Day 1:

07:00-07:30

I. Support the technical infrastructure necessary for online learning.

1. Ensure that students have equitable access to devices (including assistive and adaptive technologies) and connectivity conducive to online learning for an extended period of time.

II. Support the curation and delivery of content that promotes active learning. 

2. Curate and deliver content that promotes active student engagement.
3. Organize content such as prerecorded videos and readings so that students will be engaged to use.
4. Support student capacity by building effective online learning experiences.

III. Provide equitable online learning opportunities in the face of the COVID-19 pandemic.

Learn how to:

5. Define the terms instructional design, eLearning, blended and hybrid learning.
6. Identify the difference between computer-based training and web-based training.
7. Identify and describe advantages and disadvantages of synchronous and asynchronous eLearning.
8. Determine whether eLearning is the appropriate solution for your needs.

IV. Select the most appropriate ISD model for the online lesson/course.

1. Apply the principles of behaviorism, cognitivism and constructivism to the online lessons design.
2. Apply the concept of andragogy and Malcolm Knowles’s six principles of adult learning to the eLearning lessons design.
3. Analyze learning styles and apply suitable presentation methods and techniques that address multiple learning styles.

Case Studies:

1. Apply John Keller’s ARCS Model of Motivational Design to the eLearning/online lessons/courses
2. Use Ruth Clark’s six principles of effective eLearning courses to create eLearning experiences.
3. Apply Bloom’s Taxonomy and three learning domains when writing the eLearning objectives.

​Select appropriate presentation methods and techniques that adhere to the Nine Events of Instruction

1. Differentiate between the Learning Management System (LMS) and Content Management System (CMS)
2. Use guidelines for creating SCORM-compliant content.
3. Use Reusable Learning Objects (RLOs) to develop courses in the cheapest and fastest way possible.
4. Design Section 508 compliant training materials.

Case Study.

Use Robert Gagné’s Nine Events of Instruction to design effective learning experiences.

Design and develop storyboards and lesson prototypes.

1. Script the eLearning lessons/courses using plain language principles and style guides.
2. Conduct alpha, beta, and pilot testing for efficient functionality of the online lessons/courses.
3. Describe the relationship between Needs Analysis and Kirkpatrick’s Four Levels of Evaluation.
4. Apply Kirkpatrick’s Four Levels of Evaluation to eLearning lessons/courses.

Day 2:

07:00 – 07:30

I. Differentiate between the four levels of interactivity and select the most appropriate level for the online lessons/course

1. Choose linear or non-linear navigation and layout for the eLearning lesson/course.
2. Select the appropriate type of game using appropriate gamification elements.
3. Design the learning game that helps learners understand and retain the content.
4. Select eLearning tool appropriate for the needs of the eLearning lesson/course.
5. Define the various types of videos that can be used in eLearning lessons/courses.

II. Produce the eLearning videos for the online lesson/course

5. Design and develop screencasts for the technical training lessons/courses.
6. Produce audio narrations.
7. Design effective graphics for your courses using Ruth Clark’s visual design model.
8. Identify roles and responsibilities of Subject Matter Experts (SMEs) in lesson/course design.
9. Collaborate with SMEs to collect content and select appropriate information for the lesson/course.

Case Study:

1. Manage eLearning courses using the IPECC Model and Project Management tools.
2. Design effective job aids and Electronic Performance Support Systems (EPSs)

III. Incorporate social networking tools in eLearning courses

10. Create podcasts and vodcasts (Video casts) for eLearning lessons/courses.
11. Design courses and supplemental materials for social and mobile learning.

IV. Integrating reliable assessment recourses.

12. Provide intrinsic and extrinsic feedback to students.
13. Differentiate between the four levels of interactivity and select the most appropriate level for the eLearning lesson/ course.
14. Choose linear or non-linear navigation and layout for the lesson/course.
15. Select the appropriate type of game using appropriate gamification elements.

V. Design learning games and videos.  

16. Describe the three types of videos in eLearning.
17. Produce eLearning videos.
18. Design and develop screencasts for the technical training lessons/courses.
19. Record audio narration and integrate in the elearning lesson/course.

Case Study:

Design effective graphics for your courses using Ruth Clark’s visual design model

VI. Incorporate social networking tools in eLearning courses

1. Use agile methods and techniques to design eLearning experiences
2. Identify situations when performance Improvement interventions are needed

VII. Group Project.