Instructional design
Instructional design (ID)
Underpining the entire eLearning development process. In rapid eLearning, ID has an important part to play, but there are additional challenges because of the shorter development times and streamlined development process.
What is ID?
ID facilitates understanding and creates a framework for learning.
More formally, it is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.
Why use ID?
Distance learning courses are likely to fail if they are delivered as if they were traditional courses. This is because technology is less adaptive than a human instructor.
Also, ID provides consistency between courses and authors, development time is reduced through the use of pre-defined tools and templates and learning is accelerated when good ID is used.
Learning theories
Learning theories underpin our understanding of how people learn. Most have been extended to eLearning from classroom teaching. The main theories can be categorised as follows:
- Behaviourism: behavioural patterns are repeated and assessment is based on whether objectives have been met and tends to be a linear approach to learning
- Cognitivism: as above, but uses changes in behaviour as indicators of learner comprehension
- Constructivism: content is not pre-specified, learners are more in control, the assessment is more subjective and usually a longer development time is required
Which is the best theory?
The best theory to use depends on the learners and the situation. The recommended approach is to find what works and use it. Also, use an eclectic approach by incorporating ideas from different theories.
Top ten tips for instructional design
Remember the following tips when designing rapid eLearning:
- Think ‘What must the learner do differently?’ to help design your interactions
- Less is more on the screen
- Learners should always know why they are doing something
- Everything should be intuitive on the screen
- Learners should be in control
- Long sequences of anything are bad
- Learning should be job-focused
- Use humor and surprise – sparingly
- Sort our your speling and gramar
- Learners associated good design with good information
