PART 1: PREPARING CONTENT FOR E-LEARNING

    The process described in this document covers a task based methodology of curating eLearning courses. This section will help you record your sessions quickly and in an engaging manner. We will break down the content into tasks, steps/guidelines and sub-steps/guidelines and later on use these items to structure content into courses, topics and sub-topics.

    Step 1 – Have you done a needs analysis?

    A needs analysis requires us to put ourselves in the learners shoes, identify their work related challenges and develop a course and other solutions to tackle the challenges. As you answer these 3 questions, be detailed and methodical.

    1. What should learners already know about the subject so as to easily go through your course?

    2. What do you want the learner to be able to do at the end of your course?

    3. What could be the motivation for the learner to attend this course? Asked differently, what challenges or struggles will this course help the learner to overcome?

    Step 2: A target audience analysis

    The design and delivery of your course will be influenced by key characteristics of the learners

    • Estimated age of the learner (give a range)

    • Gender

    • What previous knowledge and skills must they have? (beginner, moderate or expert in the subject area)

    • 4. In your opinion, what would the audience want to learn, what is their primary goal or objective?

    Step 3 – Developing and organizing content through task analysis

    We’ll identify and classify course content created for asynchronous learning through task analysis. This allows course creators to focus on skills and create case-based scenarios that build on realistic contexts.
    As a result, learners can better integrate the new knowledge into their daily practice. Task analysis consists of 2 main steps:

    1. Identifying tasks – Identify and describe the tasks that learners should learn or improve to achieve the course goal.
    2. Classifying tasks and breaking them into steps/guidelines and associated knowledge.

    Identifying tasks, types of tasks (I)

    Procedural – tasks that are performed by executing an ordered sequence of steps, such as, creating a table in Microsoft word.
    Principle-based – tasks requiring judgments and decisions to be applied in different situations and under conditions that change every time, such as executing a strategy.
    The manner in which tasks are outlined depends on the given context. Procedural tasks are treated differently to principle-based.

    Identifying tasks, types of tasks (II)

    With procedural tasks, learners are given step-by-step instructions on what to do. In the case of principle-based tasks, instructors provide learners with guidelines they can apply to specific situations.

    1. Describe the first task in your course.

    2. Breakdown the task into a set of steps/guidelines that learners should follow to correctly accomplish the task.

    3. Breakdown each step/guideline into sub-step/guideline.
    (This is optional depending on whether the course will be better understood if the instructor adds layers of depth to all or some steps/guidelines.)

    4. Omit any extraneous content. Remember, eLearning learners want the convenience of getting a quick exchange of knowledge and skills.