Advanced Web-Based Training Strategies fills the gap in the literature available on this topic by offering a volume that includes meaningful, applicable, and proven strategies that can take the experienced instructional designer to the next level of web-based training. Written by Margaret Driscoll and Saul Carliner -- internationally acclaimed experts on e-learning and information design- -- Advanced Web-Based Training Strategies provides instructional designers, e-learning developers, technical communicators, students, and others with strategies for addressing common challenges that arise when designing e-learning. Balancing educational theory with the practical realities of implementation, Driscoll and Carliner outline the benefits and limitations of each strategy, discuss the issues surrounding the implementation of these strategies, and illustrate each strategy with short scenarios drawn from real-world online learning programs representing a wide variety of fields including technology, financial services, health care, and government.
Table of Contents:
Figures and Tables xv
Acknowledgments xxi
Introduction: Getting the Most from This Resource 1
PART I: FOUNDATIONS 9
Chapter 1: Using a Problem-Based Approach to Designing e-Learning 11
In This Chapter 11
Why the Simple Solutions Won’t Solve Fundamental Design Problems with e-Curricula and e-Courses 14
The Design of e-Learning 18
The Problem-Solving Approach to Design Described in This Book 24
Chapter 2: Philosophies and Theories Guiding the Design of e-Learning 27
In This Chapter 27
Why Instructional Designers Should Study Philosophies of Education 28
What Are Examples of Philosophy of Adult Education? 31
Learning Philosophies and You 38
Why Instructional Designers Should Study Theories of Learning 41
The Relationship Among Research, Philosophy, and Theory 47
How These Philosophies and Theories Influence a Problem-Based Approach to Design 51
Conclusion 54
Reflection and Application 56
PART II: PORTFOLIO OF DESIGN AND CURRICULUM STRATEGIES 57
Chapter 3: Storytelling and Contextually Based Approaches to Needs Assessment, Design, and Formative Evaluation 59
In This Chapter 59
What Are Storytelling and Contextually Based Design Techniques? 61
The Benefits of Storytelling and Contextually Based Design Techniques 62
Challenges in Using Storytelling and Contextually Based Design 67
A Portfolio of Storytelling and Contextually Based Design Techniques 69
In Practice: Storytelling in e-Learning: The World Bank’s Money Matters Program 79
Conclusion 84
Reflection and Application 85
Chapter 4: Blended Learning as a Curriculum Design Strategy 87
In This Chapter 87
What Is Blended Learning? 88
Benefits That Blended Learning Offers 89
Guiding Principles Underlying the Design of a Blended Curriculum 93
A Portfolio of Strategies for Creating a Blended Curriculum 96
In Practice: A Blended Curriculum at Hearing Master 110
Conclusion 113
Reflection and Application 115
Chapter 5: Informal Learning 117
In This Chapter 117
What Is Informal Learning and Why Is It a Useful Approach to Online Curricula? 118
Guiding Principles Underlying Informal Learning 122
A Portfolio of Strategies for Informal Learning 127
In Practice: An Example of Informal Learning from Microsoft 141
Conclusion 148
Reflection and Application 151
PART III: PORTFOLIO OF HIGH-LEVEL DESIGN STRATEGIES 153
Chapter 6: Simulations 155
In This Chapter 155
What Is Simulation? 156
Why Use Simulation? 156
The Benefits and Limitations of Simulations 157
A Portfolio of Simulation Strategies 162
In Practice: Melinda Jackson: EnterTech 179
Conclusion 183
Reflection and Application 185
Chapter 7: e-Mentoring and e-Coaching 187
In This Chapter 187
What Are Coaching and Mentoring? 188
Why Use e-Mentoring and e-Coaching? 192
The Benefits and Limitations of e-Mentoring and e-Coaching 193
A Portfolio of Strategies for e-Mentoring and e-Coaching 195
Guidelines for Design for e-Coaching and e-Mentoring 199
In Practice: Carol B. Muller: MentorNet 200
Conclusion 203
Reflection and Application 206
Chapter 8: m-Learning 207
In This Chapter 207
What Is m-Learning? 208
Why Should You Use Wireless and Mobile Learning? 211
Benefits and Limitations of Mobile Learning 211
A Portfolio of m-Learning Strategies 217
Guidelines for Wireless and Mobile Learning 223
In Practice: Chris von Koschembahr: IBM’s Worldwide Mobile Learning Leader 225
Conclusion 229
Reflection and Application 230
Chapter 9: Live Virtual Classroom 233
In This Chapter 233
What Is a Live Virtual Classroom? 234
Why Use a Live Virtual Classroom? 234
The Benefits and Limitations of the Live Virtual Classroom 236
A Portfolio of Live Virtual Classroom Strategies 241
Where to Sample Live Virtual Classroom Technology 247
Guidelines for Designing for the Live Virtual Classroom 252
In Practice: Jennifer Hofmann: Leadership World Series 256
Conclusion 260
Reflection and Application 262
PART IV: PORTFOLIO OF DETAILED DESIGN STRATEGIES 263
Chapter 10: Openings and Closings 265
In This Chapter 265
What Are the Purposes of Openings and Closings? 266
Designing Openings 269
Designing Closings 283
Bonus Technique: Using Templates to Ensure Consistency in Openings and Closings 290
In Practice: The Opening to Jones International University’s “Managing the Design, Development, Delivery, and Evaluation of e-Learning” 291
Conclusion 294
Reflection and Application 296
Chapter 11: Exposition Techniques for Writing e-Learning Content 299
In This Chapter 299
What Are Exposition Techniques? 301
What Are the Challenges of Using Exposition Techniques? 302
A Portfolio of Exposition Techniques 305
In Practice: Plimoth Plantation’s “You Are the Historian” 323
Conclusion 331
Reflection and Application 333
Chapter 12: Interaction 335
In This Chapter 335
What Is Interaction? 337
Why Use Interaction? 338
The Benefits and Limitations of Interactions 339
A Portfolio of Strategies for Interacting with Learners 341
Conclusion 360
Reflection and Application 361
Chapter 13: Visual Communication Techniques 363
In This Chapter 363
What Are Visuals? 364
Why Should You Use Visuals? 365
A Portfolio of Visual Communication Techniques 373
Guidelines for Using Visuals 378
In Practice: The Seven Deadly Perils 390
Conclusion 395
Reflection and Application 398
PART V: CLOSING 401
Chapter 14: Seeking Ideas Outside the Norm 403
In This Chapter 403
Looking Outside for Theory 404
Looking Outside for Ideas 410
Preparing for New Developments in e-Learning 412
Conclusion 415
Reflection and Application 416
Appendix A: Rubric for Assessing Interactive Qualities of Distance Learning Courses 417
Appendix B: Websites for Training Professionals 421
Appendix C: Professional Organizations 429
References 437
Name Index 451
Subject Index 453
About the Authors 457
About the Author :
Margaret Driscoll is a consultant with the human capital management practice of IBM Global Services. As a consultant, she works with organizations interested in strategic planning, e-learning, instructional technology, blended learning, competency modeling, and return on investment. She is a featured speaker at national and international training events and the author of the best-selling book Web-Based Training. Her work has appeared in Journal of Performance Improvement, Training and Development, Chief Learning Officer, and Learning Circuits. Dr. Driscoll also teaches at Teachers College of Columbia University in New York City and Suffolk University in Boston. Saul Carliner is an assistant professor of educational technology at Concordia University in Montreal. His research and teaching interests include the design of online materials for workplace learning and communication and the management of workplace learning and communication groups. His other books include Designing E-Learning, An Overview of Online Learning, and Training Design Basics. Dr. Carliner is a research fellow of the American Society for Training and Development, a certified training and development professional, and a fellow and past international president of the Society for Technical Communication.
