Serious eLearning Manifesto

The problem the authors are responding to is a lack in eLearning to live up to the
potential that is available through technology to engage learners in a way that the
research supports. Based on this reading and the learning theories we have studied in the
MIST program; learners need to be engaged and their interest peaked. They need the
opportunity to practice what they are learning so they feel successful, and they need
feedback for guidance. The traditional classroom setting is content driven with the
instructor as the subject matter expert. This puts the learner in a passive position instead
of adapting to the learner’s need. Too often eLearning uses that same formula, just in an
online format.

From my perspective, some of the supporting principles that address this issue are
engagement-driven, authentic context, and real-world consequences. When we are able
to create situations that represent the real world and present them to the learner, this can
make the material engaging if they are able to see themselves in the situation. I am
hoping to apply these principles in my module on “Impaction Readiness”. If I can create
scenarios that the learner can identify with, then I can gain their interest, and set
expectations. The goal would be for the learner to make a decision for themselves based
on the scenario they can identify with.

Principles of Programmed Instruction:

I think the principles of programed instruction are relevant today in many ways and tie in
to the learning theories we studied in IST 520. Breaking down information into bite-sized
chunks helps to prevent cognitive overload. Additionally, presenting the material in a
linear format can be used for scaffolding the content. This provides the opportunity for
the learner to master easier concepts first and then build on what they are learning as they
progress to more difficult concepts. Moreover, getting immediate feedback along the way
can provide encouragement to the learner which can be motivational. The feedback can
also inform the learner when they need correction so they can get back on track and
ultimately succeed. And allowing the learner to go at their own pace puts the focus on the
learner’s need versus the instructor’s need.

I think the principles of programmed instruction are also a great way to think about
designing a training. The principle regarding breaking up the content into small steps
reminds me of Elaboration Theory. For my capstone, this is how I ultimately organized
my content. Thinking about the content in this way is a win-win for me as the
instructional designer as well as for my learners. By breaking up the content into chucks
it not only helps me to organize the training, but also allows me a way to think about how
to engage the learner, how I can allow them to practice on the different sections of the
training, and how the learner can build on the concepts presented as they progress
through the training at their own pace.