Principles of Online Design--Baha

1.1.2 Instructional analysis should determine the suitability of a course for online delivery with present technology capability.

In a project that I’m currently working on, we are scoping the training needs for delivering instruction using a distance education tool. Although there is a business need to pursue online forms of delivering classes whenever possible (i.e., there is a travel ban for most employees), the risks must be considered and assessed before making such a decision. For example, if successful job-performance is dependent upon hands-on skills and knowledge, then an online delivery of instruction would not be the best mode. Another consideration, especially if the learning is software related, is technological capability of the online tool. In the tool that we’re using at work, launching Captivate simulations is an issue as well as running VMware (virtual machine). If these interactions were needed for the learning outcomes to be achieved, then the course could not be delivered online.

1.3.2 Content should be sequenced and structured in a manner that enables learners to achieve the stated goals.

In designing and delivering effective online classes, the course content needs to be carefully planned. For example, content should be broken down by Modules and then into Lessons. From Lessons, even smaller chunks (Topics) can be created. Especially for online learning that is synchronously led, there is a need for the instructor to pause and check for understanding and to engage the learners. Additionally, the instructional designer would want to incorporate interactive elements for independent practice—outside of the instructor-led aspect of the class.