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Article
Publication date: 3 October 2008

Neil Lasher

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

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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

Industrial and Commercial Training, vol. 40 no. 7
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 1 June 2006

Bob Little

The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.

994

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.

Details

Industrial and Commercial Training, vol. 38 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

Available. Content available
Article
Publication date: 1 January 2006

65

Abstract

Details

Strategic Direction, vol. 22 no. 1
Type: Research Article
ISSN: 0258-0543

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