As an instructional/eLearning designer, I have a variety of skills that I draw on. Some of these are transferable skills that are equally applicable across many industries. Others are specifically connected to the role of eLearning designer. Please note: this page has only just started (June 2019) and will be added to over the next few weeks and months.
In my current role, I use the ADDIE model, which, for me, works a little like this:
Analysis - When a new project comes in, I make contact with the client to find out what their requirements are. This is usually done on a conference call, with the subject matter expert (SME) and senior approver (SA). We discuss the background to the request and how they want their staff to change attitudes and behaviours, as a result of the training. I ask lots of questions to establish what the learning objectives/outcomes should be and we begin to formulate the structure of the eLearning. From this discussion, I then produce a high level overview of the project, which the SME and SA will then sign off.
Design - This is the longest part of the process, where I begin to collect content for the project and write scripts. This is the storyboard phase. We have looked at different ways of producing our storyboards and at the moment, we use a Word document, with one slide to a page, split into three sections. The main content/script is laid out, along with a screenshot of the most likely Storyline template slide and a description of any interactions that may be used. When finished, the storyboard is reviewed by SMEs and SA, before being signed off. In theory, once signed off, there should be no major changes to the content, though I tend to show flexibility on this.
Develop - My favourite part of the whole process is developing the actual eLearning package. This involves taking the storyboard and building it into something exciting! I like my work to be highly visual, easy to read, and full of interactivity. Depending on the size of the project, I either wait until finished and then upload a review version for SMEs or, if it's a large project, I involve them throughout, as their feedback helps me get an indication of what they like and dislike, as I build. Once built, there is a review period and again, SMEs and SA sign it off. Additionally at this stage, our client's quality assurance co-ordinators check it for accuracy, consistency and branding.
Implement - Once the eLearning package is ready and everyone is happy with it, I upload it to the LMS. Our main client is a large organisation, and there are often several sections where each package has to be live. I set visible audiences and enrolment methods. Some eLearning courses are a pre-requisite to a face-to-face course, and if so, I make sure that these settings are correct. Completion tracking is checked and our client tests it in the live environment. At this stage, learners can begin to access the course.
Evaluate - Learner evaluation is critical to ensuring ongoing quality and improvement in our work. Following every eLearning course, learners are asked to complete a simple feedback evaluation, with ten questions. This tells the client about how useful the content of the training was and how it will be applied in the workplace. It tells me and my team what they thought of graphics, interactions, navigation and instructions, and whether they had any difficulties in completing the training. This enables me to quickly implement any urgent changes but also to generally improve the quality of our products.
Bloom's Learning Taxonomy
I used this more in my previous role for writing learning objectives. I still use it in my current role but we tend to produce learning that is aimed at a large and diverse group of staff, so it is largely aimed at the lower levels of Bloom's taxonomy. When I was in adult learning, we worked with smaller groups and often developed a series of courses, where we wanted to see progression from basic to higher level skills. It was perfect for that.
Knowledge - remember information
Comprehension - understand the facts
Application - apply knowledge to actual situations
Analysis - break down ideas and find evidence to support theories
Synthesis - compile ideas into new whole or propose alternative solutions
Evaluation - make and defend judgements, based on internal evidence or external criteria.
My personal opinion is that basic eLearning (where you work through a standard package) is more geared towards knowledge, comprehension and application. The higher levels might be better achieved through real-life, on the job experience. I really like this image, which shows the six stages, along with some verbs that are good for starting each learning objective.