ABOUT THIS WEBINAR: The standard accepted methodology for designing e-learning is the five step ADDIE process: Analysis, Design, Development, Implementation, and Evaluation. Often project success rests on the analysis activities, yet designers commonly admit that little emphasis is placed on analysis, or that it is skipped altogether because content was pre-screened by a subject matter expert, or they believed that analysis is already complete. Unfortunately, analysis carried out by dedicated SMEs often is completely content bound, with a focus on content knowledge goals that don’t address key aspects of how the knowledge is applied. Attendees will learn the five key questions to ask during instructional analysis, the answers to which are necessary to create the kind of interactivity that results in performance change. Looking well beyond surface issues of content knowledge, the questions instead focus on the users and how the lesson content can best address their needs and motivations. You’ll get concrete processes that will directly impact the relevance and effectiveness of any e-learning you build, as well as see real working e-learning courses resulting from this approach to analysis. In this session, you will learn: - Why traditional ADDIE analysis often fails to identify critical challenges - The risks and pitfalls of skipping meaningful analysis when starting an e-learning design - Five powerful questions that will transform your design process - How to conduct user-centered design to fully include users in defining the desired outcomes

3. Grab a piece of paper or open a Notepad
document and take a moment to write
down what you think are the most
important analysis questions when you
are starting out on an e-learning project.

4. The Challenges designing for e-Learning:
Instruction must stand on its own

5. The Challenges designing for e-Learning:
Instruction must stand on its own
Can’t be adjusted or fixed on the fly

6. The Challenges designing for e-Learning:
Instruction must stand on its own
Can’t be adjusted or fixed on the fly
Must account for all the things an instructor might do

7. None of this matters if you or your organization is
investing in e-learning entirely because of the
operational advantages it provides: easy
tracking, 24/7 availability, reduce travel
costs, eliminated dependence on expensive
resources, etc.

8. None of this matters if you or your organization
believes that designing for e-learning is essentially
formatting information, decorating screens, and
testing.

9. e-Learning, as an interactive individualized medium,
requires careful planning for EXPERIENCES that will
create LASTING and BENEFICIAL CHANGE in the
PERFORMANCE environment.
Our goal as designers is to create opportunities for
learning that will happen more efficiently and more
assuredly than would happen otherwise.

11. Analysis skipped altogether
Let’s face it, many authoring systems don’t even
support design. They provide formatting
options, and often those decisions are taken out
of the hands of designers by uniform
templates, lesson structures, and question
formats that can’t be modified.

12. Analysis skipped altogether
Analysis “done” already by SMEs
Many SMEs don’t view analysis as a dialog with
the designer, but rather as a content dump--the
opportunity to document their encyclopedic
knowledge. Documentation of content doesn’t
equal design. It might prepare you to write a
Wikipedia article but not how to teach the
content.

13. Analysis skipped altogether
Analysis “done” already by SMEs
It is unreasonable to expect e-learning to create
expertise. A more reasonable expectation is that
it can create minimal competence.

14. Analysis skipped altogether
Analysis “done” already by SMEs
Course already exists…conversion
doesn’t require analysis, right?
The organization doesn’t recognize the essential
differences in preparing content for individualized
instruction via e-learning than standard instructor-
led courses.

15. Why these 5 questions?

17. Why is this important?

18. Why is this important?
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Some more
One more

19. Why is this important?
Blah
Gurgle
Blah blah
More
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Some more
One more

20. Why is this important?
Blah
Gurgle
Blah blah
More
Gurgle
Some more
One more

21. Why is this important?
Blah
Gurgle
Blah blah
More
Gurgle
Some more
One more

22. Why is this important?
Blah
Gurgle
Blah blah
More
Gurgle
Some more
One more

23. The chances of a learner mastering a
performance objective when there is no
opportunity to attempt or practice that
behavior are slim.

24. Questions?

26. Why is this important?
Risk and Consequences are some of the strongest tools
you have to create motivation and buy-in. Remember
that the consequences to YOU or the ORGANIZATION
are often different that the consequences to the
LEARNER.

27. Example: Compliance Training
Risk to organization: fines, loss of accreditation
Risk to learner: personal safety, death or injury

28. Example: Sexual Harassment Training
Risk to organization: legal requirement
Risk to learner: personal growth, safe work
environment, successful work relationships continued
employment

29. Questions?

33. Why is this important?
SMEs are often quite removed from actual
performance environments and are unaware of some
of the real challenges. (Recent learners who are now
successful make very good experts!)

34. Why is this important?
Content accounts don’t accurately represent expected
performance.

35. Why is this important?
SMEs are often quite removed from actual
performance environments and are unaware of some
of the real challenges. (Recent learners who are now
successful make very good experts!)

36. Questions?

38. Why is this important?
We learn most effectively and most memorably by
making mistakes, assessing how our performance was
off target, and then correcting…and then practicing.

39. Why is this important?
We learn most effectively and most memorably by
making mistakes, assessing how our performance was
off target, and then correcting…and then practicing.
So the most important challenges to design into the
training are opportunities for the learners to make the
same kind of mistakes they will be tempted to do in
the performance environment.

40. Questions?

44. Why is this important?
We make our training challenges more difficult than
they need to be if we ignore the resources and aids
that are available to the learner. In fact, guiding
learners in appropriate use of those resources should
be one of the critical performance objectives.

45. Questions?

49. For a copy of a White Paper on this
topic or to view demos visit:
alleninteractions.com
Contact me at:
eedwards@alleninteractions.com