Adapting for flexible delivery; the team

Written by Phil Garing

Continued from page 1

Successful teams will often incorporaterepparttar following skillsets: - Project manager - Subject expertise - Educational designer - Resource developers including -- Print (Desktop publishing) -- Web (HTML/flash/ASP) -- Multimedia (authoring in Director or Authorware) -- Graphic Design

Not all skillsets will necessarily be needed for all projects. Note that these are particular skillsets, not individuals. One person may take on more than one role, though one person should never do both educational design work and act as a subject expert. May of theses skillsets can also be contracted in for particular projects, there doesn't have to be a permanent team. What's critical is that all ofrepparttar 109414 relevant skillsets are available torepparttar 109415 project. Many projects have floundered because of an assumption that someone can pick uprepparttar 109416 skills alongrepparttar 109417 way. Possibly a useful staff development exercise, but unlikely to result in quality materials being developed on time.

What's clear is that a mindshift from a cost-driven mentality to an investment mentality is needed. Whererepparttar 109418 development of training materials is seen as a cost to be minimised, it's unlikely thatrepparttar 109419 potential ofrepparttar 109420 technologies will be utilised. Where training materials development is seen as an investment inrepparttar 109421 intellectual capital ofrepparttar 109422 organisation, it will pay dividends in terms of real learning, changed work practices and learner capabilities.

Phil has worked in Australia and New Zealand as an instructional designer and project manager. He has been involved in a number of projects in the field of flexible delivery, both research based and product-based. He also works as a staff development consultant.

Adapting for online delivery; clarifying outcomes

Written by Phil Garing

Continued from page 1

Also bear in mind that in a face-to-face environment,repparttar trainer/lecturer is in a position to clarify, update or change outcomes asrepparttar 109413 course progresses. An ambiguous outcome can be clarified with a quick question. However eLearning/distance courses generally leave learners in more isolated environments. Sure, there are messageboards and email tools for communicating course information, but how will you know when there is a problem with an ambiguous outcome? Online/distance communication is slower and less homogenous. Often you may not be aware of a problem until assessments are submitted, and it's a little late then to be clarifying objectives... The lesson here is;repparttar 109414 more remoterepparttar 109415 student,repparttar 109416 more explicitrepparttar 109417 instructions need to be.

The design process is now atrepparttar 109418 point that you have a clear picture of your learners and what will work for them. You have also articulated your training goals.

Phil has been involved in a number of projects in the field of flexible delivery, both research based and product-based.

    <Back to Page 1 © 2005
Terms of Use