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Latest Design Hint | Request FREE design advice.
Previous Instructional Systems Design Hints:
Converting classroom training to on-line
The following
is a response we prepared to one of the requests for Design
Advice. We thought there may be others with a similar
question.
Your concern
is a big one. You did not indicate the degree of experience
you have with technology-based training. If you have developed
for computer-based, interactive video, or other technology delivered
environments, you can tackle web-based a little easier.
Likewise, you
did not indicate whether you were planning synchronous or
asynchronous web training. If it is synchronous, you still
have the live instructor, but the instructor receives less feedback
on which to base last minute changes and adaptations to the needs of
the learners. You receive feedback from the audience that you
can use to improve the course over time.
If you are
developing asynchronous, then the training must be complete and
engaging enough to stand on its own.
Make sure you
understand the technology—server, bandwidth, end user display,
etc. This is a major limitation with web-based training.
You might be
able to use audio clips and perhaps even video clips of the existing
instructor. If not audio, because of bandwidth limits, a still
photograph at key transition points will work—beginning of a
lesson, end of a lesson or module.
Build in as
much user involvement as you can. You must present
information, but find design techniques that require the user to do
something with the information. Multiple choice questions
help. Embed them in the presentation like the instructor
would. But you need to go beyond that. I can’t comment
further because the techniques are driven to a large part by your
content and audience.
The ABC's of E-Learning
Are you somewhat confused by all of the new terms being applied
to the latest version of technology-based training? Here are
three that should help:
Asynchronous. Self-study or self-paced. What you
are probably familiar with for most computer-based training courses,
and some text and video courses.
Synchronous. All at the same time. The virtual
classroom, with the participants at a computer rather than in the
same room. There is an instructor who "presents" and
answers questions.
Blended. Hybrid, or perhaps even for some of you,
multimedia. Using brick and mortar classrooms, asynchronous
assessments and activities, text books, and the virtual
classroom. Powerful, but needs good administrative support.
Post Implementation Revisions
When you struggle for several months to develop a really thorough and exciting training program, the natural tendency is to relax after you finally get it into use. After all, you've had experts reviewing it on several occasions and run a pilot test that went very well. But its amazing what field use can find. So, you should plan for one more revision after about 3-6 months. It shouldn't be very big, but it's crucial.
Gap Analysis:
What is Gap Analysis?
Simply stated, it is the difference between what a person knows or the skills possessed, and what is needed to perform a job. To do a meaningful gap analysis requires a detailed, validated job description—what does it take to be successful at one job. Then you need accurate, realistic means of measuring the current skill and knowledge level. It’s a great concept, but if you have more than a few jobs in your enterprise, gap analysis can be time consuming.
Objectives:
What is the value of objectives?
Many content people, who try to write training, focus on a content outline. They gloss over objectives. Sometimes they are included, but are really just restatements of the key outline points. Real objectives are statements about the outcomes. What will people be able to do differently when they finish the training? And how can you figure out (measure) these outcomes? The difference is what makes the difference in real training solutions.
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