D299 Task 1: Creating the E-Learning Experience

College of Education, Western Governors University

Dr. Vincent Shrader

July 2, 2024
 Creating the E-Learning Experience

Part 1: Written Description of the Target Audience and Instructional Problem

A. Describe the target audience for your e-learning solution, including the following:

• variations in learners’ prior knowledge and skills (e.g., content, technology)

• age range

• interests

• levels of education

• motivation to learn the concepts and skills

• other learner characteristics (e.g., relationships, attitudes, learner needs)

The target audience for this e-learning solution is K12 classroom teachers currently working

in the field with anywhere from no experience to 30+ years teaching. They may have no prior

knowledge of using AI tools or they may have tried them before but have not fully implemented

using them in their routine. They will have at a minimum, basic technology skills such as surfing

the internet, using email, and knowledge of how to use Microsoft or Google for document

creation.

These teachers range in age from newly graduated early 20s to close-to-retirement 60s or

older. Their professional interests may include using tech tools, but they can also be novices at

trying new tech tools and this could be their first time trying out AI. They have bachelor’s

degrees and are certified teachers, but some may have advanced degrees as well.

Their motivation to learn is high as this is an optional professional development opportunity

that they can choose to take. It is not required. Because this is an optional class they have chosen

to take, they are typically the go-getters who like to try new things. But there could also be some

hesitant learners who are trying this out for the first time and may be somewhat nervous about
what they’ve gotten themselves into. The course will set them at ease by using a friendly tone

and keeping information in manageable chunks.

B. Describe an instructional problem that exists within the target audience that could

be solved by designing, developing, and implementing an e-learning module.

1. Describe an e-learning module that addresses this problem, including the following:

• learning goals

• how the module is organized or situated within a larger unit or course or how it

functions as a stand-alone module

The instructional problem is that AI is new and can be intimidating to those who have not

tried it. Teachers need to learn that AI is simple to use and can help them with many daily tasks.

The learning goals of this course are to learn what AI tools are available that are

beneficial to teachers and practice using some of them to build confidence and skill in using AI

for daily tasks.

The module for this project is specifically about AI communication Tools and fits in with

the larger course of a variety of AI tools teachers can use. It functions as a stand-alone unit in

that it focuses specifically on a few AI communication tools teachers can use to save time. The

rest of the course dives deeper into other AI tools available to teachers and gives them more

practice using them.

C. Using Panopto, present a video screencast of the e-learning module that includes

the following two sections:

1. For the first section of the video (maximum length of 10 minutes), present an

overview of your e-learning module that does each of the following:

 a. demonstrates how e-learning tool(s) (e.g., learning management systems, rapid

authoring tools) are used to accomplish the learning goal(s)

The primary e-learning tool used is the Canvas LMS platform. Canvas was chosen mainly

because it is the LMS my agency uses for professional development, so it was the most

appropriate choice to provide access to my target audience.

The learning goals of my course were to introduce teachers to AI tools and allow them the

opportunity to practice using a variety of those tools. This LMS facilitated accomplishing those

goals by providing tools within the LMS to link resources and embed videos. The Canvas layout

uses modules which makes navigation intuitive and simple which means learners will spend their

time learning content instead of trying to learn a whole new platform.

b. demonstrates how functional multimedia (e.g., images, videos/animations, audio) is

integrated into the module

Most images used in the module are decorative rather than instructional and serve to

provide a consistent theme throughout. The videos used are embedded so they can be viewed

without leaving the course. Videos provide closed-captioning, and a transcript is also available

directly on the YouTube site.

c. identifies at least three formative assessment activities

The formative assessments used within the course are discussion activities where learners

complete an activity and reflect on it through the discussion. They are instructed to post their

reflections and provide responses to two of their fellow learners. These assessments assist

learners in synthesizing the application of the AI tool in their own work as well as considering

potential complications and solutions.

 d. demonstrates the use of a summative assessment.

The final assessment requires learners to apply what they learned by creating something

using a tool they were introduced to and posting it to the course. Sharing their work will allow all

learners to benefit from each other’s new knowledge.

e. includes both the student view and authoring view

The authoring view shows the tools available to the course creator including assignments,

discussions, grading, rubrics, quizzes, and analytics.

The student view is clean and easily navigated both through the home page and the side

navigation bar.

2. For the second section of the video (suggested length of 15–30 minutes),

demonstrate how your module addresses each rubric category and the respective

standards, using the attached “E-Learning Experience Quality Standards Rubric.”

1.1 Learning objectives/goals are clearly defined on both the introduction and learning

objectives pages.

1.2 Content, resources and activities are aligned to and support learning goals. Each

section introduces the learner to a set of tools, provides the learner the opportunity to

try out each new tool and concludes with the learner reflecting on the tools they just

learned about.

1.3 Instructional design strategies incorporated mixed media, a variety of tools, a variety

of opportunities for expression, and a self-paced layout.

1.4 The topics are clearly labeled and broken into manageable chunks of similar concepts

allowing learners to easily scaffold information as they progress through the course.

2.1 Content and resources are fact checked and annotated

2.2 Grammatical and spelling errors are checked by the LMS as the content was

created and the videos and links are all functioning properly.

2.3 Materials and resources used are properly attributed and images used for headers

were created by me using Canva.

2.4 Culturally diverse perspectives are incorporated primarily through learner

interaction.

2.5 Content, resources and activities are relevant and appropriate. The activities

promote learning and sharing of perspectives and provide learners opportunities for

trying new ideas and tools.

3.1 Titles and subtitles are used to clearly identify modules and activities.

3.2 Course organization and theme is consistent through use of heading titles and

images. Each section begins and ends with similarly consistent activities.

3.3 There is ample white space, font size is large enough to be easily read, and

headings are used for ease of navigation on the page.

4.1 Navigation is logical, consistent and efficient. Learners can use the back and next

buttons at the bottom of each page, and they can use the navigation bar on the side of

the screen.

4.2 Alt text is used for images and closed captioning is available on videos.

4.3 Videos have closed captions and transcripts available.

 4.4 Graphics are clearly understood without color for context.

4.5 The Canvas LMS has accessibility tools built into the platform.

4.6 Access to technical and academic support is outlined on the introduction and tech

requirements page.

5.1 Technical skills required for the course are outlined on the Tech Requirements

page.

5.2 Learner privacy and confidentiality are outlined by the LMS when they enter the

course.

5.3 Tools and course layout are flexible and allow learner preference in that they are

free to start with whichever topic they prefer.

6.1 Assessments are aligned to and support the learning objectives stated at the outset.

6.2 The course is not graded, which is clearly stated at the outset.

6.3 Course assessments measure learner progress by requiring learners to share what

they have learned and interact with their peers on the new knowledge.

6.4 Learners can easily see their progress using tools within the LMS.

6.5 Assessment feedback is timely (within 48 hours), targeted (specific to each

learner), and supports growth by encouraging trying new things.

Part 3: Written Reflection on the Design and Development Process

D. Reflect on the design and development of the e-learning module by doing the

following:

1. Explain the following key components of your design and development process:

• the steps of your design process for the e-learning module

 The design and development of this module involved a significant amount of time

researching the topic and looking for valuable readings, videos and other tools to include. There

are endless articles, videos, and other materials on the internet regarding AI tools, but not

everything is useful and not everything fits the focus of the module. A lot of reading and

weeding was required to narrow down what specific items to include so as to provide the optimal

experience for the learner.

• why you selected the tools you used

When planning this module, I wanted to incorporate a variety of modes for the learner to

interact with the material. Relevant articles were important, but I also wanted to include video

tutorials, infographics and audio where possible so as to provide multiple means of sharing

content. (SUNY, 2024). The references and tools I chose were intentionally chosen based on

quality, relevance, duration, and appearance. If a video was extensively lengthy, I would choose

a segment that was particularly impactful and code the video to start at the point the pertinent

information was presented. Images were chosen for design as well as purpose, and infographics

were chosen that visually demonstrated the concept being discussed.

• the challenges you encountered developing your e-learning module

Designing this module was exceptionally challenging in the aspect of choosing and paring

down material to only use what was most relevant. It is easy to get in the weeds on this topic and

I found myself doing just that many times. The amount of time it took to research, read, and vet

appropriate resources was lengthy. Once I found useful tools, it took another considerable chunk

of time to logically organize them in the module so as to make sense to the learner and

appropriately scaffold the learning so as not to be overwhelming or confusing.

 Another challenge for me in designing this module was staying focused on the topic.

Because there are so many resources available, it was very easy to start straying and pulling in

more ideas and information that was necessary. I continually found myself pulling back and

cutting out things I didn’t need that were off topic or too much information for the segment I was

working on.

And lastly, it was challenging to decide when the module was done. I tend to be a

perfectionist and can always find things that could be better. I could spend another month trying

to make the module even better, but at some point, it has to be good enough for the purpose of

the project.

2. Justify the educational standard(s) or industry best practice(s) used to create

your e-learning module and how they support your learning goal(s). Include one or

more professional citations for the educational standard(s) or best practice(s).

There are many OSCQR standards I applied to this course. (SUNY, 2024). I will

reference ten:

OSCQR Standard #1—Course includes Welcome and Getting Started Content: My course

has a home page that welcomes and introduces the learners to the course. It provides a brief

overview of the course and lets the learner know what to expect.

OSCQR Standard #2—Course Overview: My course has a course overview page that

explains the course objectives and requirements. The learner also has a visual overview from the

homepage.
 OSCQR Standard #11—Requisite skills for technology tools are clearly stated and

supported with resources: The technology requirements are clearly stated, and resources are

provided both on the technology page and throughout the course for obtaining assistance.

OSCQR Standard #16—A logical, consistent, and uncluttere3d layout is established. The

course is easy to navigate: The course has a logical layout with consistent graphics and color

throughout. This assists learners in navigation and ease of access to materials. Titles and

headings aid learners in both navigation and following materials.

OSCQR Standard #17—Large blocks of information are divided into manageable

sections with ample white space around and between the blocks: Ample white space is used

throughout the course to help learners differentiate between chunks of information and topics.

White space assists in readability and ease of navigation.

OSCQR Standard #23—A sans-serif font with standard size of at least 12 pt is used: The

text style and size was chosen to provide the best user experience and ease of reading for

learners. A font size of 14 was chosen for most blocks of text. Larger font was used for headings

to create ease of navigation and flow of content.

OSCQR Standard #31—Course provides activities that emulate real world applications of

the discipline, such as experiential learning, case studies and problem-based activities: The

activities in the course encourage the learner to put into practice the concepts through

experiential learning and hands on practice. The discussions facilitate synthesis of thought and

interaction with peers.

OSCQR Standard #39—Expecctations for all course interactions are clearly stated and

modeled in all course interaction/communication channels: The expectations for discussions are
clearly stated in the course overview and further instruction is given in the individual discussion

instructions.

OSCQR Standard #42—Course offers opportunities for learner to learner interaction and

constructive collaboration: Learners are given three discussion opportunities to share their

learning with peers and provide and receive constructive feedback on their comments. They are

asked to pose a potential concern and respond to the concerns their peers posted.

OSCQR Standard #50—Course includes the opportunity for learns to provide3

descriptive feedback on their experience in the online course, the course design, content, user

experience and technology: The exit survey provides the learners the opportunity to comment on

these aspects of the course.

3. Describe how a typical learner of your target audience would progress through

the e-learning module and the estimated time it will take to complete.

A typical learner, a K-12 teacher, will likely be working through the course on breaks or in

the evenings. For this reason, the course is chunked into small, manageable sections that can

easily be read and worked on in 15 to 30 minutes. Each module should take approximately an

hour. More time can be spent if the learner wishes to explore and practice with the tools

introduced.

The learner will start by reading the introduction and course overview, taking the

preassessment, and progressing through each topic module. Each module concludes with a

discussion forum (formative assessment). The course culminates with a final assessment and exit

survey.
 References
SUNY. (2024). OSCQR Standard #29. SUNY.edu. Retrieved July 2, 2024.

https://oscqr.suny.edu/standard29/

Yupangco, Jim. (July 10. 2017). 7 ethical concerns with learning analytics. eLearning Industry.

Retrieved April 8, 2024. https://elearningindustry.com/7-ethical-concerns-with-learning-

analytics