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Advanced Web-Based Training Strategies: Unlocking Instructionally Sound Online Learning

Advanced Web-Based Training Strategies: Unlocking Instructionally Sound Online Learning

Margaret Driscoll, Saul Carliner

ISBN: 978-0-787-97883-9

Mar 2005, Pfeiffer

500 pages



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.

Figures and Tables xv

Acknowledgments xxi

Introduction: Getting the Most from This Resource 1


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


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


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


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


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