Hello Class,

Read this document before you do Week 4's assignment.

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Here is more clarifying information on the three content types for Week 4.

For any e-Learning course, the designer has to decide:

1) Where the content comes from

This can be from the designer's own knowledge, from research, from a subject matter expert, from other
contributors, or any combination of these. Based on the content collected and assembled, it will likely be a
combination of procedural information, some concepts, some factual material, perhaps some process
information, and/or perhaps principles (we cover next week).

2) How to present the content effectively

This is where the Clark text comes in. Because it's easy to just "throw some stuff together," make a course, and
put it on the Internet (remember Merrill's "shovelware" from Week 2?), it's important to think through what
kind of content you've got and how to best present it for e-Learning.

With e-Learning, the delivery medium is different - *it's screen-based* and visually-oriented, meaning text/
graphics at a minimum. With current technology, there's also audio potential, and together with the visual
component, they support the dual-channel (eyes and ears) way that people process new information, based on
brain research.  

These may seem obvious, right? However, abuse abounds with online modules, sometimes even by IDs and
online development shops. *Using instructional methods that work for screen-based presentation is key* - enter
the Clark text, that focuses on such methods for types of content - Procedures, Concepts, and Facts (and next
week, we'll look at two others).

3) This week we're looking at the first three types of content - *procedures, concepts, and facts* and how
to create them for screen-based delivery in e-Learning. Here we go:

Procedures

Procedures are tasks that are performed linearly; some people call them "step-by-steps." Procedures are
typically performed by *one person* using a list of steps (like a recipe) provided online or in
documentation/training materials.

In your Task Analysis assignment for Week 3, you laid out a procedure. With print-based materials you usually
lay out the steps, the learner follows along, and you might also demo the procedure *live.* For e-Learning, it's
more effective to use video to show the procedure, or static screen shots (with the steps numbered, illustrated,
commented) of the same. You can have learners follow-up by practicing the steps of the procedure on-screen
and/or (if possible) in a lab or in a true-to-life setting. If the procedure is lengthy or performed infrequently,
you'd want to provide the online learner with a printable checklist or Job Aid with text/illustrations as a memory
aid (to support short-term memory).

Concepts 

Concepts are instructional elements that support procedures. Concepts, unfortunately, are often left out of
e-Learning because subject matter experts (who, being *experts*) skip over terms and definitions, assuming
their audience knows them - **BIG MISTAKE** - don't assume your audience knows your terms. 
In workplace training, all business sectors have and use *acronyms and terms* that should be defined. As
Clark states, if you want to have learners "perform a procedure with a zygometer, but you never define a
zygometer," there would be a gap in their learning. They might blindly follow the procedure, but not fully
understand what they're doing. You'd want to define a zygometer, show an example, explain it's function, and
clarify how it differs from other instruments. You should always check with your audience and ask them
about unfamiliar terms - don't JUST assume as the SMEs! - adult learners fudge about this b/c they don't want
to appear lacking :)

As the course designer, you need to think through any concepts your learners may not know and include them
as support material for the procedure. A good test to help you decide is, ask yourself, "What is a
___________?" and fill in the blank with the word (in the example above, "zygometer"). If your learners can't
answer the question, then it needs to be defined. You would define the term and provide examples to clarify.
Since you're creating online learning, you should include visual examples. For common terms, like "chair,"
"refrigerator," "car," etc., be ready to give examples, but consider your audience (you can consult your sponsor
or client in addition to your subject matter expert, and best case - *ask representatives from your user
audience*).

Another test is the "Mars test." Ask yourself, if your audience had just landed from Mars, would they know
what your terms and acronyms mean? When in doubt, define and clarify - leave *no mystery* as to the terms
and acronyms you use!

You can define and explain concepts BEFORE the learner performs a procedure, or you can include the
terms AS the learner performs the procedure. Research evidence suggests the first approach works better. If you
do not define your concepts, the learner has no chance of remembering or transferring them into the brain's
knowledge network. One on-screen technique often used is a roll-over "reveal" to instantly show definitions and
examples.

Facts

Facts are one-of-a-kind, unique bits of information that are not debatable, and, if important, can only be
memorized through drill, or else looked up.

Examples of facts:

-Numbers, percentages, part names, State Capitals, multiplication tables, dimensions & specifications, audit
codes, etc.

More: think of the ingredients listed on a cereal box, or the percentage of daily calories, minerals, and vitamins
in the cereal - these are all facts. Would you memorize facts like these?

You need to ask yourself if these single bits of information NEED to be included at all or memorized in a
lesson/module. Could you provide a place to look them up online? Note here that *facts are not concepts* -
concepts require definition and examples for clarification, whereas facts do not.

Facts would typically *not need to be memorized in a lesson, except in high-stakes environments* - (Examples:
"How high should an airplane fly in a residential zone?" or "How many mls of a dosage should be administered
to a patient who is 'x' years old?").

If you need to include and assess/test critical facts for your topic/subject, you need to build in *practice/
rehearsal* into your e-Learning to assist with memorization.

For less critical facts, not life or death -

-Do you remember learning facts via flash cards? 

-Multiplication tables? 
-Musical facts like the notes on the Grand Staff? 
-Mathematical formulas? 
-The capitals of each state? 

If memorization is not required for facts, have the user look them up - on line, or in provided reference guides,
or online company systems, in posted job aids, etc. Unfortunately, a lot of e-Learning that's published focuses
on *factual regurgitation and recall* without focusing on procedures and/or concepts. Always ask yourself, *is
this fact really necessary - does it need to be memorized, and why? (adapt this question to your field).* 

Facts can be misinterpreted as concepts - but they're not the same.

**Here's how facts should be used in online training and e-Learning: Facts punctuate, add spice, add color to
concepts. Example: *there are 5+ billion people on the planet - that's a fact.* If you were developing an
eLearning module about the earth's resources, you would include that as a compelling fact. Facts are not
arguable - they "just are."**

USE FACTS creatively, as "spice" to drive a point home - don't overwhelm the learner with endless facts, no
matter what your content domain. Instead, have the learner look them up in a provided resource. If you need a
resource with tons of facts, you can also create a document - and attach it as a resource to your e-Learning.

Many times in eLearning modules, the learner is overwhelmed with facts b/c the ID or *subject expert thinks
that memorizing facts* is the same as learning. *This is not an effective approach* - we know that facts
cannot be held in short-term memory for more than about 10 seconds. So, if you pile facts on facts, the learner
has no chance transferring those facts into the brain's knowledge network. Better yet, have the learner look up
and USE the facts in a problem-solving context.

For e-Learning, rather than putting together screen after screen of factual material, consider using a look-up
facility such as a table, a catalog entry, or a reference guide - all online. Have the user look things up as they
need to. You can also attach fact-sheets or reference guides to an e-Learning module **as an external memory
aid to be printed or used online at the trainee's desk.** These are just *some* of the techniques you can use.

Let me know if you have any questions.

Thanks,

Dr. Don :)

***************

Help with Storyboards

You will be create a simple storyboard for your assignment in Week 4.

Why use a Storyboard (in case you haven't)?

- Storyboards help you pull together and compress your ideas into a succinct "package" that you can present, if
needed, or just to clarify your own thinking when starting a project
- Storyboards can be used to expand initial ideas into a full-blown module, lesson, or course
- Storyboards can serve as a low-stakes "first prototype" - you can share your creative ideas, get buy-in, gather
your peer's ideas, seek preliminary approval, or just float possible solutions

If you've never created a storyboard, *don't worry* - they're actually fun to create.
You can use the example, "Skylar Gets a Bath" as a template (it's posted under the Assignment for Week 4).
You may also use your own storyboard format from your organization, and if you do, save as a pdf before
posting.

Here are five *great resources* you can explore further (optional) regarding Storyboards. Copy and paste any of
these links into your browser if you need more background on Storyboards:

http://theelearningcoach.com/elearning_design/storyboards-for-elearning/

http://theelearningcoach.com/resources/storyboard-depot/

http://www.articulate.com/blog/elearning-storyboarding-101/

http://www.designedforlearning.co.uk/the-storyboard-art-or-science/

http://blog.integratedlearningservices.com/2012/03/effective-storyboarding.html

Let me know if you have any questions,

Your instructor,

Dr. Don :)