Strategic Management of Workplace E-Learning

E Learning ◽

Modern Knowledge

Continuing education has become a necessary component of the modern knowledge worker and, by extension, of the modern firm. Increasingly, cost effectiveness points firms to using e-learning solutions in the workplace over older, more traditional methods. This chapter explores the strategic positioning of e-learning in the workplace, the instructional design process, and different types of training that are necessary in the workplace.

Cultural Adaptation of E-Learning Courseware

Cases on Cultural Implications and Considerations in Online Learning ◽

10.4018/978-1-4666-1885-5.ch010 ◽

2012 ◽

pp. 192-209

Author(s):

Randall Stieghorst ◽

Andrea L. Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Cultural Adaptation of E-Learning Courseware

Cases on Globalized and Culturally Appropriate E-Learning ◽

10.4018/978-1-61520-989-7.ch013 ◽

2011 ◽

pp. 263-279

Author(s):

Randall Stieghorst ◽

Andrea L. Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Cultural Adaptation of E-Learning Courseware

Human Rights and Ethics ◽

10.4018/978-1-4666-6433-3.ch040 ◽

2015 ◽

pp. 729-740

Author(s):

Randall Stieghorst ◽

Andrea Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company's Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Principles of Concurrent E-Learning Design

Enterprise Resource Planning Models for the Education Sector ◽

10.4018/978-1-4666-2193-0.ch004 ◽

2013 ◽

pp. 48-75

Author(s):

Knut Arne Strand ◽

Arvid Staupe ◽

Tor Atle Hjeltnes

Keyword(s):

Instructional Design ◽

Design Process ◽

Methodological Approach ◽

Learning Design ◽

Erp Systems ◽

Domain Experts ◽

Administrative Personnel ◽

Novel Approach ◽

Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.

Transforming Instructional Design Ideas into SCORM-Conformant Learning Products

Learning Objects for Instruction ◽

10.4018/978-1-59904-334-0.ch007 ◽

2007 ◽

pp. 104-118

Author(s):

Vanessa P. Dennen ◽

Kira S. King

Keyword(s):

Instructional Design ◽

Design Process ◽

Lessons Learned ◽

Web Based ◽

Learning Assessments ◽

Organizational Issues ◽

Trade Offs ◽

E Learning ◽

Design Ideas

This chapter discusses the lessons learned while designing a SCORM-conformant Web-based courseware product using an iterative instructional design process. In particular, it describes some of the design trade-offs between instruction that is highly modular vs. situational and instruction that is highly interactive vs. highly contextualized. Organizational issues, such as metatagging and asset naming procedures, and the challenge of designing realistic and motivating e-learning assessments are presented as well.

A Framework for Choosing Communication Activities in E-Learning

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch014 ◽

2011 ◽

pp. 229-242

Author(s):

Tannis Morgan ◽

Karen Belfer

Keyword(s):

Instructional Design ◽

Instructional Strategies ◽

Design Process ◽

Transactional Distance ◽

Transactional Distance Theory ◽

E Learning ◽

Conducting Research

In this chapter, we present a framework for planning communication activities according to the level of structure and potential dialogue desired in a given course. This framework serves as a tool for making decisions about how to give students more or less autonomy, how a series of course activities can be scaffolded, and the amount of structure or instructor facilitation that is needed. The framework we have developed uses each variable of the transactional distance theory as a dimension, which displayed as a quadrant allows us to represent instructional strategies and various communication activities for e-learning. This framework is beneficial as a tool for planning the instructional design process, informing pedagogy, and conducting research.

Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.