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Chapter 9 & 10. Asynchronous and Synchronous e-Learning Design

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Chapter 9 & 10. Asynchronous and Synchronous e-Learning Design

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This week, I was able to look at asynchronous e-Learning Design in Chapter 9 and synchronous e-Learning Design in Chapter 10. The most impressive thing while reading the two chapters was that e-learning was divided with these two reference points. It was not classified according to the form or type of technology of online e-learning, but according to whether or not e-learning occurred simultaneously, and it felt new that many things to be considered were given accordingly.

Of course, the blended learning method, which uses both styles of e-learning together, will be most effective. However, when considering the strengths and weaknesses of e-learning, it should be considered in two ways.

First of all, the biggest feature of asynchronous e-learning mentioned in Chapter 9 is that it is made in self-instruction mode. And a well-organized asynchronous e-learning system can produce good results. Specific application plans are presented on how to plan for a smooth, successful implementation.

One of the most impressive contents in Chapter 10 is the definition of online learning. I used online learning or e-learning or the Internet and thought it was a similar term. Online learning is a special type of e-Learning.

And synchronous e-learning should not stop at replacing only the place online in the form of overcoming only the restrictions of the place.

It has the great advantage of being able to provide feedback on learning at the same time as the learner, and being able to receive direct coaching from an expert. However, monitoring has more limitations than when it is done in an actual classroom. Therefore, there are many factors to consider when designing to compensate for this.

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Chapter 7. Did It Do Any Good? Evaluation

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Chapter 7. Did It Do Any Good? Evaluation

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Chapter 7 deals with evaluation.

Through formative evaluation, it should be evaluated in the course of the training program, and through summative evaluation, it should be possible to evaluate the training program as a whole.

What impressed me the most was that we had to look at the reasons why we had to evaluate when we were doing the evaluation. This is because the evaluation simply for the evaluation itself is meaningless. Through formative evaluation, improvement of the process of the program and reflection of evaluation results should help better understanding and help the training program become more meaningful to learners.
And it is necessary for the stakeholders of the training program to evaluate whether this program is useful for business and whether it is worth the investment.

Kirkpatrick's evaluation model is a useful model for training evaluation.
The first is reaction. Overall satisfaction and engagement can be achieved through surveys, interviews and focus groups.

The second is learning. Evaluating new knowledge, skills, attitudes, etc. This can be done through quizzes, tests, observations, and discussions.
The third is the evaluation of behavior. You can evaluate whether you are performing critical tasks. This can be done through surveys, observations, work reviews, and KPIs.

The fourth is results. It is to evaluate the business and sale metrics to see if the desired results are achieved.

And it was impressive to think about adding ROI to this. Return on Investment should be considered. It is necessary to consider the benefits of the program and the costs used in the program.

During this week's assignment, I came across Method of Loci for the first time. This is one way to improve memory. The first step is to position the map in a familiar space. It is to set the memory layout, and set the space that can be memorized thoroughly automatically. The second step is to establish a permanent item. The third step is to determine your route by iterative and visual cues. You can also give a quiz asking yourself what the third item was in the route you set. The fourth step is to add information to each room. It is important to convert various information into visual information here. Fifth is to create another space. I was new to helping you remember by creating a palace in my heart.

My blog is about what impressed me about rapid instructional design. I visualized the contents of this blog to create a palace of my heart, store information, and remember key keywords together. However, the correlation between the visualized image and the keyword has not yet been established. However, what this process is helpful seems to help metacognitively store information in the process of visualizing it. It is a method that helps to remember the decimal place of non-recurring decimal pi or to remember various information, so it will be useful if you get used to it.

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Chapter 6. Getting It Where It Does the Most Good: Implementations

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Chapter 6. Getting It Where It Does the Most Good: Implementations

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Chapter 6 discusses implementations. It is not about changing the structure of the program. One of the things that impressed me the most was beta testing. I came across this word for the first time. Beta testing is also called design testing. This has the advantage of giving you more time to watch the response and allowing you to focus on how the audience will react to a given material or instruction.

The second most impressive content is the concept of Pilots that follow naturally. This is a slightly different concept from beta testing, and the timing is different. The last thing that impressed me is that when the actual implementation takes place, the situation must be prepared in advance and analyzed. Even a well-designed program can be successful or not, depending on how, when, and under what circumstances it is delivered. Many useful hints are given when implementing the various checklists given.

In fact, as I did this blog assignment in this unit, I realized the need for a backup strategy and the importance of being prepared. I don't yet have another backup strategy in my project to fall back on when the technology isn't working well. However, it seems that it is necessary to supplement the use of printed textbooks or files that can be opened and accessed without access to the web in case the computer is not available, and the Internet is suddenly disconnected.

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Chapter 5 discusses development in detail.

First, I was impressed that, beyond simply developing programs, as instruction designers we had to write facilitator guides and participation manuals. Of course, when writing this, you can write it in detail, or you can do it very simply. The author introduced an “all-in-one” format, which includes facilitator notes, instructions, PowerPoint slides, and participant materials.

Second, as in the design phase of Chapter 4, it is an ongoing consideration. A double-edged sword, we have to strike a good balance between “Need to know” and “Nice to know.” As an instructional designer, you should always consider every step of the way. Rather than enjoying self-satisfaction by making Pretty Participant's Manuals, Piskurich (2015) continues to emphasize that it is important to consider the participants and put in the essentials. It should lead to ice-breaker, motivation, learning activity, game, and media selection so as not to be time wasted and to truly lead learning.

There are several media associated with the learning goals of my project. Sales training programs can be divided into two main categories. First, it is a program to help educate and understand the company and its products, and secondly, it is a basic education for sales skills.

In the introduction stage, I will use Padlet or Nearpod to evaluate learners' level of understanding and share experiences. In addition, it is possible to evaluate the understanding of learners by using Prezi instead of the basic PowerPoint or documents provided to help educate and understand the company and products. In addition, podcasts or LinkIn Learning videos are used to educate how to actually do sales based on an understanding of the product.

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Chapter 4 contains information about Design stage in the ADDIE model.

One of the things that impressed me the most was the introduction of the Constraints category. I just thought that after the analysis stage was completed, in the design stage, the contents of the main project should be arranged in what order and which methodological tool to use. There are five categories of Constraints mentioned in Chapter 4: Logistical, Stakeholder, Design, Training Methods, and Resources. The concept of a Stakeholder was unfamiliar to me. Who is sponsoring the program should be considered. And you should consider what their characteristics and expectations are.

The second most impressive concept is about Objectives. With Objectives, learners can clearly understand and expect what they will learn. Objectives also have advantages for designers, managers, and program evaluation.

Third, “Need to know” verse “Nice to know” must be clearly distinguished. You should be able to distinguish what is essential during training time.

Fourth, “You haven’t taught if they haven’t learned.” It is very important that learning has truly occurred to the learner, and the sentences should be written from the learner's point of view, not from the trainer's point of view.

As I read Chapter 4, the delivery methods I wanted to use became On-the-Job Training (OJT), Self-Instruction, and Training by Document methods. OJT method does not require classrooms or training facilities. In my project A, it is about salesperson training, because there are salespeople who work from home as well as salespeople who work at the company, so I think the OJT method that can be applied regardless of location will be useful. In addition, a basic understanding of the product and a basic understanding of the company are required. We will use the training by documents and self-instruction method to educate the company or product with documents, and to learn sales skills.

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Chapter 3. Do You Know What You Need to Do? Analysis

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Chapter 3. Do You Know What You Need to Do? Analysis

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Chapter 3 dealt with the stage of analysis among the models of ADDIE.

One of the things that impressed me the most was the competency analysis part. When analyzing here, it was mentioned that not only the performed tasks should be analyzed, but how they were performed and even the performed level should be analyzed. The three key questions to analyze through Top performances are as follows. What they are more likely to do, what they do more often, what they do more completely than the average performer.

The second thing that impressed me was the interpretation of computer-aid analysis. Before reading this chapter, I vaguely predicted that the introduction of computers would be effective in data analysis, but it was not. Computer aided analysis method is net-based analysis, which helps us to analyze data quickly. However, like the paper- and -pencil questionnaires, it has many disadvantages. This method is effective when you have a highly dispersed audience or when analyzing a large amount of data.

In the analysis stage, various data collection methods were presented.

From the easiest and simplest way to collect data, to a time-consuming but accurate way to collect data that reflects feedback, there are several suggestions. It is also suggested that the most ideal, effective, and appropriate method to collect data by using various methods together in a hybrid method is suggested. There are many good methods, but the data collection method that I can apply is a hybrid method of document collection and verification and interview method. It collects data by analyzing documents that exist in the company about how salesperson training has been conducted so far and analyzes what is being done through an interview with the groom, who is in charge of salesperson training, and determines what needs to be supplemented and what training is needed. data will be collected and analyzed.

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Chapter 2. Before You Do Anything : Pre-Instructional Design Activities

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Chapter 2. Before You Do Anything : Pre-Instructional Design Activities

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To summarize what most impressed me while reading Chapter 2, is that we need to write a Needs Analysis Report. In Chapter 2, the terminology for the analysis of various needs appears. At first, I was confused about the use of similar terms. To recap, it is as follows. Company needs- Organizational needs assessment, Performance Assessment, Organization's training needs.

It mentioned the need to prepare a necessary needs analysis report before instructional design and provided a lot of case templates that we can actually use and apply. Considering the lack of time, I was most impressed that it provided five questions necessary for quick but effective performance gap analysis. And 6 steps for fast training needs analysis are also provided.

It was surprising to consider opportunity cost in calculating cost in Quick and Dirty cost/benefit analysis. Not only the cost of training, but also the cost that employees do not earn during training, the cost of salary, and the cost of lost production are important opportunity costs to consider. Also, it is useful to calculate the return-on-investment ratio and choose different training methods.

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Chapter 1. What Is This Instructional Design Stuff Anyway

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Chapter 1. What Is This Instructional Design Stuff Anyway

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The most impressive thing about Chapter 1 is that theory is not as important as the actual practice. It was emphasized that regardless of the theory, it is necessary to think about how to apply it well in practice.

The second thing that impressed me was the spiderweb ADDIE model. The model or process of instructional design is best known as the ADDIE model. In applying this model, the ADDIE ISD model of the spiderweb model that can be modified and reconstructed through appropriate feedback at each step is presented. Finding the application point in each process and reflecting the correction point can prevent poor instructional design and save time, energy and cost.

Advantages of instructional design include cost-effectivesness, time-effectiveness, learning effectiveness, training effectiveness evaluation, competitive advantage, business integration, and consistency. And the downside is that it takes time. "It really does take too long to do things right."

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Learning ID Fast and Right
George M. Piskurich

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Mathematics Education, Curriculum and Instruction, Instructional Design, Learning Technology, Special Education, ADHD, Artificial Intelligence, South Korean Educational system, Texas, PISD.

I am very interested in the above topic words. I opened a blog for the first time through LTEC 5210 class.

I'm still not sure what direction my blog will go in. However, as there is a proverb that starting is a half, I am glad to start sharing my journey. I wonder if the direction of my learning as a student in the master's program, the direction of guidance as a math teacher, and the direction of education for my children as a mother of a daughter with special needs will be the subject of my three big blogs directions.