Click “Next” to Continue: Exploring Self-Paced eLearning Design

Date & Time

Aug 6th at 2:45 PM until 3:30 PM




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The focus of this session is to discuss and establish learning design practices and principles for self-paced eLearning (SPeL) materials – learning tutorials that are delivered without the aid of a facilitator. The central question being asked is: what defines quality instruction when materials are presented without the aid of a facilitator? SPeL is typically used in professional training contexts, delivered through a human resource office’s training department, or as part of client or product training packages. However, there is a use for credit-based training too. A SPeL learning course contains the learning content, the instructional process, and assessment system typically packaged together and plugged into a learning management system. Software packages such as Articulate 360 or Adobe Captivate are popular tools used to create SPeL materials. This session will focus on helping instructional designers and developers make better decisions in the production of SPeL materials. This will be accomplished by highlighting aspects of distance education theory, showing examples of design practices, and discussing what design choices might enhance the development of SPeL. In part of the presentation, participants will be asked to share their assumptions on eLearning design as it relates to formal and informal learning. This activity is meant to bridge eLearning practices with theory. In particular is Moore’s Theory or Transactional Distance (TTD), which provides a base framework of eLearning from the constructs of “structure”, “dialogue”, and “autonomy”. The emphasis being that SPeL is a learning product that contains little to no dialogue, is leaner-controlled (autonomous), within a highly structured environment. The principles of Clark and Mayer in their book, ELerning and the Science of Instruction provides further design principles that govern SPeL design choices. Through a discussion of how assumptions engage with design theory and principles, when participants begin examining SPeL examples, the process may reveal how these assumptions and principles may either be missing important points or design practitioners may be misinterpreting design theories. Moreover, as SPeL designs are being used in adaptive learning environments, how well do these principles and assumptions hold? In particular, there are tensions related to accessible design and learner motivation, both of which constitute larger learning concerns in the elearning landscape. VIEW THIS SESSION [Mediasite player]