Current Instructional Design Models and Principles for Effective E- - PDF document

Current Instructional Design Models and Principles for Effective E- and Mobile Learning Minjuan Wang mwang@mail.sdsu.edu San Diego State University & EBTIC Research Fellow Felicia Brown San Diego State University febefab@yahoo.com Jason W.P. Ng Etisalat BT Innovation Centre (EBTIC) Chief Scientist jason.ng@bt.com Abstract : As an attempt to identify how to effectively design learning activities and content for cloud learning, this paper explores current models and principles for designing effective products for eLearning and cloud learning (cLearning). In addition, we examine the graphical and programmatic aspects of good online and mobile eLearning products. It is clear that more research is needed to fully understand how best to design instruction for mobile and cloud learning experiences. Introduction The root of Instructional Systems Design is a systematic process for creating effective instructional solutions. That is, Instructional Design (ID) “is a framework for learning” (Siemens, 2002). This framework requires designers to analyze the desired outcomes and content and apply the appropriate design model to achieve the learning outcomes. There are quite a few generic design models that are customizable and highly effective in creating instructional solutions that meet different objectives in learning. However, quite often, these instructional design models are not suited for designing electronic learning (eLearning), mobile learning (mLearning), and the newly emerged cloud learning (cLearning) ELearning design, including computer-base training, web-based training and other electronic delivery forms of training and teaching (Kurtus, 2000), requires a delicate balance between education and technology to provide a truly effective learning experience. Most often, the instructional designer's role is that of "bridging concepts between the two worlds” (Siemens, 2002). The instructional design process for most designers has a primary focus on the learning; however, the design process of eLearning instructional design requires a marriage between the

pedagogical or andragogical requirements of e-Learners, content from the subject matter expert (SME), and the work of graphic designers and web programmers. ELearning has become increasingly more popular in the technological societies of modern age, and, more recently, mobile technologies have exploded in the marketplace to the point where mobile learning (mLearning) has begun to emerge as an important factor in eLearning design. The definition for mLearning has evolved from studying with mobile devices to the great learner mobility resulting from the use of mobile technologies (Sharples, Milrad, Sánchez, & Vavoula, 2009; Traxler, 2010; Wang, Shen, Novak, & Pan, 2009). A handful of research has revealed how mLearning can enhance both learning experiences and outcomes. However, eLearning designers still need to figure out how to design for mLearning (Wang &Shen, 2011). Surprisingly, while mLearning is important in today’s learning, the instructional design principles and models are still undefined. Therefore, the design for mobile devices mirrors that of eLearning at this point in time despite the fact that mLearning has its unique benefits and limitations (Wang & Shen, 2011). With the rapid development of cloud computing, cloud learning (cLearning) and mobile cloud learning (mcLearning) have also come into discussion (Hirsch & Ng, 2010; Wang, 2011). Cloud learning is built on the three services models (infrastructure, platform, and software) but also has various definitions. Here we define cloud learning as a shared pool of learning courses, digital assets and resources, which instructors and learners can access via computers, all types of mobile devices, satellite, and even IP-TV (Wang, 2011). The “cloud” associated with learning is therefore similar to public utilities, which consumers can plug in and use anytime and anywhere. Figure 1 illustrates the structure of the aforementioned cloud learning. For instance, one type of cloud learning occurs through mobile and social learning via Web. 3.0 technologies, consisting of semantic webs and the intelligent tools (iTools). Learners can cooperate anywhere in the “Cloud”; they study, experiment, explore, complete tasks, and provide assistance to others. Learners in the “Cloud” can also select suitable resources and record individual learning outcomes and processes (Wang, 2011).

Figure 1. A model for Cloud Learning Mobile Cloud education or Learning (Fig. 2), a novel unification of cloud and mobile learning, is a relatively new concept that holds great promises for the future development of education (Hirsch & Ng, 2011). The two learning modalities can naturally merge, because the characteristics of cloud learning overlaps with mobile learning. The definition of mobile learning has also been evolving, from the early definitions of “learning with mobile devices” (Kossen, 2001) to the current one that emphasizes learner mobility resulting from the use of mobile devices (Wang et al., 2009). In both definitions, users can acquire learning content from the centralized shared resources and engage in anytime-anywhere context-aware learning via portable devices.

Figure 2. The concept of mobile cloud education/learning (Hirsch & Ng, 2010). The purpose of this paper is three fold. First, we will describe the most important and applicable learning theories for eLearning solutions. Second, we will describe effective eLearning design models and principles. Finally, we will describe the graphical and programmatic aspects of good online and mobile eLearning solutions. Learning Theory for eLearning solutions The instructional design of eLearning solutions must first recognize the learner is not in a traditional classroom setting with a motivational and/or supervisorial instructor facilitating the learning process. Learner motivations, attention to learning content, understanding of the relevance of the subject matter and ability to have social interaction with peers are not as easy to facilitate. Therefore, the most relevant learning theories for eLearning solutions seem to include Gagne’s 9 events, Piaget’s theory of cognitive development, and Vygotsky’s social cognitive/development theory.

Most current eLearning design uses Gagne’s theory of learning throughout the design process. According to Gagne, there are nine critical events (e.g., gain attention, inform objectives, stimulate recall, present stimulus, provide guidance, elicit performance, provide feedback, assess performance, enhance retention and transfer) that stimulate processes needed for effective and long lasting learning (Carr, A. M. & Carr, C.S., 2000). ELearning design that emphasizes the attention, motivation and retention and transfer phases of Gagne’s 9 events of instruction is able to build the connections between new information and the current knowledge base (Cassarino, 2003). This approach allows instructional designers to effectively organize and sequence instructional content in order to maximize the transfer of knowledge and skills from the learner interface (LI), learning management system (LMS) or content management system (CMS) to the learner without loss of motivation or content understanding. Emphasis on the application of constructivism which provides students with the opportunity to construct their own understanding is growing in the design of eLearning solutions (Nichols, 2003). To begin, many eLearning instructional designers are applying Piaget’s theory of cognitive development. According to Atherton (2011), Piaget proposed that children learned through the development of schema, or ideas, assimilated from the environment. The development of schema must be considered by eLearning instructional designers because active learning requires that schema be developed by the learner through experiences. As a result, eLearning will be more effective if it provide constructivist learning environments whereby students can actively engage in authentic and applicable projects and problem-solving situations. Allen (in Steen, 2008) also reminded eLearning instructional designers that we learn 70% of what we discuss with others, another key feature of constructivism. Vygotsky (2008) theorized that social learning preceded development and that “every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level. Social constructivists believe that most learning takes place in a social context, and is facilitated by the interactions that students have with others (Berge, 2002). Therefore, eLearning design should

build in a high degree of engagement by leveraging Vygotsky’s social cognitive/development theory and interaction with the content. ELearning Design Models The best known and most frequently used instructional design model is ADDIE., which has five phases as seen in Figure 3. In this design model, designers progress from distinct phase to the next. The analysis phase places an emphasis on defining what is to be learned, and the design phase places emphasis on how learning will occur. Figure 3: ADDIE process (Chan and Robbins, 2006) The development emphasizes the authoring and creation of the eLearning product, and the implementation and evaluation phases emphasize “going live” and accessing the success or failure of learning (Chan & Robbins, 2006). While ADDIE model is the most frequently used, it is also the most time and labor intensive with respect to eLearning instructional design.