Creating Online Workshops that Work Getting Started: A Framework for Designing Online Training.

Creating Online Creating Online Workshops that WorkWorkshops that Work

Getting Started:Getting Started:

A Framework for Designing A Framework for Designing Online TrainingOnline Training

WelcomeWelcome

My name is Joan and I will be your guide for this workshop.

As a grad student at George Mason University, I’ve been immersed in studies related to the design of effective online learning.

In this workshop, I’ll summarize the guidelines which have become accepted “best practices” in the field to help you get started creating content for T/TAC Online.

Training Anytime & AnyplaceTraining Anytime & Anyplace

T/TAC Online will greatly expand the T/TAC Online will greatly expand the reach of T/TAC services.reach of T/TAC services. If someone is dealing with a situation If someone is dealing with a situation

today, they don’t need to wait for the next today, they don’t need to wait for the next workshop. You can refer them to T/TAC workshop. You can refer them to T/TAC Online and the information will be Online and the information will be “delivered” right to their desktop.“delivered” right to their desktop.

ObjectivesObjectives

After completing this training, you should be able to:After completing this training, you should be able to:► Feel comfortable about getting started developing Feel comfortable about getting started developing

content for delivery through T/TAC Onlinecontent for delivery through T/TAC Online►Use Exploration techniques to understand content Use Exploration techniques to understand content

and audienceand audience►Use Enactment techniques to select and Use Enactment techniques to select and

implement appropriate learning strategiesimplement appropriate learning strategies►Use Evaluation techniques to get feedback Use Evaluation techniques to get feedback ► Revise content based on feedbackRevise content based on feedback

Are you Ready to go Online?Are you Ready to go Online?

This is a powerful tool, but if you’ve never This is a powerful tool, but if you’ve never created online training before, it can be created online training before, it can be a bit intimidating.a bit intimidating. Fortunately, pioneers in the field Fortunately, pioneers in the field

have been actively testing have been actively testing techniques for the past decade.techniques for the past decade.

In this workshop, we’ll share their In this workshop, we’ll share their recommendations with you.recommendations with you.

Good News!Good News!

All Good Training is Created All Good Training is Created about the Same Wayabout the Same Way

Good Training is Good TrainingGood Training is Good Training

A common theme throughout all A common theme throughout all published literature is that good face-to-published literature is that good face-to-face training has the same face training has the same characteristics as good online training.characteristics as good online training.

►So, if you’re been delivering face-to-face So, if you’re been delivering face-to-face workshops or other training, you already workshops or other training, you already know much of what it takes to create know much of what it takes to create quality online learning materials.quality online learning materials.

Grounded DesignGrounded Design

Another way of saying this is that good Another way of saying this is that good training is training is groundedgrounded by learning theories by learning theories and research.and research.

►The framework we’ll use in our discussion The framework we’ll use in our discussion is based on empirical research.is based on empirical research.

►You’ll see many similarities to developing You’ll see many similarities to developing face-to-face training and how you can face-to-face training and how you can adapt them to the online environment.adapt them to the online environment.

Let’s Get StartedLet’s Get Started

We’ll structure our discussion We’ll structure our discussion

using components of the…using components of the…

Integrative Learning Integrative Learning Design Framework for Design Framework for

Online LearningOnline Learning(ILDF for Online Learning)(ILDF for Online Learning)

Source: Dabbagh, N. & Bannan-Ritland, B. (in press) Source: Dabbagh, N. & Bannan-Ritland, B. (in press) Online learning: Concepts, Strategies, and ApplicationOnline learning: Concepts, Strategies, and Application. . NY: Prentice Hall, Merrill EducationNY: Prentice Hall, Merrill Education

ILDF for Online LearningILDF for Online Learning

The ILDF for Online Learning divides the The ILDF for Online Learning divides the development process into Three Steps:development process into Three Steps:

Step One: ExplorationStep One: ExplorationStep Two: EnactmentStep Two: Enactment

Step Three: EvaluationStep Three: Evaluation

In the following sections, we will highlight some In the following sections, we will highlight some techniques from each of these three steps which techniques from each of these three steps which you may find useful for developing your online you may find useful for developing your online content. content.

Source: Dabbagh, N. & Bannan-Ritland, B. (in press) Source: Dabbagh, N. & Bannan-Ritland, B. (in press) Online learning: Online learning: Concepts, Strategies, and ApplicationConcepts, Strategies, and Application. NY: Prentice Hall, Merrill Education. NY: Prentice Hall, Merrill Education

Step One: ExplorationStep One: Exploration

►Reflect on your experienceReflect on your experience►Create an audience profileCreate an audience profile► Identify your content typeIdentify your content type►Understand your learning goalsUnderstand your learning goals


Reflect on your ExperienceReflect on your Experience

Your own experience working with students is a Your own experience working with students is a valuable part of the exploration process.valuable part of the exploration process.

► The ILDF for Online Learning considers your The ILDF for Online Learning considers your beliefs, knowledge and practical experience to beliefs, knowledge and practical experience to be just as important as published perspectives be just as important as published perspectives to the online instruction development process.to the online instruction development process.

►Many of the same techniques you use in face-Many of the same techniques you use in face-to-face teaching can be modified to work to-face teaching can be modified to work online.online.


Create an Audience ProfileCreate an Audience Profile

An effective technique to develop online An effective technique to develop online materials is to create a profile or persona materials is to create a profile or persona of a typical audience member.of a typical audience member. Your profile will be a composite of the Your profile will be a composite of the

characteristics of many individuals you know.characteristics of many individuals you know. Make it detailed. Give your persona a name.Make it detailed. Give your persona a name. When creating your content, imagine that you When creating your content, imagine that you

are talking to this person.are talking to this person.


Identify your Content TypeIdentify your Content Type

A workshop may contain all one type of A workshop may contain all one type of content or a combination of many content or a combination of many types:types: Do you have lists of facts?Do you have lists of facts? Are you demonstrating a step-by-step Are you demonstrating a step-by-step

process?process? Are you explaining concepts to be Are you explaining concepts to be

used to solve problems?used to solve problems?


Understand your Learning GoalsUnderstand your Learning Goals

Workshops can also have one or many Workshops can also have one or many different types of goals:different types of goals: Inform Goals – Communicate Inform Goals – Communicate

InformationInformation Procedural Goals – Demonstrate Procedural Goals – Demonstrate

StepsSteps Principle Goals – Solve Complex Principle Goals – Solve Complex

ProblemsProblems


ReviewReview

Let’s review the Exploration step:Let’s review the Exploration step: Reflect on your experienceReflect on your experience Create an audience profileCreate an audience profile Identify your content typeIdentify your content type Understand your learning goalsUnderstand your learning goals

Do these activities seem familiar to those Do these activities seem familiar to those you use in preparing face-to-face you use in preparing face-to-face workshops?workshops?

Activity #1Activity #1

Reflect on Your ExperienceReflect on Your Experience

1.1. Select a workshop topic you would like to Select a workshop topic you would like to put into T/TAC Online. put into T/TAC Online.

2.2. Reflect on how you would organize this topic Reflect on how you would organize this topic for a face-to-face presentation. for a face-to-face presentation.

3.3. Make two columns in your notebook. Make two columns in your notebook. 4.4. In the left column make an outline of how In the left column make an outline of how

you would develop this topic for a face-to-you would develop this topic for a face-to-face workshop. face workshop.

5.5. In the right column, make notes about how In the right column, make notes about how this would work in the online environment.this would work in the online environment.


Create a PersonaCreate a Persona

1.1. Think about a teacher who has attended Think about a teacher who has attended your workshops on the selected topic. your workshops on the selected topic.

2.2. Make a list of things you know about them. Make a list of things you know about them. 3.3. How old are they? What type of work do they How old are they? What type of work do they

do? Where do they live? How many children do? Where do they live? How many children do they have? What motivates them? What do they have? What motivates them? What do they do for recreation? Continue to do they do for recreation? Continue to develop their character, until you can develop their character, until you can visualize them and feel you know them.visualize them and feel you know them.

4.4. Give your persona a name. Give your persona a name.


Link Content Type to Learning Link Content Type to Learning GoalsGoals

1.1. Select a workshop topic you would like to Select a workshop topic you would like to put into T/TAC Online. put into T/TAC Online.

2.2. Make three columns in your notebook. Make three columns in your notebook.

3.3. In the left column list the content in your In the left column list the content in your workshop. workshop.

4.4. In the middle column identify the content In the middle column identify the content type. type.

5.5. In the right column note the learning goal In the right column note the learning goal you associate with this content.you associate with this content.

Step Two: EnactmentStep Two: Enactment

As we said at the start of the lesson, you As we said at the start of the lesson, you can’t go wrong if you ground your can’t go wrong if you ground your design in proven theories and research.design in proven theories and research.

► In the Enactment step, you’ll use the In the Enactment step, you’ll use the conclusions drawn from your experience conclusions drawn from your experience about your audience, content and goals about your audience, content and goals to select and apply proven learning to select and apply proven learning strategies.strategies.


Learning TheoriesLearning TheoriesYou can choose from a broad range of You can choose from a broad range of

learning theories. At one end are theories learning theories. At one end are theories to teach rote facts. At the other are to teach rote facts. At the other are theories to teach complex problem solving.theories to teach complex problem solving.

Presenting Information – Presenting Information – Teaching FactsTeaching Facts

Creating Information –Creating Information – Teaching Problem SolvingTeaching Problem Solving

Step Two: Enactment - Step Two: Enactment - Presenting InformationPresenting Information

Behaviorist TheoriesBehaviorist Theories

Behaviorist theories focus on presentation Behaviorist theories focus on presentation of information. of information.

They provide techniques to help learners They provide techniques to help learners Recall factsRecall facts Define conceptsDefine concepts Apply explanations Apply explanations Respond automaticallyRespond automatically

Step Two: Enactment - Step Two: Enactment - Presenting InformationPresenting Information

Strategies for Presenting Strategies for Presenting InformationInformation

Strategies that help learners recall Strategies that help learners recall information include:information include:

RepetitionRepetition AnalogiesAnalogies MnemonicsMnemonics ImagesImages

Techniques such as repetition have been popular Techniques such as repetition have been popular in computer-based training for many years.in computer-based training for many years.

Step Two: Enactment – Creating InformationStep Two: Enactment – Creating Information

Creating InformationCreating Information

Constructivist theories are based on the Constructivist theories are based on the premise that learning is an active premise that learning is an active process.process.

They provide techniques to help learners They provide techniques to help learners Construct their own knowledge (opinions, Construct their own knowledge (opinions,

skills) through experiences and interactionsskills) through experiences and interactions Transfer what they have learned in one Transfer what they have learned in one

context to anothercontext to another Solve ill-structured problemsSolve ill-structured problems

Step Two: Enactment – Creating InformationStep Two: Enactment – Creating Information

Strategies for Creating InformationStrategies for Creating Information

Case StudiesCase Studies Guided ReflectionGuided Reflection Worked ExamplesWorked Examples Multiple PerspectivesMultiple Perspectives RehearsalRehearsal Chunking and LinkingChunking and Linking ScaffoldingScaffolding

Strategies that help learners create Strategies that help learners create knowledge include:knowledge include:

Think about ThisThink about This

Since cognitive strategies Since cognitive strategies focus on interaction and focus on interaction and

experience, is it possible to experience, is it possible to apply them online?apply them online?

Yes!Yes!The ability to interact with people The ability to interact with people and information from around the and information from around the

world is what makes the Internet so world is what makes the Internet so popular. popular.


ReviewReview

Let’s review the Enactment step:Let’s review the Enactment step: Good design is based on theory and researchGood design is based on theory and research You can select teaching strategies based whether You can select teaching strategies based whether

you areyou are►Presenting Information - Teaching FactsPresenting Information - Teaching Facts►Creating Information – Teaching Problem Creating Information – Teaching Problem

SolvingSolving

Good news: you’ll use the same type of strategies Good news: you’ll use the same type of strategies online as you do in the face-to-face environment.online as you do in the face-to-face environment.

Activity #4:Activity #4:

Exploring Learning TheoriesExploring Learning Theories

1.1. Visit the links on the next page to Visit the links on the next page to explore learning theories.explore learning theories.

2.2. Using your worksheet from Activity #3 Using your worksheet from Activity #3 in the Exploration section, identify a in the Exploration section, identify a learning strategy which would be learning strategy which would be effective for the content.effective for the content.

Links go hereLinks go here


Revise “On-the-Fly”Revise “On-the-Fly”►When you present a face-to-face workshop, When you present a face-to-face workshop,

you are continually revising your presentation you are continually revising your presentation based on audience feedback. based on audience feedback.

Revise through Formative EvaluationRevise through Formative Evaluation► In the online environment, feedback from the In the online environment, feedback from the

audience comes much later, if at all. But you audience comes much later, if at all. But you can still make changes “on-the-fly” using a can still make changes “on-the-fly” using a technique called formative evaluation.technique called formative evaluation.


Formative EvaluationFormative Evaluation

Since you won’t be able to respond to Since you won’t be able to respond to signs from your audience to revise “on-signs from your audience to revise “on-the-fly”, you will want to get feedback the-fly”, you will want to get feedback before the training goes online. Ask for before the training goes online. Ask for feedback from:feedback from: Your colleagues – this is called an “expert Your colleagues – this is called an “expert

review”review” Non-professional educators Non-professional educators

Want feedback from Want feedback from your Online Audience?your Online Audience?

Just Ask!Just Ask!Include your email address along Include your email address along

with a question for specific or with a question for specific or general feedback.general feedback.


Incorporating FeedbackIncorporating Feedback

Whether the feedback comes during the Whether the feedback comes during the development phase or after the training development phase or after the training has gone live, it’s much easier to revise has gone live, it’s much easier to revise online content than printed materials.online content than printed materials.


ReviewReview

Let’s review the Evaluation step:Let’s review the Evaluation step: You can use formative evaluation to gather You can use formative evaluation to gather

feedback on your training from colleagues, feedback on your training from colleagues, friends and your online audiencefriends and your online audience

Based on this feedback, you can revise your Based on this feedback, you can revise your online training materials at any timeonline training materials at any time

Just as you modify your workshop presentations based on Just as you modify your workshop presentations based on new information or audience reactions, you can modify new information or audience reactions, you can modify your online content as often as you would like.your online content as often as you would like.

Activity #4:Activity #4:

Creating an Evaluation ChecklistCreating an Evaluation Checklist

1.1. Select a workshop topic you would like Select a workshop topic you would like to develop for T/TAC Online.to develop for T/TAC Online.

2.2. Make a list of questions you would like Make a list of questions you would like to know about the workshop such asto know about the workshop such as► LengthLength► Relevance of ContentRelevance of Content► Sequencing, RepetitionSequencing, Repetition► ClarityClarity

Want to Know More?Want to Know More?View the Workshop: View the Workshop:

““Removing the Teacher without Losing Removing the Teacher without Losing the Student”the Student” for tips on learning for tips on learning

strategies in the online environment.strategies in the online environment.

Also…Also…

Read books on online learning Read books on online learning development:development:

► Dabbagh, N. & Bannan-Ritland, B. (2004) Dabbagh, N. & Bannan-Ritland, B. (2004) Online learning: Online learning: Concepts, Strategies, and ApplicationConcepts, Strategies, and Application. NY: Prentice Hall, . NY: Prentice Hall, Merrill EducationMerrill Education

► Clark, R. & Mayer, R. (2003) Clark, R. & Mayer, R. (2003) e-Learning and the Science of e-Learning and the Science of Instruction.Instruction. NY: John Wiley & Sons. NY: John Wiley & Sons.

Visit the links to internet sites about Visit the links to internet sites about learning theories and strategies on the learning theories and strategies on the next pagenext page

Insert page with URLs Insert page with URLs herehere

Thank you for Thank you for your attention.your attention.

I hope you will find this information helpful I hope you will find this information helpful in creating content for T/TAC Online Training.in creating content for T/TAC Online Training.

I would appreciate your feedback on your I would appreciate your feedback on your learning experience. You can contact me at:learning experience. You can contact me at:

[email protected]@gmu.edu

Wondering how this Wondering how this Workshop was Created?Workshop was Created?

Slides were created in Slides were created in MS PowerPoint…MS PowerPoint…

Open PowerPoint, then reset the page Open PowerPoint, then reset the page size…size…

1.1. From the File Menu, Select Page Setup and From the File Menu, Select Page Setup and set the Page Size to: 5.5” w x 3.75” h set the Page Size to: 5.5” w x 3.75” h

2.2. Create PresentationCreate Presentation

3.3. Save file in PowerPoint Presentation formatSave file in PowerPoint Presentation format

4.4. Resave file in JPEG formatResave file in JPEG format

5.5. Select to save “Every Slide” in the Select to save “Every Slide” in the Document in JPEG formatDocument in JPEG format

……then entered into T/TAC then entered into T/TAC OnlineOnline

Select “Create a Webshop” in T/TAC OnlineSelect “Create a Webshop” in T/TAC Online1.1. Enter the profile information then choose “Select Enter the profile information then choose “Select

Template”Template”2.2. Select the “One-Graphic Template”Select the “One-Graphic Template”3.3. Enter a title for the pageEnter a title for the page4.4. Browse to input path to slideBrowse to input path to slide5.5. Enter appropriate text for Caption, Alt Tag & Enter appropriate text for Caption, Alt Tag &

SourceSource6.6. To enable screen readers to read your text, copy To enable screen readers to read your text, copy

it from each slide in PowerPoint and paste it into it from each slide in PowerPoint and paste it into the “Text Box” at the bottom of the pagethe “Text Box” at the bottom of the page

Techniques used in this Techniques used in this WorkshopWorkshop

►Create a dialogue with your audienceCreate a dialogue with your audience Speak in the first personSpeak in the first person Use an agent who speaks in conversational style (me)Use an agent who speaks in conversational style (me)

► Provide visual cues to keep audience on trackProvide visual cues to keep audience on track Chunk information into sectionsChunk information into sections Separate each section with page listing topicsSeparate each section with page listing topics List topic at top of each pageList topic at top of each page

► Provide opportunities for reflection and Provide opportunities for reflection and interactioninteraction Ask questions Ask questions Provide activities which relate to the context in which Provide activities which relate to the context in which

audience will use the informationaudience will use the information

Creating Online Workshops that Work Getting Started: A Framework for Designing Online Training.

Documents

Transcript of Creating Online Workshops that Work Getting Started: A Framework for Designing Online Training.