Our approach to instructional design

Let's be honest: one of the attractions of e-learning is that it's a low-cost means of training large groups of people. But no matter how low-cost, e-learning is ultimately only cost effective if it's effective.

Our approach to instructional design is focussed on delivering e-learning that engages and stimulates learners and provides them with the practical knowledge and skills they need to improve their performance in the workplace.

But how exactly do we do this? There are many different theories of instructional design, and our approach synthesises elements of several of these, in particular Gagne's Conditions of Learning, Bloom's Taxonomy and - with a specific focus on e-learning - many of Ruth Clark's writings and ideas. Following are some of the key elements of our approach to instructional design...

• Setting learning objectives
  Learning can be engaging and fun, but unless it actually imparts the knowledge and skills required, then it's ultimately a waste of everyone's time and money.
  
  
• Using interaction to facilitate learning
  Studies have shown that while learners remember only 20% of what they see or hear and just 40% of what they see and hear, they remember 70% of what they see, hear and interact with. This makes interaction one of the main ways in which an e-learning course can provide a much more powerful and effective learning experience than a PDF file or a training video.
  
  
• Encouraging transfer into the workplace
  No matter how good a piece of learning is at conveying knowledge or information, it's of absolutely no use unless people actually apply what they've learned in the workplace. By incorporating case studies, simulations and collaborative exercises, we give learners the opportunity to practise applying their newfound knowledge and skills, and develop the confidence to take them into the workplace.
  
  
• Providing positive and negative behavioural models
  When exploring 'soft skills' areas - for example, effective communication techniques - it's often essential not just to tell learners how to do something, but also provide behavioural models actually illustrating how to do it and, equally importantly, how not to do it. When delivering content from CD-ROM, we can use video to provide learners with behavioural models. However, when bandwidth constraints preclude video, we can use 'photomation', a series of photographic stills timed in to actor dialogue.
  
  
• Providing mental frameworks
  By breaking down seemingly complex and amorphous processes - like dealing with a customer complaint - into small, logical steps we give learners practical frameworks for improving their performance in the workplace.
  
  
• Mixing media elements to amplify learning points
  By carefully orchestrating media elements, we can engage learners and amplify key learning points.
  
  
• Motivating learners to learn
  As with any form of distance learning, maintaining learner interest and motivation is a major challenge. We rise to this challenge by:
  
  

• Emphasising the benefits of every point that we make, so that learners know what's in it for them.
• Including a wide range of interactions to engage learners and involve them in the learning process.
• When appropriate, making our courses adaptive to each individual's learning needs, so that learners can focus on what's relevant to them.

• Delivering learning in bite-sized chunks
  By designing our courses in bite-sized chunks, we enable learners to complete meaningful portions in short sessions and find the specific information they need, when they need it.