Table 1. Learning Strategies (the Gagne-Briggs
model)
| Strategy |
Process |
| Gain attention of learner | Ensure student is ready to learn and participate |
| Inform about objective | Ensure student understands what they need to learn |
| Use the learner's experience | Ask the student to recall relevant knowledge |
| Present the material | Animate the content |
| Provide learning guidance | Provide organization and relevance |
| Elicit performance/retention | Ask learner to demonstrate competency |
| Provide feedback | Measure learner's retention |
| Assessing performance | Feedback and pop-ups to reinforce learning |
Table 2. Instructional Design Factors
| Factor | Overview | Considerations |
| Learning
Style |
Variety
of pathways - sound, visual, text, animations |
·
Visual - use graphics to reinforce learning · Verbal - provide written document for review · Auditory - provide voiceover that synchronizes with visuals |
| Training |
Focus on relevant
skills; knowledge applicable to core responsibilities |
· Provide discipline,
drill, practice · Improve employee performance · Evaluate staff on improved productivity |
| Web-based Learning |
Unique advantages:
on demand, global access, multiple learning methods |
· Interactive,
non-linear · Structured lesson plans · Effective use of multimedia · Learner control |
| Nature of Content |
Scientific information
is complex, hierarchical, and tied to well-structured
domains |
· Highly structured,
significant interactivity · "Real-case" scenarios · Statistically relevant assessments · Complex concepts |
Table 3. Principles of Effective Web-Based
Training
| Principle | Description |
| Interactive | Learner determines sequence |
| Nonlinear | Learner can access any lesson |
| Intuitive | User Interface Easy to navigate menus |
| Educational Details | Clearly stated objectives and case studies |
| Structured Lessons | Clear guidance and directions for each lesson |
| Effective Use of Multimedia | Appropriate use of graphics |
| Technical Detail | Content is free of errors |
| Learner Control | Ability to replay and navigate through a lesson |
GeneEd used its learning strategy and instructional design factors to compile a list of instructional design strategies and a detailed set of instructional design guidelines. These strategies and guidelines are presented in Table 4.
Table 4. GeneEd Instructional Design Strategies
and Guidelines
| Strategies | Design Guidelines |
| Heirarchy of Information | -Identify the learning
outcomes at course and section level -Identify in context information for each lesson -Identify the prerequisite skills required for the course and ensure learner has access to this information -Limit the complexity of instructions and choices within each lesson -Ability to access through links additional detailed information |
| Multi-faceted Approach | -Present information
utilizing high end graphics with appropriate text -Provide online and print access to transcript -Incorporate audio synchronized with graphics and transcript -Present case studies that are built upon through the course |
| Standard Interface | -Create standard interface
incorporating course and lesson navigation -Offer one click to anywhere within course Any frame-any slide-at any time environment -Access to help function at any time |
| Reference Materials | -Allow access to reference
links and scientific abstracts for each lesson -Furnish access to lesson transcripts with links to glossary term -Access to approximately 1,000 life science terms (hotlink in all transcripts) -Provide real-life experiences or case studies to reinforce learning |
| Learning Analysis | -Incorporate progress
checks after each section -Provide a timed, multiple choice final assessment at the end of the course -Create progress checks that include interactive exercises, such as "Drag and Drop" -Immediate feedback for interactive lessons |
| Review and Feedback | -Develop progress checks
that provide estimates of learning after each course
section -Provide a timed, comprehensive, multiple choice test to inform learners about retention of presented info -Allow the learner to review any part of the lesson as often as needed -Provide 12 months access to allow student to replay lesson and retake progress checks -Provide student with etutor functionality |
