Design
an e-learning
course
INT3084 & INT5085
Developing Resources to Support Effective
Learning in PVE
2 LEARNING OBJECTIVES
• The ADDIE model for e-learning
• The professional roles in an e-learning project
• The technology needed to produce and deliver e-learning
3 WHAT IS NEEDED TO DEVELOP AN E-LEARNING
COURSE?
• John, the senior manager, has decided that e-
learning is a good option for covering some
training needs.
• May, the training manager, is in charge of
initiating and coordinating an e-learning project
which will reach dozens of food security
professionals living in different countries around
the world.
• May needs to know the process to follow and
the resources required to develop e-learning
content and deliver the course through the
Internet.
4 DESIGN AND PLANNING OF AN E-LEARNING
COURSE
• In traditional training
• the largest effort is in the delivery of training sessions
• In e-learning
• the largest effort is in the design and development of structured materials
• Materials must be self-contained and able to be used multiple times
without making ongoing adjustments
• Well-developed e-learning courses can be delivered many times to
different learners using the same materials
5 INSTRUCTIONAL DESIGN
• An instructional design model can be used to define the activities that will
guide e-learning development projects
• A systematic development of specifications using learning and instructional
theory to ensure the quality of training
• In job-related training, the aim of instructional design is to improve
employee performance and to increase organizational efficiency and
effectiveness
6 THE ADDIE MODEL FOR E-LEARNING
• The ADDIE model includes five stages: Analysis, Design, Development,
Implementation and Evaluation
7 THE ADDIE PROCESS - ANALYSIS
• A needs analysis should be conducted at the start of any development
effort to determine:
• course is required to fill a gap in professional knowledge and skills
• e-learning is the best solution to deliver the training
• Target audience analysis is another crucial step
• the design and delivery of e-learning will be influenced by key characteristics of the
learners (e.g. their previous knowledge and skills, geographical provenience, learning
context and access to technology)
8 THE ADDIE PROCESS - ANALYSIS
• Task analysis is mainly used in courses designed to build specific job-
related skills
• It identifies the job tasks that learners should learn or improve
• the knowledge and skills that need to be developed or reinforced
• Topic analysis is carried out to identify and classify the course content
• typical of courses that are primarily designed to provide information
9 THE ADDIE PROCESS - DESIGN
• The design stage encompasses the following activities:
• formulating a set of learning objectives required to achieve the general, high-level
course objective
• defining the order in which the objectives should be achieved
• selecting instructional, media, evaluation and delivery strategies
• The outcome of the design stage is a blueprint that will be used as a
reference to develop the course
10 THE ADDIE PROCESS - DESIGN
• The blueprint illustrates
• the curriculum structure (e.g. its organization in courses, units, lessons, activities)
• the learning objectives associated with each unit
• the delivery methods and formats (e.g. interactive self-paced materials, synchronous
and/or asynchronous collaborative activities) to deliver each unit
11 THE ADDIE PROCESS - DEVELOPMENT
• The e-learning content is actually produced
• The content can vary considerably, depending on the available resources
• Example:
• e-learning content may consist of only simpler materials (i.e. those with little or no
interactivity or multimedia, such as structured PDF documents)
• may be combined with other materials (e.g. audio or video files), assignments and
tests
• can be included multimedia interactive content
12 THE ADDIE PROCESS - IMPLEMENTATION
• At this stage the course is delivered to learners
• The courseware is installed on a server and made accessible for learners
• In facilitated and instructor-led courses, this stage also includes managing
and facilitating learners’ activities
13 THE ADDIE PROCESS - EVALUATION
• An e-learning project can be evaluated for specific evaluation purposes
• You may want to evaluate learners’ reactions, the achievement of learning
objectives, the transfer of job-related knowledge and skills
• the impact of the project on the organization
14
ACTIVITY
Cannot do it in online mode…
15 PROFESSIONAL ROLES IN AN E-LEARNING PROJECT
• A managerial-level person conducts needs and audience analyses before
starting the e-learning project
• Coordinates all activities and roles in the different stages of the process
• Evaluates the degree of transfer on the job and the results for the
organization/institution
16 PROFESSIONAL ROLES IN AN E-LEARNING PROJECT
• Subject matter experts (SMEs)contribute the knowledge and information
required for a particular course
• Work with managers to understand the training goal
• Define and design which skills and knowledge need to be covered in the
course
• Choose appropriate instructional strategy and support the team in
defining delivery and evaluation strategies
17 PROFESSIONAL ROLES IN AN E-LEARNING PROJECT
• Developers are responsible for developing self-paced courses
• They assemble course elements, develop media and interactive
components, create the courseware, adapt the interface of a learning
platform (e.g. Moodle) and install the courseware on a Web server
• May be needed to install and configure databases and to collect learners’
data
• Assist both producers and users of e-learning courses at every stage of
the process
18 PROFESSIONAL ROLES IN AN E-LEARNING PROJECT
• Course administrators manage learners’ subscriptions
• Support participants’ learning activities and motivate learners during the
course
• Create an environment that inspires participants’ confidence in the
learning process
• Assure the flow of information among the different stakeholders, motivate
participation and facilitate and mediate participants’ exchanges
19 AREAS OF RESPONSIBILITY OF KEY ROLES IN THE
ADDIE PROCESS
Administrator
Developers
Analysis Design Development Implementation Evaluation
Manager
Subject matter experts
20 TECHNOLOGY TO PRODUCE AND DELIVER E-
LEARNING
• Different tools can be used to produce e-learning content, depending on
which file formats will be used and the nature of the desired final product
• MS PowerPoint or Word can be sufficient to create simple learning
resources
• More sophisticated tools (authoring tools) are required if you want to
create interactive content (e.g. Kahoot, Plickers, Pear Deck, Nearpod,
Explain Everything, Edpuzzle, etc.)
21 TECHNOLOGY TO PRODUCE AND DELIVER E-
LEARNING
• Learning platform is a set of interactive online services that provide learners with access
to information, tools and resources to support educational delivery and management
• It provides access and services to a wide user base through the Internet
• Learning platforms are usually named as learning management system (LMS), and most
important features includes:
• learning content management: creation, storage, access to resources
• curriculum mapping and planning: lesson planning, personalized learning paths, assessment
• learner engagement and management: learner information, progress tracking
• tools and services: forums, messaging system, blogs, group discussions
22 CASE STUDY
23 FURTHER READINGS
• Clark, R., & Mayer, R. (2008). E-learning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning. 2. ed., compl. rev. San Francisco, Calif.: Jossey-Bass.
• Nadiyah, R.S. & Faaizah, S. (2015). The Development of Online Project Based Collaborative
Learning Using ADDIE Model. Procedia - Social and Behavioral Sciences, 195, 1803-1812.
• Wang, S.K. & Hsu, H.Y. (2009). Using the ADDIE Model to Design Second Life Activities for
Online Learners. (2009). TechTrends, 53(6), 76-81.
• Nichols Hess, A. & Greer, K. (2016). Designing for Engagement: Using the ADDIE Model to
Integrate High-Impact Practices into an Online Information Literacy Course. Communications
in Information Literacy, 10(2), 264-282.