Styles of Instruction

eLearning can be customized for individuals, groups or teams of learners. Groups may consist of individuals performing in clusters or extended social networks. Teams are generally characterized by harmonious performance across multiple learners to achieve a unified objective.

Individual eLearning instruction can take a variety of forms, including intelligent tutoring systems (ITS), just-in-time performance support, simulations, games and guided instruction.

Research is needed to determine when self-guided or guided instruction is most appropriate, and tools provided to the learner to be able to control the level of guidance during instruction.

The SCOs (Shareable Content Objects) that form the basis of SCORM may not be the answer to many of the open questions. It’s important to consider whether “content” is key within an instructional design framework. Key concepts to consider are the Tabula Rasa model, and the dichotomy between the Cartesian orientation and constructionist models.

Potentially useful tools/features

Teacher – technology continuum: envisioning a program of blended learning with varying amounts of control, delivery, etc. among teachers and technology
Effectiveness of enterprise intervention: a feedback look that evaluates elements of instruction (lessons, assessment items, etc) and gives designers this feedback enabling them to improve the products
Integrate survey data concerning effectiveness: collect data from students that is part of a feedback loop to designers/developers
Authoring Tools

Authoring tools that support SCORM need to be able to provide a variety of features to support instructional design including:

an intuitive interface
templates for content creation, assessment and sequencing
tools for knowledge capture and transfer
the ability to talk to repositories and knowledge sources such as Google, and built examples using Instructional Design language.
providing multiple levels of authoring in order to support the variety of roles involved in creating eLearning (Instructional Designers, subject matter experts, teachers…)
development of content with multiple types of beneficiaries.
supporting the develoment of assessment materials and the ability to capture performance data.