Georgia eLearning Design Certificate

The University of Georgia eLearning Design Certificate

Dr. Michael Orey, LDT Program Coordinator for The University of Georgia eLearning Design Certificate, provided the ID Hunter with some useful information to help you understand what UGA has to offer.

The eLearning DesigGeorgia eLearning Design Certificaten Certificate at UGA uses a combination project-based learning and real world problems as part of their 5-course certificate. In fact, you can start a design in the Instructional Design class, implement innovative instructional strategies in the Emerging Perspectives class, and implement the design in the How to Teach Online class.  Project management and Evaluation adds to your repertoire of ideas to implement eLearning.

The purpose of this certificate is to provide eLearning Design professionals with the formal training to successfully engage in the design of eLearning content.  EDIT 6170 is our design course where students can learn how to systematically design and develop content to be delivered via eLearning.  EDIT 6400 provides the theoretical basis for designing specific learning experiences for learners in an eLearning class.  EDIT 7520 helps learners to plan to use a Learning Management System (what UGA calls the eLC) to plan and deliver an eLearning course. EDIT 7550 helps students learn how to manage a design and development team.  Finally, EDIT 8350 engages students in the detailed evaluation of an eLearning course or product.

1. Objectives – Here are the courses for this certificate.  Objectives for each course are listed.

EDIT 6170e Instructional Design (3 Graduate Credits)

  • Identify the essential components of guided learning.
  • Interpret instructional design as an application of the systems concept.
  • Apply an interactive planning process to the design of learning resources.
  • Analyze learning.
  • Synthesize a proposal to develop instruction.
  • Evaluate learning resources and development processes.

EDIT 6400e Emerging Perspectives on Learning, Teaching and Technology  (3 Graduate Credits)

  • Explore the foundations and assumptions of technology-enhanced approaches to learning, teaching, and human performance.
  • Critically examine the literature on emerging applications of technology.
  • Articulate principled technological approaches with the potential to address current educational problems and/or to substantively enhance learning, teaching, and human performance.

EDIT 7520e Distance Learning and Telecommunications  (3 Graduate Credits)

  • Integrate instructional design models within online, eLearning, & distance courses
  • Utilize different tools for the design & delivery of online, eLearning and distance courses
  • Compare and contrast synchronous and asynchronous learning
  • Incorporate different instructional methods (lecture/presentations, group work, interaction with technology, visual aids, case studies, research, projects, simulations) and explain how they should be used within online, eLearning, and distance courses
  • Define the roles of teachers/facilitators and students in online, eLearning and distance courses
  • Engage learners by giving feedback, organizing collaborative learning, and facilitating synchronous virtual discussions, asynchronous forums, and breakout sessions, within an online, eLearning, and distance course
  • Integrate video, blogs, wikis, and other Web 2.0 applications within your courses

EDIT 7550e Management of Instructional Technology Projects  (3 Graduate Credits)

  • Generate and refine a personal definition of project management.
  • Develop and defend a personal philosophy of project management.
  • Compare and contrast various project management “models.”
  • Distinguish between/among various concepts such as:
    • project definition and scope
    • project objectives, deliverables and activities
    • time, cost, communication, risk and team management.
  • Write and revise a project management plan.
  • Manage an instructional design project focused on e-learning or other learning and performance support products.
  • Develop and refine tools and resources for practical use by project managers.
  • Understand more about your personal work habits.
  • Understand more about your personal leadership style.
  • Develop a plan for continuing professional development in project management.

EDIT 8350e Instructional Product Evaluation

  • Generate and refine a definition of evaluation.
  • Develop and defend a philosophy of evaluation.
  • Compare and contrast various evaluation “models.”
  • Distinguish between/among various concepts such as:
    • measurement and evaluation
    • input, context, process and product criteria
    • intrinsic and extrinsic evaluation
    • norm-referenced and criterion-referenced measurement
    • formative and summative evaluation
  • Implement various facets of instructional product evaluation:
    • review
    • needs assessment
    • formative evaluation
    • effectiveness evaluation
    • impact evaluation
    • maintenance evaluation
  • Write an evaluation plan for an instructional product.
  • Evaluate an instructional product in a practical context.
  • Report your evaluation of an instructional product.
  • Conduct meta-evaluations of evaluation reports according to relevant cultural and political value perspectives.
  • Plan for further development of your evaluation KSA’s.

For further information you can visit The University of Georgia eLearning Design Certificate’s website or contact Dr. Orey at (706) 542-4028 or mikeorey AT uga D0T edu

storyline training

Articulate Storyline Training Review

storyline trainingIn 2014 I was fortunate enough to attend the on-site Basic and Advanced Articulate Storyline training provided by Yukon Learning, the official Storyline training provider.  If you register for training on the Articulate website you are actually signing up for a Yukon course.  The training costs a considerable amount of money ($750 for the two day Basic course and $999 for the three day Basic and Advanced course) so you may be wondering what you get for your money.  I couldn’t find a review of the program before I took it so I decided to write one.  Here are some of my observations on the training.

First, let me explain my experience with Storyline.  “Designing Computer-Based Training” was the third course I took as part of the University of Wisconsin-Stout Instructional Design graduate certificate program (you can read my full review of the certificate program here).  During this class, I built a segment of a computer-based training course.  I was allowed to pick the course authoring software I wanted to use and after a lot of research I decided to use Articulate Storyline.  The software’s 30 day free trial allowed me to complete my assignment without having to buy the program.  I learned how to use Storyline through trial and error and with a lot of reading at the E-Learning Heroes community.  Fast forward about nine months and I received the go ahead from my employer to purchase Storyline.  I experimented with the program for a few weeks before the training started in March.  At that time I considered myself somewhere in the area of a novice to intermediate user.

The two day Basic course I attended consisted of 12 students.  About two thirds of the class worked in private industry (healthcare, food, auto, etc.).  The other third worked in the government arena (defense contractor, state government and federal government).  Everyone was sent to the class by their employer.  As expected, most of the students had limited knowledge of the program that ranged from no prior experience up to several months of experience.

The first day of the two day Basic class focused on the building blocks of Articulate Storyline: slides, layers, triggers, and states.  We also worked with video and audio.  There were lots of opportunities to practice and the class schedule was flexible.

The instructor, Ron Price, did an excellent job.  He was approachable, very knowledgeable, and entertaining.  He regularly asked if anyone needed more “help or time” and was willing to help a student get up to speed.  I believe everyone in the class felt free to ask Ron questions.  He also gave his opinion on whether the “juice was worth the squeeze” for many potential tasks (meaning was the effort to figure out a way to do something worth the benefit).

It was clear to me that Ron wanted the students to use and understand the material.  He used a “tell, show, do” model and each student worked problems on individual computers while Ron demonstrated with the help of a projector.  One of the key takeaways from the class was that there are many ways of solving a problem in Storyline.  There is no right way, but some methods are generally more efficient and “cleaner” than others.  To that end, we were introduced to many shortcuts and best practices to help streamline the development process.

The second day of the Basic class included the Storyline player, publishing, quizzes, and scenarios.  We created various types of assessments and learned the advantages of free form questions in certain circumstances.  We also created a branching scenario in one exercise.

The third day was the Advanced class.  Four of the twelve students in the Basic class were not signed up for the last session and left after day two.  At least three of them indicated that they regretted not staying for the final day.  Although we lost four students, our class welcomed one new student who was only signed up for the Advanced Storyline training.  The last day included variables (text, number, and true/false), javascript options, conditions, and progress meters.  Once again there were plenty of opportunities to practice.

Throughout the training Ron demonstrated concepts using examples developed for actual clients (with the clients’ permission of course).  The examples were useful in a practical sense and also provided inspiration.  We received a thumb drive with numerous resources including example course files that can be examined and deconstructed in the future to see how something works.

Yukon Storyline Training

Do I recommend Yukon’s Storyline training?

Yes!  Despite what may be considered a steep price tag, I believe the training was worth the money (it should be noted that I’ve taken other on-site classes in different subjects that were more expensive per day than this one and less useful).

You may ask yourself “Couldn’t I learn everything they teach by experimenting myself and searching for answers online?”  The answer is yes, you could self-teach everything we learned.  However, I believe there are two distinct advantages to a training class like this one.  First, Yukon’s Storyline training is likely to speed up your learning curve significantly.  I was taught how to work in the program by an expert and it is hard to compare that type of hands-on, purposeful learning to randomly searching out answers on the internet.  Not only did Ron teach us how to do something, he provided insight on the most efficient or “best practice” method of accomplishing a task.  Second, and possibly the most important, I was exposed to a myriad of possibilities available in Storyline.  Ron constantly challenged us to consider how we would tackle a problem.  Oftentimes the task seemed beyond the capabilities of Storyline.  But of course, there is almost always a way to do it!  The class helped to me to start “thinking like Storyline” and I believe this will help me to utilize more of the program’s capabilities instead of being stuck in a linear “slide, next slide, next slide” mentality.  Simply being exposed to what is possible with Storyline will help me consider new approaches as I develop e-learning courses.

As with any training class, the students had varying skill levels.  Sometimes class would slow down when someone fell behind, but Ron was able to quickly resolve issues and kept the class moving.

Should you take just the Basic class or stay (and pay) for the Advanced class?

I really believe that you should stay for the Advanced Storyline training day.  At least three of the four people who left after the Basic class regretted not staying for the last day (I never got a chance to talk to the fourth person about how she felt about leaving after two days).  Additionally, the one person who came just for the Advanced class discovered many new methods and tricks even though she was an experienced Storyline user.  The Basic class flows seamlessly into the Advanced class and missing it would have felt like leaving the theater 90 minutes into a 2 hour movie.  I would have left wondering what happened next and what did I miss.

In summary, I really enjoyed the Yukon Storyline training and I’m glad I attended all three days.  I definitely recommend it if you are on the fence about whether you would benefit from a live training session.  I didn’t leave the class as a Storyline guru, but I believe the course greatly improved my abilities.  If you do decide to take the training, I suggest that you play with the program some before you arrive.  Just a little familiarity with Storyline will keep you from feeling overwhelmed.

Have you taken this or another Storyline training course?  Please share your thoughts and recommendations so others can make an informed decision.