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In this Example |
Jenny asked Chip to design and develop a tutorial for a software application. When she first described the assignment to Chip, Jenny said that the tutorial would serve two audiences: end users, who would get basic instructions for the using the software, and "technoweenies," the programmers who comprise about 10 percent of the audience and who would use the content to tailor the software to needs of a particular organization. Based on experience with an earlier software application, Jenny estimated that the tutorial would take about 8 hours.
After looking into the situation, Chip realized that the tutorial, as described, was overkill for the end users. They needed a tutorial that walked them through the process of using the software, and step-by-step instructions that would also be available later, while they actually used the software. End users did not need the 90 percent of the information that pertains to customizing the software and troubleshooting problems. Chip also realized that the tutorial format was overkill for the programmers, too, who did not need most of the content in an instructional form. Learning to customize and troubleshoot software involves two parts: training on how the software can be customized and problems resolved, and access to specific information at the time of customization or troubleshooting. Some of that information would be reference, such as a reference of software commands. Some of that information is procedural, such as instructions for troubleshooting specific problems. Some of that information is "advertisement," such as case studies on how others have successfully customized the software or handled difficult troubleshooting problems. Most significantly, much of this information is not appropriate for a tutorial.
As this example is intended to illustrate, although sponsors might begin a project by requesting that you develop a tutorial, you might more efficiently and effectively meet their needs or increase the likelihood that content transfers to the job, by designing other types of learning products, too.
Chip considered the following issues as he tried to choose a type of learning product.
Learning issues: Chip determined that he had two key audiences to address, whose needs were not identical. Both can not be served by a single learning product. End users needed to hand-held through a simplified version of the software. Although the software offers many ways to perform common tasks, Mark decided that end users only need to learn one for each to avoid confusion and to increase the likelihood of successful early performance. Mark also agrees that end users benefit from learning about the application online, because that's where they will use it.
In contrast, the technoweenies need to learn about the complexity of the product. Because they might not use specific knowledge for a long time, Chip determined that learners needed to learn "what" they can do at first, but will need instructions for "how" to perform the tasks after they return to the job.
Technology issues: The largest number of unknowns related to technology pertain to the users' systems. Because the training goes to customers, Chip's company has limited control over what software and hardware is available to users, other than PCs that meet the minimum system configuration stated on the software package. All of those PCs must have CD players, because users install the software from a copy saved on the CD. Although many users will have Internet access, that is not required. Of those who do have Internet access, some might have access by a broadband line (such as DSL), others will connect on a dial-up line. Other studies suggest, however, that all of the technoweenies will have access to the web because most need the access to provide technical support within their organizations. As a result, Chip is wary about using a web-based application for basic end-user training, and is similarly reluctant to use video and audio. But he feels comfortable using web-based materials for the technoweenies.
Personal preferences: Although Chip has been asked to develop online learning, he is concerned that, as a first introduction to the software, some end users might not accept it. So he is considering blending an online tutorial with some other types of learning products to address the motivational issue. Similarly, based on his previous experience with technoweenies, Chip believes that they primarily need a conceptual understanding of issues involved in customizing and troubleshooting, and quick access to specific content.
As a result, Chip decided to produce the following types of learning products:
Note that Chip chose to develop a series of related learning products rather than a single course. Some of the learning products are intended to prepare learners for the content, others are intended to initially build skills, and others are intended to reinforce skills or assist learners in their skills up one level.
General Resources on Designing E-Learning |
Supplemental Resources for the book Designing E-Learning |
Chapter 5 |
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(c) Copyright. 2002. Saul Carliner. All rights reserved.