If you’re a newcomer to the field of e-learning or instructional design (ID), you might feel overwhelmed by the amount of information available online regarding the various ID models and all ...
Published 11 years ago
Version 1.0
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I'm in agreement with John. I don't think I will ever count myself as a "fan" of SL (I used it because I had to, to be honest), but he raises some good points here.
In your defense, Nicole, I acknowledge that you have made the assumption that elearning is the preferred method but Instructional Design has nothing to do with the tools used to produce a solution. In fact, a methods & media analysis will determine what the learners are going to use for to achieve their objectives.
While learner needs are important (think "empathy") the business requirements are always going to drive what your solution looks like. These may encompass specific performance or preferred behaviours and they form the basis for learning objectives.
Also, the basic building block of instructional design is "activity". As John said, he's perceiving a lot of words and bullet points, and that's "content", which should be secondary or even tertiary to the activity. Immerse the learner in visuals and tasks, not reading. Finally, while sequence may be an important thing it is not the only thing. Workflows may be non-linear and whatever solution an ID comes up with must reflect that. Once the ID gets into the development phase they can establish seamless assessment activities so the learner is learning by doing.
In your defense, Nicole, I acknowledge that you have made the assumption that elearning is the preferred method but Instructional Design has nothing to do with the tools used to produce a solution. In fact, a methods & media analysis will determine what the learners are going to use for to achieve their objectives.
While learner needs are important (think "empathy") the business requirements are always going to drive what your solution looks like. These may encompass specific performance or preferred behaviours and they form the basis for learning objectives.
Also, the basic building block of instructional design is "activity". As John said, he's perceiving a lot of words and bullet points, and that's "content", which should be secondary or even tertiary to the activity. Immerse the learner in visuals and tasks, not reading. Finally, while sequence may be an important thing it is not the only thing. Workflows may be non-linear and whatever solution an ID comes up with must reflect that. Once the ID gets into the development phase they can establish seamless assessment activities so the learner is learning by doing.