Marietta, GA USA
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info@enovatelearning.com

Design Approach

How We Approach eLearning Design

Our eLearning design approach incorporates research-based instructional design theories and models, learning theories, user experience design theory and graphic design principles. This is important because it determines the quality and development efficiency of the eLearning product.

ELEARNING DESIGN APPROACH

Instructional Design Models and Theories

We use several instructional design models to guide how we organize and structure the process of creating eLearning. Sometimes we use a hybrid model, which may combine elements of more than one model. These models are important because they help us to provide you with consistent quality training in the most efficient manner. Here’s a list of some of the models we may use to develop your project.

ADDIE MODEL

This is a standard model across the instructional design industry and one we use often. With the ADDIE model, we develop the eLearning course through five sequential phases with specific tasks related to each phase. They include the following.

Analysis: We look at all the relevant background information for your course (e.g., who is your audience, what is the goal of the training, what are the limitations of the project, what is your budget, etc).
Design: We lay out the structure of the course, including which elements and activities we will incorporate. 
Develop: We create the elements of the course (i.e., videos, eLearning slides, audio and graphics) and put them together in a tool like Articulate Storyline.
Implementation: We make the course ready for learners to access it. This could be on a learning management system or your website.
Evaluation: We gather feedback and use it to improve the course. This phase takes place through out the entire development process.

MERRILL’S FIRST PRINCIPLES OF INSTRUCTION

This instructional model identifies six principles that must occur for learning to take place.

1. Learners are engaged in solving real-world problems.
2. Existing knowlege is activated as a foundation for new knowlege.
3. New knowledge is demonstrated to learner.
4. Learner applies new knowledge.
5. New knowledge is integrated into learners world.

GAGNE’S NINE EVENTS OF INSTRUCTION

This framework identifies nine conditions (events) that must be present for learning to take place. When applied correctly, adult learners are better able to recall and apply new knowledge. The conditions include the following.

1. Gain the learners’ attention (e.g., ask a question or survey an opinion).
2. Inform learners of the course objectives or goals (e.g., learning objectives, course overview and instructions for activities).
3. Recall previous knowledge and encourage learner to build on it (e.g., recall events from previous topics and relate it to current topic).
4. Present the new content (e.g., videos, reading and scenarios).
5. Provide support or guidance to learners regarding the new content (e.g., expectations, timelines, examples and instructions).
5. Allow students to perform, or practice, the new knowledge and skills (e.g., practice drills). 
6. Provide feedback to learners regarding their performance (e.g., provide specific explanations of how learners can improve their performance).
10. Assess the learners’ performance (e.g., final quiz).
11. Provide resources or activitities that enhance retention and transfer of skills to the real world (e.g., provide projects that allow learners to relate course work to their job).

BLOOMS TAXONOMY

Bloom’s Taxonomy is a framework used to classify instructional goals (objectives). The framework consists of six, increasingly complex, categories: knowledge, comprehension, application, analysis, synthesis and evaluation. This framework helps us to objectively measure if learners are acquiring the appropriate knowledge. 

ELEARNING DESIGN APPROACH

Learning Theories

There are many learning theories that can be applied to developing training. These theories are important because they provide us with the strategies and tools to help your employees or customers learn better. Here are a few theories we may use when developing your eLearning course.

ACT-R THEORY

This theory of cognition describes three types of memory structures that we use to learn: declarative, procedural and working. This theory acts as foundational knowledge for other learning theories (e.g., cognitive load theory).

ANDRAGOGY THEORY

Andragogy is a type of adult learning theory that suggests that training for adult learners should take into account that adults are self-directed and expect to take responsibility for decisions.

COGNITIVE LOAD THEORY

This theory indicates that learning occurs best when the conditions of human memory are taken into account. For example, a person’s short term memory can only hold a specific amount of information, so giving learners more than they can handle causes cognitive overload and inhibits learning.

GESTALT THEORY

This theory focuses on grouping items with similar characteristics together to enhance learning. The primary factors that determine grouping include: proximity, similariy, closure and simplicity.

STRUCTURAL LEARNING THEORY

This theory approaches learning by teaching the simpliest solution path first and then moves to more complex paths.

ELEARNING DESIGN APPROACH

Design Theory

Design explains how each element we place on thr page communicates, influences, directs and engages learners.

DESIGN PRINCIPLES

Design principles are the rules that define and regulate where and how we place each element on the page. These principles include contrast, repetition, alignment, proximity, visual hieracrchy, color, white space and typography. It is important because it allows us to draw the learner’s attention to important information.

COLOR THEORY

Color theory is a collection of rules and guidelines we use to communicate with learners through appealing color schemes in the eLearning interface. It is important because it allows us to draw the learner’s attention to important information and to remove distractions. 

GRAPHIC ELEMENTS

Graphic elements are the visual elements that learners see on the page. They include the line, shape, color, texture, value and space related to those visuals.