E-learning Curve Blog at Edublogs

Continuing this series on instructional design. Today, I’m going to outline some guidelines for developing the material for a learning program.

Now read on…

Criterion Tests
These are instruments to enable learners and instructors alike to determine whether the learner is ready to move to the next unit of instruction, hence the term criterion-referenced assessment. They are not intended to determine how well a student performed in comparison with other students or norm-referenced assessment, or grading on the curve.

Practices
The description should list tools and equipment needed, and environmental requirement if relevant.  The instructional designer is typically guided by the conditions specified in the objective.

Content derivation
When objectives, criterion tests, practices and audience are all defined, the relevant content can be produced.  Key learning points are listed along with examples, questions and illustrations.  Often the instructional designer will undertake a “mapping” exercise to a particular textbook, for example a Microsoft Office User Specialist-certified publication can be used if the course if training office productivity skills on the PC. The example in Table 1 is a (modified) extract of a specification of a time management e-learning product.

Table 1 A Sample Mapping

Delivery System Selection
This determines the combination of media, resources, job aids,  and classroom exercises needed for both instruction and practice.

–