graphics/ multi-media
Utilizing eLearning authoring tools

Please contact me if you, your organization, or a member of your PLN may be interested in working with me on this project. Resume, Transcripts, Coursework, and References available upon request.

Learning Tool: Massive Open Online Course

This post is inspired by Edumooc 2011: Online Learning Today... and Tomorrow. This 8 week MOOC, started by Ray Shroeder at the University of Illinois Springfield, has over 2000 participants from all over the World, and can be found here: http://sites.google.com/site/edumooc/home

"Online Learning Today... and Tomorrow" covers weekly topics ranging from the open source movement to technology to personal learning networks. Weekly resources consist of a live, recorded presentation hosted by a panel of experts, a collection of blogs, articles, and online journals, influential Twitter profiles, and pertinent Twitter hashtags. In addition to weekly resources, there are also Wikispace and Skype discussions.

MOOCs provide not only the opportunity to learn, but also to network with industry professionals. #edumooc participants can be found on this Twitter list.

More MOOC resources:
EduMOOC 2001 EduMOOCosphere
Tektrekker's eduMOOC Central
Explore a new Learning Frontier: MOOC via Learning solutions Magazine

Reference:
Cormier, D. (2010) What is a MOOC. Video by Neal Gillis. Retrieved from: http://www.youtube.com/watch?v=eW3gMGqcZQc

Learning Research: eLearning Acronyms

Since the field of eLearning combines human resources, education, authoring, and design technology, it can be difficult to learn the lingo. Throughout my studies, I have been compiling a list of commonly used acronyms for my own learning and reference; I hope they can be useful to you as well.

ADL - Advance Distributed Learning
AU - Assignable Unit
CAI - Computer Assisted Instruction
CBT - Computer Based Training
CMS - Content Management System
DL - Distributed Learning
EPSS - Electronic Performance Support System
ICT - Information and Communication Technology
ILS - Immersive Learning Simulation
ISD - Instructional Design
ITS - Information Technology Services
LCMS - Learning Content Management System
LMS - Learning Management System
LTM - Long Term Memory
ML - Mental Load
NUI - Natural User Interface
OER - Open Educational Resources
PBL - Problem Based Learning
PLE - Personal Learning Environment
RLO - Reusable Learning Object
RCO - Reusable Content Object
SCORM - Sharable Content Object Reference Model
SLE - Social Learning Environments
SME - Subject Matter Expert
SoMe - Social Media
TEL - Technology Enhanced Learning
VLE - Virtual Learning Environment
WBT - Web Based Training
WM - Working Memory

This list represents only the most commonly used acronyms I have found in my studies; feel free to contact me for the comprehensive list. Thanks!

Learning Management: Cost efficient eLearning

"Cost and Resource Efficient Instructional Design for eLearning"

This 5 minute, screen-recorded presentation was created using Jing.
My apologies, there is some background noise.

Learning Evaluation: ROI and ROE

There are two types of benefits in eLearning: tangible and intangible. Tangible benefits can be converted to a dollar value, while intangible benefits are extremely difficult to convert to dollar values. "Some firms that have spent large amounts of money on new e-learning efforts have not received the desired economic advantages" (Strother, 2002), while other firms achieved "economic savings as a result of converting their traditional training delivery methods to e-learning" (Strother, 2002)

Even though some firms may not see an economic return on their investments (ROI) in tangible benefits, there are certainly intangible benefits to converting instructor led training to eLearning. Advantages such as "convenience, standardized deliery, self-paced learning, and variety of available content" (Strother, 2002) are intangible benefits that could lead to a high return on expectation (ROE).

ROI % is typically measured using the following formula:
Benefits- Total Costs x 100
     Total Costs

ROI is all about assigning costs to benefits. ROE, however, is measured based on eLearning value. What is the value of the training or learning and does that value qualify as enough benefit to the organization to justify an investment? "Wise training managers realize the bitterness of poor quality remains long after the sweetness of low price has been forgotten" :) Some ROE measurements include: change of learner behavior toward positive business results such as higher quality client interaction, increased production, and lower rate of turnover.

Reference:
Strother, J.B. (2002) An Assessment of the Effectiveness of e-Learning in Corporate Training Programs. IRRODL. Volume 3., No. 1. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/viewArticle/83/160

Learning Management: ADDIE model

The ADDIE model for eLearning project management has five stages: Analyze, Design, Development, Implementation, and Evaluation.



Analyze: After determinging the scope, market and audience of your eLearning porgram, you must "clarify organizational and training program objectives" (Lynch & Roecker, 2007). This includes identifiying risks, opportunities, budget restrictions, timing, and personnel needed.

Design: Objectives are transformed into a program structure including the sequence, durantion, and pace of proposed learning modules. Learning methods are identified, and administrative requirements are defined. This is the storyboard and instructional design phase.

Development: Creation of infrastructure, content related communication packs, multimedia, reference guides, job aids, necessary additional resources, and assessment criteria.

Implementation: Install all developed materials to delivery channels, set up administrative databases, roll out program communication, schedule learning sessions, and implement training.

Evaluation: Collect all training and project evaluation data, review participant and project performance for report to stakeholders. You should be able to deliver a program and project evaluation report upon completion of the evaluation.

Reference:
Lynch, M. M., & Roecker, J. (2007.) Project managing eLearning: A handbook for successful design, delivery, and management. Routledge. Chapter 1.