Transforming Instructional Design Ideas into SCORM-Conformant Learning Products

2007 ◽  
pp. 104-118
Author(s):  
Vanessa P. Dennen ◽  
Kira S. King
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Lessons Learned ◽  
Web Based ◽  
Instructional Design Process ◽  
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.

Cultural Adaptation of E-Learning Courseware

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 ◽  
Instructional Design Process ◽  
E Learning

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

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 ◽  
Instructional Design Process ◽  
E Learning

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

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 ◽  
Instructional Design Process ◽  
E Learning

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.”

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Strategic Management of Workplace E-Learning

2016 ◽  
pp. 1603-1613
Author(s):  
Jason G. Caudill ◽  
Barry Reeves
Keyword(s):  
Instructional Design ◽  
Cost Effectiveness ◽  
Strategic Management ◽  
Continuing Education ◽  
Design Process ◽  
Knowledge Worker ◽  
Strategic Positioning ◽  
Instructional Design Process ◽  
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.

How to Design an Active e-Course?

2015 ◽  
Vol 8 (1) ◽  
pp. 82-106 ◽  
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Writing Skills ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Principles of Concurrent E-Learning Design

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 ◽  
Instructional Design Process ◽  
Administrative Personnel ◽  
Novel Approach ◽  
E Learning

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.

Strategic Management of Workplace E-Learning

2014 ◽  
pp. 17-27 ◽  
Author(s):  
Jason G. Caudill ◽  
Barry Reeves
Keyword(s):  
Instructional Design ◽  
Cost Effectiveness ◽  
Strategic Management ◽  
Continuing Education ◽  
Design Process ◽  
Knowledge Worker ◽  
Strategic Positioning ◽  
Instructional Design Process ◽  
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.

scholarly journals Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism

2006 ◽  
Vol 67 (5) ◽  
pp. 418-428 ◽  
Author(s):  
Pamela A. Jackson
Keyword(s):  
Instructional Design ◽  
Comparative Analysis ◽  
Student Learning ◽  
Design Process ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Web Based ◽  
Instructional Design Process ◽  
Quiz Scores

This study assesses undergraduate students’ understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre- and posttest results shows that student scores improved an average of 6 percent.

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