In the last post on this topic, I’d tried answering the question of whether classroom instructors can be effective courseware designers. I’d shared a few factors that I feel help make a smooth transition – namely motivation, a background in creating course materials for classroom training, and exposure to basic theory around the psychology of adult learning.
Which brought me to the question of – can an instructor without any experience in developing classroom materials or minus a strong theoretical framework in the science of instruction make the transition to being an effective instructional designer of eLearning?
There is no simple answer to this except to try it out and see it if works. But you can increase the chances of success with these three simple steps. By the end of this experience, your instructors are sure to get exposure to the entire gamut of what it takes to be effective IDs.
Get them involved as SMEs working with an external team on courseware development
One way of easing the transition into the new role is to first get the instructors involved as SMEs (Subject Matter Experts) on eLearning projects. They can work with an external team from Learning Solutions companies specializing in custom eLearning courseware to gain exposure to the demands of an ID role. In fact this also is a good way for you to test the waters if your organization is new to eLearning. As an SME, the instructor will be closely involved in providing content inputs, validating content structuring, and in providing review feedback. This will give the instructor the relevant exposure to working with storyboards, the course design and development process, the design of interactivity, along with a background understanding of tools and templates that support this design. It will also give the instructor an immersive experience with the many other surrounding intangibles that go into instructional design.
Put them through the basics of ID and instructional technology
A foundation course in instructional design will go a long way in helping them get into the new role. If this foundation is in place already, you can focus on the providing an orientation to the technology side of eLearning. To begin with, get the instructors acquainted with good eLearning courses. In my previous post, I’d mentioned a success story of the faculty of the Department of Distance Education. How did they make the transition? They had arranged for a crash course in the basics of instructional design in the eLearning context. As one of the resource people for this course, I had been a bit skeptical initially as most of the faculty didn’t have much prior exposure to the online medium, leave alone designing materials for it. But once they had the basics of ID using technology in place, they got their eLearning project off the ground in record time.
Let them get acquainted with at least 1 rapid content authoring tool
While they are working as SMEs on eLearning projects, encourage your instructors to play around with at least one rapid content authoring tool such as Lectora, Captivate, Adobe Presenter or Engage just to get a feel of development. This exposure to the tool and templates used within will help them come up with more effective storyboard design and development as they will now have hands-on experience with the potential and limitations of each tool. In fact if you have outsourced your eLearning to start with, you can ensure that as SMEs, your instructors can get a lot of information on tools during their interactions with the learning companies you are partnering with to develop your eLearning. This will give them an overall end-to-end picture of what it takes to be instructional designers.
Subscribe to Our eLearning Design Blogs
Get CommLab's latest eLearning articles straight to your inbox. Enter your email address below:
Effective audio narration goes a long way in enhancing the efficacy of an eLearning course by reducing the cognitive load. The modality principle states that the learner can learn better from animations and narration than just animations and on-screen text.
Designing the prototype of an eLearning course and getting it approved before developing the course plays a key role in the smooth execution of the online course development project. Having a prototype allows the client and the developer to be on the same page, and this helps reduce rework in the later stages of the project.
Numerous classroom training sessions over the years would have resulted in you accumulating a vast knowledge bank on various topics in your organization. The material could be in the form of PowerPoint presentations, MS-Word documents, or PDF files – all reviewed, finalized and signed off by your Subject-matter Experts (SMEs).
Welcome to today’s blog post. Aviation industry is one of the first industries to adapt eLearning and define clear standards for the development of CBTs (AICC). Having worked on several projects for the industry, I have understood the significance of these standards. Developing an eLearning program for the aviation industry is different from any other industry and requires great attention to details. Today, we will look at the three parameters that will help ensure the safe landing of your aviation CBTs.
The online training medium is used extensively to train the workforce in the healthcare sector. According to a report from Ambient Insight, the revenue of the U.S. corporate market for eLearning products and services is expected to reach $7.1 billion by 2015, out of which, the growth rate of the healthcare vertical will be a staggering 45.1%.
What we learn with pleasure we never forget. – Alfred Mercier
It is common knowledge that a good online course makes the learner stay focused throughout the course. To impart first-rate training, as an instructional designer, you can add humor to your eLearning course. Proper use of fun elements goes a long way in making your eLearning course engaging. Characters, cartoons, avatars, photographs, animated pictures, case-studies, animations and scenarios can be used to make courses fun-filled. In this blog, I would like to share some tips to use humor very effectively in your online training course without compromising on the course objectives.
It is a tough task to connect with your online learners. In an eLearning course, the instructors don’t have an opportunity to communicate with the learners directly. So, it is very essential to design the course in such a way that it facilitates effective communication with the learners.
Text-heavy eLearning courses are not very effective because the cognitive load on the learner is high. So, it is important to divide the content into “digestible” chunks to facilitate effective learning.
According to Ambient Insight, the market for self-paced eLearning will reach a staggering $53 billion, by 2018, registering a compound annual growth rate (CAGR) of 4.4% between the years 2013 and 2018.
As eLearning designers, we try to make the content meaningful and learner-friendly. In this process, we sometimes forget to add some elements that help engage learners. What are these elements, and how can you involve the learner intellectually, emotionally and physically? In this post, we will find out answers to these questions.