The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.
2. Aim
• e-learning and its forms
• e-Learning models and its processes
• e-learning design principles/ techniques
3. e-Learning
As all educational or instructional content that is
distributed using web-based technologies to
achieve any of a variety of learning objectives
including (but not limited to):
– employee, business partner training
– academic education of students
– Marketing communications
– Customer support
Source -The eLearning Guild
4. Really, any situation you can imagine where the
goal is to impart information that will enable the
user to learn something.
9. e-Learning types
Rapid e-learning
Less development time
•Less budget
•Cost effective
•Any subject that can be explained in words
•Short shelf life
• Quick time for delivery
•Re-purpose existing content
•Just in time information – hot topic
Traditional e-learning
Long lead time
•More budget
•Subjects that need simulations or 3D models
•Long shelf life
•Original content
11. S
T
A
G
E
S
Source: Khan, B. H. (2004, September-October).
People, process and product continuum in e-learning:
The e-learning P3 model. Educational Technology.
Vol.44, No. 5. pp. 33-40.
12.
13. Traditional Process
Stages People Product
Planning Detailed Project Plan
Project Research and Business
Director
Manager design coordinator Developer
14. Traditional Process
Stages People Product
Planning Detailed Project Plan
Project Research and Business
Director
Manager design coordinator Developer
Design Storyboards
Subject Copyright Evaluation Instructional Research and
Matter Expert Coordinator Specialist designers design coordinator
15. Traditional Process
Stages People Product
Planning Detailed Project Plan
Project Research and Business
Director
Manager design coordinator Developer
Design Storyboards
Subject Copyright Evaluation Instructional Research and
Matter Expert Coordinator Specialist designers design coordinator
Production • course integrator Course Materials
Production • programmer
coordinator • graphic artist
• multimedia developer
• photographer/videographer
• editor
• learning objects specialist,
• quality assurance person
• Pilot Subjects
16. Traditional Process
Stages People Product
Planning Detailed Project Plan
Project Research and Business
Director
Manager design coordinator Developer
Design Storyboards
Subject Copyright Evaluation Instructional Research and
Matter Expert Coordinator Specialist designers design coordinator
Production Course Materials
Production Production
coordinator Team
Evaluation Revised Course
Interface
Designer
Evaluation
Specialist
Instructional
designers materials
17. S
T
A
G
E
S
Source: Khan, B. H. (2004, September-October).
People, process and product continuum in e-learning:
The e-learning P3 model. Educational Technology.
Vol.44, No. 5. pp. 33-40.
18. Delivery and Maintenance Stage
Systems server/database
administrator programmer
Well-maintained
learning materials
Webmaster
19. Instructional Stage
instructional and support services staff or ISS
• course coordinator, instructor,
• tutor,
• course facilitator,
• discussion moderator,
• technical support,
• librarian,
• counselor,
• customer service,
• registration and administrative staff,
Source: Khan, B. H. (2004, September-October). People, process and
product continuum in e-learning: The e-learning P3 model. Educational
Technology. Vol.44, No. 5. pp. 33-40.
20. Marketing Stage
• Return on investment in e-learning
• Market researchers and recruiters (or salespersons) involved
• To make accurate and updated information about their e-learning offerings known
to as many potential learners as possible.
21. Rapid e-Learning Model
Source: http://www.atlantic-link.co.uk/index.php?q=e-learning/e-learning-today
23. Rapid Process
Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
24. 1. Scoping of Content
• Organize, organize, organize
Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
25. In Practice
Source: http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
26. SMART Learning Objectives
• Specific – stimulating, simple, strategic and sensible
• Measurable – meaningful, maintainable, mapped to
goals and motivating
• Achievable – appropriate, ambitious, acceptable and
accountable
• Realistic – rewarding, robust, relevant and result
oriented
• Timely – tangible, trackable and towards what you
want
http://www.viddler.com/explore/atlanticlink/videos/3/
28. Techniques
• What must the learner do differently?
• Thinking like a learner
• 20 minutes modules
• Pareto principle (80/20 rule)
• Categorising content
• Refresh material
• Incremental learning path
29. Learning Models
Gagne's events of instruction (Traditional)
• Gaining attention
Get attention
• Informing the learner of the objective
• Stimulating recall of prerequisite learning
Assess Set Direction
and Support
• Presenting new material
Rapid
• Providing learning guidance
Present
• Eliciting performance Summarise information
• Providing feedback about correctness
Examples
• Assessing performance and practices
• Enhancing retention and recall
http://www.viddler.com/explore/atlanticlink/videos/3/
30. Script Writing
• Rapid e-Learners are impatient
• Short lines, short sentences and one idea per paragraph
• Use the active voice, with actions at the start of the sentences
• Consistent use of terminology and instructions
• Tell stories to aid retention
• Reduce text with pictures, audio, graphs and flow charts
http://www.viddler.com/explore/atlanticlink/videos/3/
31. 3. Creating your Course
• Use the outline and the interactive elements as
the basis of the course.
– Subject areas are converted to chapters.
– Topics are converted to bullet pages.
– Interactive elements, quizzes, links, and graphics,
animation, audio, video make your course
interesting.
32. Graphic Design
• Consistent colour
• Consistent layout
• Consistent behaviour
• White space is fine
• A simple acronym
– Contrast
– Repetition
– Alignment
– Positioning
http://www.viddler.com/explore/atlanticlink/videos/3/
34. 4. Implementing and Evaluating the
Course
• Quality Assure Create Issue
• Beta test
• Release Sign off Assign Issue
Issue
Fix issue Accept Issue
http://www.viddler.com/explore/atlanticlink/videos/3/
35. Good e-Learning
• Uses best of breed web design
• Content is designed to be:
– Clear and easy to understand
– Provides easy access to additional information
– Includes repetition provides the same information in several formats
– Includes course tracking
– Can enable tests and surveys
36. References
How to develop effective courses for the web: http://www.readygo.com/isd/
For SMEs: How to design of rapid e-learning materials
http://www.learning15.net/wiki/index.php?title=The_60-minute_masters
Free report on Rapid E-learning Design here:
http://www.kineo.com/rapid-elearning/how-to-design-rapid-e-learning.html
IDEAS: Instructional Design for Elearning ApproacheS: http://ideas.blogs.com/
eLearning Technology: http://elearningtech.blogspot.com/
http://www.kineo.com/demos/Ufi_Demo/resources/Rapid_Elearning_Reviewed_final.pdf
Community & Resources for e-Learning Professionals : http://www.elearningguild.com/
Centre for Learning & Performance Technologies: http://www.c4lpt.co.uk/jane.html
http://www.viddler.com/explore/atlanticlink/videos/3/
