The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and…
Abstract
Purpose
The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and workflow e‐learning.
Design/methodology/approach
The model is based on empirical research carried out over at least 20 years.
Findings
The paper finds that to adhere to the modern goal of aligning learning with business strategy, we need to predict the needs of the user and select the most useful content and delivery techniques. Until now, the instructional design model for informal and workflow e‐learning did not exist. Learners must be engaged by the learning programme/materials they are using. Learning modules should be narrowly focused to a single learning point. The learning content must be up‐to‐date and always retrievable. Learners must be motivated to use the new information they are being given via the learning materials. The effectiveness of learning materials is enhanced by the designer finding and exploiting something in the piece of learning that is significant to the learners and will affect them emotionally. Learners organise what they know through meaning and association; so, to get people to learn, we have to entice them – via building associations from what they know now to what we are going to teach them. Informal learning modules and workflow learning techniques do not always require delivery via a learning management system. Speed of access to learning materials is now an issue for users.
Originality/value
This paper explores a new – and augmented – model of instructional design which applies particularly to the design of e‐learning materials (which were unknown to the “key” instructional design gurus).
Details
Keywords
The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.
Abstract
Purpose
The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.
Design/methodology/approach
The paper contains information from leading authorities in the UK on e‐learning and blended learning – the eLearning Network, the e‐Learning Centre and Learning Light – along with comments from leading providers of blended learning, including Echelon Learning, Open Mind, Tata Interactive Systems and Trainer1.
Findings
Blended learning is not new and has its critics, but the key principle behind this concept – that learning activities must be appropriate for the learners, not only with regard to their learning preferences but also within the context of their organisation culture – is vital to producing a successful learning programme.
Practical implications
The paper argues that blended learning can – and does – work, providing effective learning solutions. However, it is more important to find an appropriate learning solution – which may well be some sort of blended learning. This calls for a disciplined approach to designing learning solutions, by professionals who have experience in organisational behaviour, pedagogy and learning technologies.
Originality/value
Highlights the principle that learning activities must be appropriate, not only with regard to learners' learning preferences but also within the context of their organisation culture.