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June 11, 2022
This week I will focus briefly on describing some common aspects of design documents by walking through the Blue Beta Facilities Orientation e-Learning. I have no experience creating design document templates or writing instructional design documentation, so I will be evaluating this e-Learning based on relevant course readings.
Course Topic
The course topic is present in the title of this e-Learning, so I already know that this is going to be introductory information about the company that I would need for orientation.
The relevant characteristics of the target learner audience, knowledge, and skill type(s)
Given the fact that this learning is specific to an orientation, I can infer that the target learner audience is not expected to already be knowledgeable about these aspects of the company. The learning should serve as basic knowledge for new members of the organization.
That being said, the lack of guidance throughout the learning could suggest that the learners are in fact expected to have some prior knowledge of the material.
The learning domain(s)
It was a little tricky for me to place this e-learning in a specific learning domain, but based on the ones described in Clark (2012), I believe it would be under the compliance: policies and procedures domain. This e-learning is an introduction to how this part of the organization performs and would like things done [or not done], which I believe aligns well with organizational policy guidelines.
The assessment method(s)
Assessment questions are multiple choice with one true/false. The feedback options are corrective [correct/incorrect] and answers are not withheld, providing you with the correct answer if you choose incorrectly along with a quick explanation. For correct responses, the feedback will give you a quick synopsis of why you chose correctly.
Example feedback for incorrect
Example feedback for correct
The trigger event
Based off how Clark (2012) describes a trigger event, this e-Learning does not contain one. There is no particular setting or event that kicks off this learning, rather there is an introduction to the learning that prompts you to start with meeting the team of people that work in this organization’s facilities department. Once you start the course, you click “next lesson” at the bottom of each screen to continue.
The guidance technique(s)
The lessons are listed in seemingly no particular order, visible by tab on the left navigational menu. You [the learner] are free to navigate to any tab at any time throughout the learning. At the bottom of each lesson, you are prompted by arrows to proceed to the next lesson, but it is not a requirement of the learning, making it otherwise self-guided.
The advisor type(s)
There are no advisors for this e-learning. Clark describes advisors as coaches or on-screen guides that appear when needed, and this learning does not include this option.
Key Takeaways and Things to Remember From Weeks 1 and 2
Key Takeaways and Things to Remember From Weeks 1 and 2
Not every situation is right for scenario-based e-learning, but in many cases it is and there are several techniques for making an effective e-learning.
Take your audience into account! Techniques for creating good e-learning often depend on who your audience is. Examples of things to keep in mind [there are many more]:
Prior experience and expertise level
Age
Prior education
Motivation to learn
Scenario-based e-learning is not about the technology used or media displayed. It can incorporate all kinds of media and material and be delivered in-person, online, or even through a blended approach.
Feedback is a more important aspect of e-learning than I thought! Answers to correct/incorrect questions can make or break a learner’s willingness to remember the information. Some situations call for trial and error feedback. There’s a healthy balance and is dependent on the situation and the learner.
References
References
Clark, R. C., & Mayer, R. E. (2012). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. Center for Creative Leadership.
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