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E-Learning in Action

The Problem

Continuing the case started in the last chapter, Debbie and John anxiously await the report from Meryl about the needs she identified for the online course for employee orientation so that she can begin designing the course. Meryl reports that she got lots of great information.

Meryl says she has two last things to do to define the project. First, she needs to set objectives that are written in such a way that they're clear to all parties and that Debbie and John approve. In this way, Debbie and John have a high degree of confidence that the course Meryl builds will match their expectations. Meryl also drafts the evaluations at this time, so Debbie and John can use a concrete tool to assess the effectiveness of the orientation.

Debbie and John look a bit dejected by all of this up-front work. "I thought this stuff was supposed to be quick."

"It can be," Meryl. But a lot of the quick stuff is wrong if the course developers haven't done their homework. Think of these first two phases are the homework."

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Suggested Solution

Building on the needs defined in the last chapter, in this chapter, I show the following:

• Business and content objectives.
• Learner satisfaction (Kirkpatrick Level 1) and criterion-referenced evaluation (Kirkpatrick Level 2)

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