E-learning Instructional Design Guidelines - Human Factors ...

HFIDTC/WP2.1.5/2
Version 2/ 30 April 2006
o How to:
• navigate the course
• use navigation controls and configuration features (e.g. sound volume,
glossary, help, setup)
• answer questions and exercises
o Study guidance or advice / ‘Getting the best from the course’
8.2.3 General Course Architecture
• The ‘access to learning’ and ‘course introduction’ (sections previously outlined)
should be perpetually available throughout the course. [Access to learning will
probably exist outside the course structure to avoid redundancy, but should still be
accessible from within the course.]
• Learning is constructed in modular elements centred on clearly articulated
learning objectives.
• Adaptive learning:
o The learner controls content sequencing (topics can be view in any
sequence)
o The learner controls content presentation speed
o Access to learning support is not constrained
o The learner may repeat sections as required prior to undertaking summative
assessments
• Instructional units are organised such that the user can bookmark and return to the
last previously visited unit
• Learning events are clearly and closely coupled to the learning objectives and are
sufficient to allow the learner to reach the learning objective.
• Learning materials are designed around learning sessions of 15-40 minutes
delivered duration (shorter is generally better)
• The learner will have the amount of time for an instructional unit indicated
(preferably before they start the unit)
• Learning sessions will be designed to be as self-contained as possible given the
constraints and dependencies of learning objectives. External dependencies and
linkages (including web-links, use of external materials etc.) should be minimised
except where currency of information takes primacy.
• The general events of instruction are contained within a single learning session.
This includes at a minimum;
42