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Instructional Design and Outcome Measurement Strategies that Work
Online Events Archive
Online Forums 2011 - August 18, 2011
Instructional Technology Consultant
Innovative Communications Group
Director of Research, Learning, and Behavior
Kentucky Education Development Corporation
As the eLearning industry continues to expand, it's important for practitioners to understand that generating desired participant outcomes is more than graphics and Flash interactions. It's imperative to know what instructional practices in synchronous and asynchronous training formats result in participant change. Secondly, much of the research literature on eLearning training formats uses perception and preference measures rather than quantitative measures on behavioral change. To further support the validity of eLearning, in addition to cost and time savings, we need to collect reliable outcomes measures in applied settings.
Participants in this session will learn about a series of evidence-based instructional strategies that you can incorporate into asynchronous and synchronous training formats. You’ll learn the steps of incorporating these into a variety of training formats and see a variety of eLearning projects where these strategies have been included into existing projects. You’ll also learn about two simple research structures you can use in a variety of educational, business, and non-profit settings to identify the efficacy of training materials.
In this session, you will learn:
- How to determine if the literature supports current instructional design practices
- About some instructional design components you can incorporate into asynchronous eLearning
- About some instructional design components you can incorporate into synchronous eLearning
- About two simple research designs you can use to quickly assess the effectiveness of eLearning activities
Handouts are available for eLearning members. Please log in or join to download these files.
This recording is available for eLearning members. Please log in or join to download this file.
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