1. Presenting E-Learning
and Design Concepts
Suzanne Sannwald
Ashford University
Instructional Design & Delivery
EDU 652
Dr. Kathy Zientek
April 7, 2013

2. Defining E-Learning
“E-learning is the use of
electronic technologies to
create learning experiences”
(Horton, 2012, p. 1).
E-Learning is
simply learning
with technology integration.

3. Varieties of E-Learning
E-Learning Varieties Outlined by Horton (2012):
• Standalone Courses
– Independent, self-paced learning
– Example: Using Gantt Charts (Examples, 2011)
• Learning Games and Simulations
– Discovery learning through game
and simulation activities
– Example: Interview Simulation (Examples, 2011)
The Crimescene Game
Learning Simulation

4. Varieties of E-Learning
E-Learning Varieties Outlined by Horton (2012):
• Mobile Learning
– Learning on the move with mobile devices
– Example: Architectural Tour (Examples, 2011)
• Social Learning
– Online, community-based learning
– Example: Chronicle Forums (Examples, 2011)
• Virtual-Classroom Courses
– Structured, online courses
– Example: EDU 652 eCollege Course

5. Creating E-Learning
E-Learning creation depends on
DESIGN & DEVELOPMENT
What is the difference
between design
and development?

6. Design vs. Development
DESIGN
DEVELOPMEN
T
Is about decisions
Is about construction
“Governs what
we do”
“Governs how we carry
out those decisions”
(Horton, 2012, p. 3).
(Horton, 2012, p. 3).
Planning
Implementation

7. Defining E-Learning Design
E-Learning is simply learning
with technology integration.
E-Learning design is simply instructional design
for learning with technology integration.

8. Defining Instructional Design
Instructional design is
“the systematic and reflective process of
translating principles of learning and instruction into
plans for instructional materials, activities, information
resources, and evaluation” (Smith & Ragan, 2005, p.4).
Instructional design is simply
the process of
thoughtfully
creating plans for learning.
*Instructional design applies generally to planning of any type of learning.

9. Instructional Design Advice
Instructional Design Advice from Horton (2012):
“Apply just enough
instructional design”
(p. 3)
“Instructional design
determines everything else”
(p. 3)
“Good design can prevent
common failures”
(p. 3)
Apply principles of
instructional design to as
great a degree as time and
resources allow.
Instructional design, or the
lack thereof, directly affects
all decisions made regarding
instruction.
Nearly all learning failures
may be traced back to the
root cause of failures in
instructional design.

10. Design Perspectives & Influences
WARNING
Some of the most commonly influential
instructional models provide
highly ineffective perspectives for learning.

11. Design Perspectives & Influences
Horton (2012) warns about the non-design
perspectives and influences described below.
RAPRAPRAPAWAP
This perspective translates into “read a paper, read a paper, read a
paper, and write a paper” (p. 4). Learning is designed to occur mostly
or entirely through straightforward reading and writing assignments.
Pack ‘em, yak ‘em, rack
‘em, and track ‘em
This perspective addresses instruction which involves teaching large
masses of students through lecture-style delivery and with standard,
objective-based assessments that conform directly with lectures.
Warn and scorn (AKA Cover This perspective involves the forcing of learners through a sequence of
material that they are required to acknowledge as received. The
the Corporate Assets)
purpose of such compliance-based instruction is likely legal protection.
Fill in the blanks
Wouldn’t it be cool if…
(AKA Fad-chasing)
This perspective approaches the development of instruction as if
learning is a simple equation. Planning of learning is plugged into a
template-like format out of convenience rather than best practice.
This perspective for planning learning is based upon following the
latest trends and trying to impress or keep up with others rather than
upon applying actual instructional design principles.

12. Learning Goal Alignment
Actual instructional design starts with identifying the
LEARNING GOAL
Developing an aligned learning goal requires (2) steps.
Step 1
Step 2
Identify
organizational
goals.
Identify how learning
will contribute to
organizational goals.

13. Learning Goal Alignment
Throughout the instructional design process,
keep the goal in mind with the questions below.
What must
my design
accomplish?
=
What is
the goal?
“How am I helping achieve that goal?”
(Horton, 2012, p. 10)

14. Defining Learning Objectives
After defining the learning goal, determine a
LEARNING OBJECTIVE
What are learning objectives?
– “They define where you’re going”
(Newby et al, 2011, p. 78).
– They describe how learners will
change as a result of instruction.
– They describe what learning will
occur as a result of instruction.

15. Learning Objective Alignment
Goals
Learning
objectives
should
align with
Make sure objectives align
with identified goals.
Learners
Assessment
Design objectives
considering capabilities
and traits of learners.
Assessment criteria and methods
should align with objectives.

16. Planning Learning Sequences
Bottom Up
• Most common sequence
• Prerequisite objectives are
taught first
Top Down
• Assume prerequisites are met
• Start at the top objective
• Address learners without
prerequisites, as necessary
Sideways
• Allow learners to explore in
own sequence
• Learners satisfy prerequisites
as approached
(Horton, 2012, p. 43)

17. Selecting Learning Sequences
Learning
Sequence
When Appropriate?
Bottom Up
• “Often necessary where safety is a concern”
(Horton, 2012, p. 47).
• Appropriate for novices and those conditioned by
traditional educational methods.
Top Down
• “For efficiency of learning” (Horton, 2012, p. 47).
• Appropriate for experts or self-directed learners.
• Good for need-based just-in-time learning.
Sideways
• To “add excitement to the learning process”
(Horton, 2012, p. 47).
• Appropriate for discovery learning and

18. Selection of Learning Activities
“People learn by
considering,
researching,
analyzing,
evaluating,
organizing,
synthesizing,
discussing,
testing,
deciding, and
applying
ideas”
(Horton, 2012, p. 51).
What learning
activities will best
help learners meet
objectives?

19. Selecting Learning Activities
3 Types of Learning Activities
Do Activities:
• Practicing
• Game playing
• Discovery learning
Absorb Activities:
• Reading
• Watching
• Listening
• Field trips
Goal = 50%
of learner time
Goal = 40%
of learner time
Connect Activities:
• Asking questions
• Conducting research
• Creating original work
Goal = 10%
of learner time
(Horton, 2012, p. 51-58)

20. Selecting Learning Activities
Tips when selecting learning activities:
• Match learning activities with objective types.
• Plan learning activities in combination.
• Keep activities simple when they can be.
• Cascade related activities for efficiency.
• Vary the sequence of activities when appropriate.
• Plan activities with discovery in mind.
(Horton, 2012, p. 59-61)

21. References
Examples from e-learning by design. (2011).
http://www.horton.com/elbdbook
Horton, W. (2012). E-Learning by design (2nd ed.). San
Francisco, CA: Wiley.
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., &
Ottenbreit-Leftwich, A. (2011). Educational technology for
teaching and learning (4th ed.). [VitalSource version].
Retrieved from https://online.vitalsource.com/home/signin
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.).
San Francisco: John Wiley & Sons/Jossey-Bass.