Electronic

Learning
Environments

Module 3
 Learning outcomes
 Provide a definition for the process of Instructional
Design
 Describe and explain the ‘Analysis’ phase of the
instructional design process
 Describe and explain the ‘Design’ phase of the
instructional design process
 Describe and explain the ‘Development’ phase of
the instructional design process
 Describe and explain the ‘Implementation and
Evaluation’ phases of the instructional design
process
 Identify some key design principles for the design
of interactive multimedia environment
 Secrets of user-interface design
What is an Instructional
Design?
 It is the process of designing and developing
instructional materials, using scientific principles
about how people learn, to maximise the acquisition
of skills, knowledge and attitudes

 “An organised procedure for developing instructional

materials or programs which include the steps of:
 Analysis (defining what to be learned),
 Design (specifying how the learning should occur),
Developing (authoring or producing material),
 Implementing (using the materials for strategies in
context), and
 Evaluating (determining the adequacy of instruction)”
 ADDIE-model
The Addie-model
Analysis

Design

Development

Revise Implement

Evaluate
 ADDIE-model of
instructional design
 The Analysis phase
 Learning about learners:
 Based on the collection of data– what they can & can’t do
 Known and unknown – competencies
 Demographics
 Language skills
 Typing skills and mouse skills
 What technology can they use?
 Motivation
 Learning styles
 Learning about the curriculum and content
requirements:
 Critical and learning area outcomes are met
 Content is presented in a certain way
 Types of learning activities
 The Design phase (1 of 4)
 Analysing the outcomes:
 Skills
 Knowledge
 Attitudes and beliefs
 Outcomes (learning goals) must be –
 meaningful
 measurable and observable objective
 Objectives must be clearly stated
 Developing initial content ideas:
 Brainstorming –content & approaches (what & how?)
 Elimination of some initial ideas
 learners’ pre-knowledge, computer skills, attitudes, age (learners’
demographics)
 amount of subject matter, capability of computer system, ability of
the developer
 The Design phase (2 of 4)

 Preliminary programme description:

 Instructional analysis –
 Identifying types of learning – indented outcomes
 Choosing a methodology – learning experiences

 tutorials
 drill and practice
 simulations
 problem-solving
 Design principles
 The Design phase (3 of 4)
 Factor decisions – methodology chosen:
 Feedback – when, how much, way of feedback
 Question types – multiple choice, true or false, one-word
 Learner control
 Motivation
 Judging – learners’ answers
 Sequence description - order by which information
will be presented:
 Opening screen
 Directions
 Interaction
 Method of item selection
 Closing
 The Design phase (4 of 4)

 Storyboard – visual way of presenting

the design that has been decided upon: -
 Scripts (text, graphics, tables)
 Audio
 Video
 Ongoing evaluation:
 Formative
 Summative
 The Development phase
(1 of 2)

 Development – the entire process of

producing refining and validating the
programme:
 Programming software – Macromedia
Authorware, Macromedia Director or Asymetric
Toolbook
 Web authoring software - Macromedia
Dreamweaver Microsoft FrontPage, Coldfusion
 Image-editing software – CorelDraw, Adode
Photoshop or Microsoft PhotoDraw
 Software sound, graphics or animations
 The Development phase
(2 of 2)
 Steps to be considered or followed:
 The development of a project management plan – time
and money
 Preparing of the text components – Microsoft Word
 Authoring of the separate pages or screen – every single
screen is developed (text, graphics, video, animations,
hyperlinks, navigation buttons)
 Creation of graphics, sound and video – professional
help
 Assembling the pieces in the sequence that was decided
on during the design phase
 Preparation of support material – guide, help pages,
additional content, exercises and contact details for the
developers
 Implementation and
Evaluation phases
 Phases are related and inter-dependent
 Evaluate the effectiveness of the website/piece
 Alpha testing
 Done by design + development team
 Use evaluation forms and style manual
 Beta testing
 Select learners, explain procedure
 Determine prior knowledge
 Observation, interviewing, assess
 Pilot study is necessary
 Full study – actual learners

 Revision of the website/piece/multimedia on the

lesson learnt (as an ongoing cycle)
 Effective training
principles (1 of 3)
 The importance of motivation – intrinsic
and extrinsic:
 Clearly stating the benefits of learning
 Invoking curiosity
 Start with a pre-test
 Challenge learners
 Increase the difficulty gradually
 Keep the differences in the learners in
mind:
 Learning style preferences
 Intelligence
 Offer choices: how, pace
 Simplify learning activities
 Effective training
principles (2 of 3)
 Emphasise important content:
 Focus attention
 Avoid distractions
 Consistency
 Practice learning - repeated practice improves
recall
 Stimulate thinking, not mere clicking -
 compare, contrast and integrate separate ideas
 Help learners to see association -
 encourage exploration of ideas from different perspectives
 Effective training
principles (3 of 3)
 Consider the limitations of human
perception and memory:
 Working memory is short-term memory
 keep content simple, short and to the point
 organise information into a small number of “chunks”

 after presenting a concept, immediately let the learners

practice applying the concept – verify understanding

 eliminate the unnecessary materials
Secrets of user-interface
design
 Keep context clear
 Title pages
 Introduce the subject
 “where-am-I?” cues
 Keep interaction simple
 What is a user interface?
 User frustrations
 Consistency in design