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Developing an eLearning Course

Price
585 USD
1 Day
VS-s2812
Classroom Training, Online Training
Other

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  • Date: 25-Jun-2024
    Time: 9AM - 5PM US Eastern
    Location: Virtual
    Language: English
    Delivered by: LearnQuest
    Price: 585 USD
  • Date: 20-Aug-2024
    Time: 9AM - 5PM US Eastern
    Location: Virtual
    Language: English
    Delivered by: LearnQuest
    Price: 585 USD
  • Date: 15-Oct-2024
    Time: 9AM - 5PM US Eastern
    Location: Virtual
    Language: English
    Delivered by: LearnQuest
    Price: 585 USD
  • Date: 10-Dec-2024
    Time: 9AM - 5PM US Eastern
    Location: Virtual
    Language: English
    Delivered by: LearnQuest
    Price: 585 USD
  • Date: 4-Feb-2025
    Time: 9AM - 5PM US Eastern
    Location: Virtual
    Language: English
    Delivered by: LearnQuest
    Price: 585 USD
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Course Description

Overview

If you look at any successful organization, training is a core part of their culture. With the increased use of eLearning, trainers need to design and create meaningful, practical, eLearning that will benefit both trainees and the organizations they work for.

This one-day course will give you tools to be able to create a successful eLearning course. The course provides practical skills for all the essential components of an eLearning development process: conducting a needs assessment; composing learning objectives and assessments; reducing barriers through universal design; setting the design strategy; outlining, gathering content, storyboarding; and evaluating the success of the training. Additionally, time is taken to review authoring tools and learning management systems.
 

Objectives

This one-day workshop will help you teach participants how to:
  • Outline the common elements of three common instructional design models (ADDIE, Backward Design and Merrill’s Principles of Instructional Design).
  • Summarize the common elements of eLearning development.
  • Create organizational improvement goals, including ways to accomplish the improvement.
  • Propose types of training to address, based on signs that may suggest a need for training.
  • Recognize action verbs that belong to each of the domains in Bloom’s Taxonomy.
  • Recognize commonly used verbs that are not measurable.
  • Write measurable learning objectives for each domain of Bloom’s Taxonomy for the Digital Age.
  • Determine assessment types for each subdomain of Bloom’s Taxonomy for the Digital Age.
  • Create a rubric for an eLearning assignment.
  • List various activities that could be used to support Universal Design for Learning.
  • List various activities and attitudes that could be used to support LGBTQ2+ learners.
  • Summarize in plain language the essential message of Accessibility Standards.
  • Recap the four levels of eLearning.
  • Map how each eLearning level corresponds to Bloom’s Taxonomy.
  • Suggest media standards for personal eLearning development.
  • Talk about ways to address the basic tenets of teaching adults.
  • Establish great activities that can be used in eLearning.
  • Create a storyboard for production of eLearning.
  • Make recommendations on choosing an eLearning authoring tool and LMS based on an organization’s specific requirements.
  • Evaluate using each level of Kirkpatrick’s Levels of Evaluation.
  • Determine return on expectation for impact evaluation.

Audience


 

Prerequisites


     

Topics

Course Overview
  • You will spend the first part of the day getting to know participants and discussing what will take place during the workshop. Students will also have an opportunity to identify their personal learning objectives.
Instructional Design Models
  • In this session we will outline three commonly used design models: ADDIE, Backward Design and Merrill’s Principles of Instruction. From these models we will create an eLearning development process.
Analysis Phase - Needs Assessment
  • In this session we will start by looking at the importance of knowing your organization’s goals and how a training needs assessment can identify where skills gaps exist in your organization. Then the ICE method (Isolate, Consult, Evaluate) for needs assessment will be introduced.
Design Phase - Learning Objectives
  • In this session we will start with a discussion of Bloom’s Taxonomy of Learning Objectives and Churches’s revisions of Bloom’s work, for the digital age. Then we will outline how to write learning objectives that are measurable.
Design Phase - Assessment
  • In this session we start by defining assessment and then build on the discussion of the Bloom and Churches frameworks, adding the concept of Convergent and Divergent Cognitions developed by Guilford. We then look at assessment types that could be used in eLearning at all levels of Bloom’s taxonomy for a digital age. Lastly, we examine the use of rubrics to set clear expectations for our assessments.
Design Phase - Reducing Barriers
  • In this session we explore the origins of Universal Design and then discuss the Universal Design Frameworks: Universal Instructional Design, Universal Design for Learning (UDL), Universal Design of Instruction. Finally, we talk about Universal Design and the inclusion of the LGBTQ2+ community.
Design Phase - Accessibility
  • In this session we introduce the physical barriers to accessing education and then look in more detail at the standards of CWAG in the European Union and 508 in the United States. Finally, we create a summary of the essential message of the standards.
Design Phase - Design Strategy
  • In this session we investigate aspects of design strategy including interactivity, user interface, design options and media standards.
Development Phase - Learning Experiences and Instruction
  • In this session we first review the principles of adult education and then explore the best practices of adult educational methodologies and UDL applied to eLearning. We then study outlining, gathering content, and storyboarding as integral parts of planning eLearning.
Development Phase - eLearning Tools
  • In this session we explore several eLearning authoring tools and LMSs to find ones that could fit our eLearning needs.
Evaluation
  • In this session we are introduced to Kirkpatrick’s Four Levels of Evaluation (Reaction, Knowledge, Transfer of Learning, Impact/Results) to determine the success of eLearning delivered.
Workshop Wrap-Up
  • At the end of the course, students will have an opportunity to ask questions and fill out an action plan.
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  • Same in-demand topics as instructor-led public and private classes.
  • Standalone learning or supplemental reinforcement.
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