Some Models of eLearning Instructional Design

1
Some Models of eLearning Instructional Design
2
Model Contents

• A model provides a conceptual underpinning and
  suggested methods for approaching the work of
  eLearning curriculum design.

3
Typical Steps in eLearning Content Provision

• Learning needs analysis specification of
  learning objectives
• Curriculum design selection and organization of
  courseware (learning content creation)
• Curriculum delivery courseware delivery using
  appropriate media
• Curriculum evaluation conformance of curriculum
  design and delivery to learning objectives
  (Anane, Crowther, Beadle and Theodoropoulos,
  2004, n.p.)

4
Boutique Course Development

• This boutique model is one in which the
  instructor contacts an instructional designer for
  targeted help in launching an online course.
  (A.W. Bates and G. Poole, pp. 140 141)

5
Collegial Materials Development

• This model suggests that several academics work
  collaboratively to create online or multimedia
  educational materials. These members may be from
  one department or from cross-field departments.
  (A.W. Bates and G. Poole, 2003, p. 141)

6
Project Management

• Project management has a defined set of
  resources, a timeline, and a clear deliverable.
  This may involve a team or an individual, who may
  build for a group of stakeholders.

7
Lone Ranger Approach

• This approach involves one instructor with
  certain online learning development goals who
  goes it alone. The various strengths and
  weaknesses of that instructor will affect the
  course outcomes. It is said that university and
  college cultures support this approach with their
  funding structure.

8
Automated Course Development

• Automated courses try to engage learners
  cognitively and emotionally. The latter aspect of
  this is done through the personalization of the
  learning through pedagogical /learning agents or
  automated bots or talking heads. Games may be
  added to create particular simulations.

9
Cultural Neutrality

• Recent research has addressed issues of cultural
  neutrality in the creation of inoffensive
  curricular materials.
• Another approach has been to culturally tailor
  a curriculum to a particular learning group.

10
Cultures of Curriculum

• The concept of the cultures of curriculum asks
  what underlying assumptions and implications
  there may be to how a curriculum is created.
  While this was not designed with online learning
  in mind per se, this model by P.B. Joseph
  surfaces important questions. The following are
  some broadly paraphrased questions.

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Cultures of Curriculum (cont.)

• What statements synthesize major beliefs in this
  culture of curriculum?
• What are the goals of education?
• What are the forces, events and ideas that
  influenced this culture of curriculum?
• What are the roles of instructors, and how do
  they facilitate learning?
• What is the subject matter, and how is it
  organized?

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Cultures of Curriculum (cont.)

• What is the online classroom environment?
• Who plans the curriculum, and who has the power
  to make decisions?
• How should students be assessed? How is the
  success of the curriculum determined?
• What problems or challenges do teachers face when
  they implement this culture of curriculum?
• What problems are inherent in the vision of this
  curriculum? What are the blind spots not
  perceived by advocates of this culture of
  curriculum?

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Explicit, Implicit and Null Curricula

• Whats said? Whats not said? What is not even
  noticed?
• The above question encapsulates the concepts of a
  curricula that is unexplored and has embedded
  assumptions.

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References

• Anane, R., Crowther, S., Beadle, J., and
  Theodoropoulos, G. (2004) eLearning Content
  Provision. IEEE. Proceedings of the 15th
  International Workshop on Database and Expert
  Systems applications (DEXA 04).
• Bates, A.W. and Poole, G. (2003) Effective
  teaching with technology in higher education
  Foundations for success. San Francisco
  Jossey-Bass Publishers.
• Joseph, P.B., et al. (2000). Cultures of
  curriculum. Mahwah Lawrence Erlbaum
  Associates, Publishers.

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Conclusion

• What sort of curricular design method would make
  sense for you and your work situation?
• Would there be a more ideal method? Is there a
  way for you to make that happen?