Designing web based training how to teach anyone anything anywhere anytime
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| 245 | 1 | 0 | |a Designing web based training |b how to teach anyone anything anywhere anytime |c by William Horton |
| 246 | 1 | 3 | |a Designing web-based training |
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¦ FAQ. Designing Web Based Training
? Related forms of education. Experiences and research in adult education and distance
learning help us understand how remote adult learners behave and how they respond to
technological advances in training. We can trace the history of distance learning from
correspondence courses through educational radio and television, programmed
instruction and teaching machines, audiocassette courses, and satellite broadcast
courses.
? Electronic documents and courses. WBT uses many of the same media, hypertext
linking, and display mechanisms as other forms of electronic communications. We can
learn a lot from the experiences of designers of disk based CBT, online help and online
documentation, and non training Web sites.
? User interface design. WBT is a computer application with a user interface. Many of the
same principles that apply to designing the user interface for a word processor or
database application apply to WBT as well.
Designers of WBT should not ignore, dismiss, or remain totally ignorant of the lessons
learned from these related fields.
#9S'.T.™? »PY!£F. LIMIT ME?
Advice should provide a floor but not a ceiling. It should make it easier to create
instructional^ competent courses and with some additional effort instructionally excellent
ones. It should not limit those with the technical knowledge, pedagogical knowledge, and
passion to do better. Remember two important pieces of advice about taking this advice:
Follow these guidelines completely unless you have a good reason not to.
Never follow these guidelines more than 85% of the time.
HOW IS THE BOOK ORGANIZED?
Early in the design of this book, I considered doing away with chapters and just having
separate topics of advice. But this is a book after all and uses chapters to draw together
related design issues. Here's what you will find in each chapter.
•\ Meet Web based training What is WBT? Where did it come from? Why is it
important? What do I need to do before starting on a
project?
2 Evaluate WBT Is WBT really the best solution? And how much does it
cost? Take an objective look at the advantages and
disadvantages of WBT.
I
Designing Web Based Training ? FAQ ? ix
3 Pick an approach Many types of WBT courses are possible. To design the
best type of course you must decide issues such as: Will
the course have an instructor? Will learners proceed at
their own pace or follow an established schedule? How
large are classes? Are there classes at all? What
technologies should I use?
4 Build the framework A course is more than lessons. A course requires methods jo
to attract, register, orient, and congratulate learners. It
requires establishing ways to navigate the course.
5 Organize learning A lesson is a pattern of learning experiences organized so
sequences that people learn effectively and efficiently. In this
chapter you will find basic and advanced schemes for
organizing presentations, activities, and tests. You will
also find instructions for designing the components
commonly found in lessons.
5 Activate learning Effective learning is active. Give learners exercises,
projects, and teamwork to perform. This chapter
provides a catalog of proven activities and ingredients to
create your own.
7 Test and exercise What would a course be without tests? Learn to prepare
learning tests and test questions from simple true/false and
multiple choice to simulation questions.
g Promote collaboration WBT learning need not be lonely. See how you can
incorporate collaboration mechanisms into your course.
Learn the proper use of e mail, chat sessions,
whiteboards, screen sharing, discussion groups, virtual
response pads, audio conferencing, and
videoconferencing.
9 Teach in the virtual If you are creating instructor led WBT, you need to know
classroom how to select instructors, design a syllabus, manage the
class, and conduct live events.
•j 0 Motivate learners Far too many WBT learners quit or stall before
completing the course. See how you can provide the
extra incentives they need to continue.
"j 1 Go global The Web is global and WBT should be too. See how you
can broaden your design so it works for people of
different countries, cultures, and time zones.
\ 2 Overcome technical Many non technical learners find the technical
hurdles requirements of WBT too difficult. Leam how to get
them over these hurdles and keep them running
smoothly.
x M FAQ 4 Designing Web Based Training
•j 3 Venture beyond courses We learn by more than taking courses. Shop a catalog of
Web based alternatives, including libraries and museums,
guided tours and field trips, job aids, conferences, and
simulations.
14 Contemplate the future Join us for a few pages of speculations about what may
happen next.
ARE THE EXAMPLES REAL?
No, they are all fake. All the examples really work and they are all based on real world
examples, but getting legal releases or smuggling them out through the firewall was too
much work. So we re created them, putting them in a common format and simplifying them
to focus attention on the point they exemplify. And, no, there is no company called
ZipZapCom.
All the examples, unless otherwise noted, run in a 4.0 level browser without additional
plug ins or add ons. Some use Microsoft Active Server Pages scripts on the server to
communicate with a database, and a few others require a discussion group or chat server
all pretty standard stuff these days. Beyond that, we have tried to note any other special
software behind the examples.
You can see many of the examples on the companion Web site for this book at
www.wiley.com/compbooks/horton/, and on the William Horton Consulting site at
www.horton.com/DesigningWBT/.
WHO IS RESPONSIBLE FOR THIS BOOK?
I (William Horton) wrote it. I am responsible for the logical lapses, the begging questions,
and the irreverent attitude. Most of the conceptual designs are my fault, too.
Most of the examples and artwork were done by Katherine Horton, my business partner,
high school sweetheart, and co conspirator in life.
Kurt Matthies of Mesa Interactive tried to explain some of the technical errors to me and
Marilyn Brown pointed out lots of grammatical errors and misspellings, which I replaced with
new grammatical errors and misspellings. Jeff Kandyba did the chapter graphics. Terri
Hudson of John Wiley and Sons convinced me to recant my vow to never ever ever write
another book.
Beyond that there are thousands of people responsible for the hundreds (well at least 200)
of WBT courses I took while researching this book. If there are any good ideas in this book,
they probably came from designs by children, for they were the best I found. Children
undaunted by technical hurdles, unaffected by training fads, and unfettered by dogma
design naturally and directly. I hope I was as good a student as they were teachers. j
I
W^? Contents
FAQ ABOUT THIS BOOK V
Should I buy this book? v
Should I read this book? v
DO I HAVE TO BE A PROGRAMMER TO READ THIS BOOK? V
IS THIS BOOK FOR SCHOLARLY STUDY? Vi
HOW SHOULD I READ THIS BOOK? Vi
IS THIS ANOTHER ONE OF THOSE TOOLS FOR FOOLS BOOKS? Vi
SO WHAT IS THIS BOOK? Vl'
Who are you to give advice? vii
Isn't WBT too new for clear advice? vii
Won't this advice limit me? viii
HOW IS THE BOOK ORGANIZED? vill
Are the examples real? x
Who is responsible for this book? x
1 Meet Web based training 1
What is Web based training? 2
Heritage and history of WBT 2
Not just electronic classrooms or CBT over a wire 6
What does WBT change? 6
WBT IS JUST IN TIME FOR JUST IN TIME TRAINING 7
Shortage of trained technology workers 7
Workers want more training 7
xi
WBT IS WELL UNDER WAY 8
Technology advances daily 8
The Web is growing even faster 8
WBT is growing just as rapidly 8
Corporations are already training over the Web 9
Over half of universities and colleges use WBT technology 9
Why do YOU want to use WBT? 9
What will you do for your organization? 9
What will you do for learners? 10
Design first, last, and in between 13
Design is a process 13
Religious issues and why we avoid them 14
Let people learn as they always have 15
Inclosing. 16
2 Evaluate WBT 17
The ideal use of WBT 18
The ideal learner 18
The ideal course 19
Advantages of WBT 19
WBT can save vaults of money 20
WBT improves learning 22
Other advantages for learners 27
Other advantages for instructors 31
Other advantages for organizations 32
Disadvantages of WBT 34
WBT requires more work 34
Learners fear losing human contact 36
Technical requirements are difficult to meet 38
WBT disrupts established ways that work 38
WBT can distort learning 40
Traditional training is viewed as a reward 41
Dropout rates may be high 41
WBT cannot teach certain subjects, right? 42
Estimating costs 43
Back of the envelope analysis 44
Per course costs 45
Per class costs 47
Per learner costs 49
Total costs 50
Return on investment 51
In conclusion . 52
Summary 52
For more. 52
3 Pick an approach 53
Choose the kind of course 54
Instructor led or learner led? 54
Synchronous or asynchronous? 55
What size class? 57
Where will learners take the course? 58
Consider alternatives to pure WBT 62
Hybrid of WBT and classroom training 62
Hybrid of WBT and disk based CBT 65
Set technology standards 67
Designate target browsers 67
Specify file formats for materials 67
Limit file sizes 69
Consider a metaphor 70
Examples of metaphors in WBT courses 70
Consider proven metaphors 71
Pick a metaphor wisely 72
Deploy the metaphor naturally 73
Name courses carefully 74
In conclusion . 74
Summary 74
For more. 75
4 BUILD THE FRAMEWORK 77
What is a course framework? 78
Tell learners about the course 79
Course Announcement page 79
(Detailed) Course Description page 80
Objectives page 90
Sponsoring Organization page 92
Biographies of staff members 94
Terms and Conditions page 96
Course policies 97
Copyright page 103
Legal Contract page 104
Register learners efficiently 105
Simplify registration forms 105
Confirm registration by e mail 107
Run the course smoothly 108
Welcome page 108
Biographies of learners 109
Roster page 110
Course Home page 111
Learner Home page 112
Syllabus page (for virtual classroom courses) 113
Teacher's guides 113
Provide needed resources 113
Course Resources page 113
Search the net page 115
Textbook description 116
Class project 117
Acknowledge success 120
Congratulations page 120
Diploma 121
Gather feedback 121
Welcome feedback 121
Post Class Feedback page 122
Pre Course Survey page 124
Add access mechanisms 125
Menu and tables of contents 125
Index 130
Map 131
Search 132
Help learners over hurdles 134
In conclusion .134
Summary 134
For more. 134
5 Organize learning sequences 135
Pick from common lesson structures 136
Classic tutorials 136
Activity centered lessons 137
Learner customized tutorials 139 I
Knowledge paced tutorials 141
Exploratory tutorials 143
Generated lessons 146
Review of common kinds of lessons 148
Create building blocks for lessons 149
Welcome page 149
Introduction page 151
Related Resources page 154
Summary page 156
Featured Example page 158
Code Sample page 161
Event Playback page 163
Choice page 165
Procedure page 166
Lesson Feedback form 168
Review of building blocks 169
Design your own learning sequences 171
Design an orderly organization 171
Design reusable modules 172
Sequence modules 175
Layer modules 177
Overcome common architectural problems 181
Integrate foreign modules 185
Make navigation practical 187
Inclosing. 188
Summary 188
For more. 189
6 Activate learning 191
What are learning activities? 192
What are the components of learning activities? 192
When should you use learning activities? 192
What kinds of activities are possible in WBT? 192
Do activities require a class? 193
Use common learning activities 193
Webcast 195
Presentation sequence 199
Drill and practice 202
Scavenger hunt 204
Guided research 207
Guided analysis 211
Team design 219
Brainstorming 223
Case study 226
Role playing scenario 232
Group critique 237
Virtual laboratory 242
Hands on activity 246
Learning game 251
Convert classroom activities 258
What WBT adds to regular classroom activities 258
What WBT subtracts from classroom activities 259
How to convert classroom activities to WBT activities 259
Make your activities work better 260
Select appropriate activities 260
Provide complete, clear instructions 261
Simplify activities 264
Design entry forms to structure thought 269
Use the Internet as a source of material 271
In conclusion . 272
Summary 272
For more. 272
7 Test and exercise learning 273
Do Web based tests work? 274
Pun testing carefully 274
Why are you testing? 275
What do you want to measure? 275
Will the test be graded? 276
How will the test be graded? 276
When will feedback be delivered? 278
How much time can learners take? 282
Can learners retake the test? 282
What to do in case of technical problems? 283
Select the right type of question 284
True/False questions 284
Multiple choice questions 287
Text input questions 290
Matching list questions 291
Drag and drop questions 295
Simulation questions 296
Fill in the blanks questions 298
Explain the test 300
Explain tests thoroughly 300
Separate instructions from questions 302
Welcome the test taker 303 g
Spell out the rules 304 %
i i
Guard against computer malfunctions 304 ""
Keep the test taker in control 305
Design effective questions 305
Phrase questions precisely and clearly 305
Make all choices plausible 309
Challenge test takers 310
Streamline test questions 314
Sequence test questions effectively 315
Give meaningful feedback 316
Provide complete information 316
For right answers . 317
For wrong answers . 318
If many right answers are possible . 320
Tell why other answers are wrong 321
Avoid wimpy feedback 321
Include a show answer button 321
Improve testing 322
Monitor results 322
Solicit feedback from learners 322
Make tests fair to all learners 322
Test early and often 323
Define a scale of grades 324
Vary test and practice forms 324
Do not score every activity 326
Prevent cheating 326
Why do learners cheat? 326
How can I detect cheating? 327
How do learners cheat? 327
Reduce cheating 327
Validate test takers 329
Consider alternatives to tests 330
Use more than formal, graded tests 331
Measure performance in the workplace 331
Help learners build portfolios 331
Have learners collect tokens 332
In closing . 332
Summary 332
For more. 332
8 Promote collaboration 333
Decide whether to use collaboration 334
Collaboration works 334
But collaboration is not easy 335
Determine the kinds of collaboration mechanisms 336
Consider all the issues 336
Pick an approach 340
Implement collaboration policies 342
Pick specific collaboration mechanisms 346
E mail 346
Discussion groups 348
Chat 354
Whiteboard 358
Screen sharing 359
Response pads 361
Audioconferencing 363
Videoconferencing 364
Summary of collaboration mechanisms 368
Provide complete instructions 368
Include instructions on tools 369
Explain essential actions 369
Supply computer setup instructions 369
Publish a guide for message writers 370
Moderate discussion groups 383
Pick the right moderator 383
Set up the discussion group 384
Keep the conversation lively 386
Moderate actively but do not dominate 389
Prevent common problems 390
Set realistic expectations for replies 390
Include make up activities for missed live events 390
Set up a speakerphone as a backup (or primary) 391
Overcome anonymity fog 391
Automatically filter messages 391
Adapt collaboration for small and asynchronous classes 392
Motivate participation 393
Understand why people just lurk 393
Get learners started 393 §
Give learners incentives to participate 394 §
Encourage learners individually 394 w
Provoke productive discussion 394
Make everyone feel welcome 395
Simplify posting messages 395
In closing . 396
Summary 396
For more. 396
9 Teach in the virtual classroom 397
Why create a virtual classroom? 398
Attend to human factors 398
Select a qualified instructor 398
Keep the class small 399
Respond promptly and reliably 399
Hold a pre class get together 399
Publish a comprehensive syllabus 400
Prepare learners to participate 403
Manage collaborative activities 406
Teach the class, don't just let it happen 406
Conduct live events 407
Announce the live event 407
Prepare for the live event 409
Manage the live portion 412
Make participants visible 414
Follow up after the event 414
Stay in touch after the class 415
Maintain collaborative channels 415
Monitor the application of learning 415
IN CLOSING. 415
Summary 415
For more. 416
10 Motivate learners 417
Does motivation matter? 418
Why do learners drop out, slow down, or give up? 418
Pick the right motivators 419
Set clear expectations 419
Tell learners what is expected of them 420
Ask learners what they expect 420
Have learners rate objectives 421
Require commitment 422
Require commitment to finish the course 422
Require a positive approach 423
Require learners to affirm responsibility 423
Feature the WIIFM 424
Promote the advantages of online learning 424
Signal the importance of the course 424
Explain learning materials 424
Specify objectives in learners' terms 424
Create real world value 425
Make WBT fun and interesting 425
Begin by provoking interest 425
Use motivating words 426
Ensure high quality 426
Involve learners 426
Make WBT more like a game 427
Vary the content and presentation 427
Offer bribes (explicit external rewards) 428
Monetary rewards 429
Token gifts 429
Fame and prestige 429
Tribal membership 430
Contests 430
Pace and prompt learners 431
Publish a schedule 431
Space out activities 431
Require weekly contributions 432
Remind and encourage learners 432
Provide encouraging feedback 432
Say it's OK to be a little afraid 432
Encourage learners 432
Give feedback as soon as possible 433
Build a learning community 433
Construct a community of learners 433
Increase human interaction in the course 434
Encourage learners to seek help 434
Intervene with unmotivated learners 435 o
Identify unmotivated learners early 435 §
Contact unmotivated learners immediately 435 a
Remotivate unmotivated learners 435
Redeem troublemakers 436
Who are the troublemakers? 436
Deal with troublemakers 437
IN CLOSING. 438
Summary 438
For more. 438
11 GO GLOBAL 439
The challenge of global training 440
Problematic provincialism 440
Differences matter 441
WBT can teach globally 442
Not all training is totally global 443
General strategies for going global 443
Say what you expect from learners 443
Accommodate different levels of technology 444
Accommodate different learning styles 446
Be a polite foreigner, not a phony native 447
Mix media 447
Test, test, and test again 450
Include a glossary 451
Include a cross cultural summary 451
Give learners time to absorb information 451
Avoid covert national chauvinism 452
Use generic objects in examples 452
Avoid local expressions 452
Think from the viewpoint of your learner 453
Format addresses flexibly 453
Make numbers easy to understand 454
SPE££ out ¥our £urr€ncy unit\
Remember that decimal points are not always dots 454
State dates clearly 455
Make your time zone known 455
Include both international and American units 455
Include international telephone numbers 456
Be careful when showing people 456
Make media global, too 457
Pictures 457
Narration 462
Music 463
Animation 463
Video 464
Discussion groups 464
Conferencing and chat sessions 465
Encourage learners to form "nations" 465
Display and print as intended 465
Use escape sequences for high ASCII characters 466
Define character sets with meta tags 466
Print on all sizes of paper 467
Leave room for translation 468
Write in international English 469
Advantages of international English 469
Use words that everyone will understand 469
Write sentences everyone can understand 473
God save the Queen's English 475
Should you translate? 476
Practice international netiquette 476
Show proper respect 477
Use the other person's name with care 477
Bon voyage 478
In closing . 478
Summary 478
For more. 479
12 Overcome technical hurdles 481
Technical complexity bars effective training 482
Pun for technical support 483
Consider all issues 483
Plan for disasters 483
Consolidate support for multiple courses 484
Lower the hurdles 484
Identify technical barriers 484
Reduce technical requirements 486
Limit the number of new technologies 487
Simplify and integrate technology 487
Obtain safe conduct through firewalls 491
Require some computer skills 492 9
Solve problems before the course starts 492 %
Help learners meet requirements 492 ""
Specify requirements fully 493
Test compliance with requirements 497
Provide complete setup instructions 504
Support learners during the course 505
Designate a starting point 505
Create necessary support resources 506
Learn from problems 513
Test your course 513
Test on a minimal system 513
Test on all supported browsers 514
Test the most common operations 514
Focus your testing 515
Identify sources of support 515
Training staff 515
Information Technology department 515
Tool vendors 516
Learners themselves 516
Inclosing. 517
Summary 517
For more. 518
13 Venture beyond courses 519
Libraries 520
When to create a library 522
Tips for better libraries 522
Using libraries in WBT courses 524
Museums 525
When to create a museum 527
Exhibit your treasures 528
Put visitors in control 530
Tips for better museums 532
Using museums in WBT courses 532
Glossaries 533
When to create a glossary 534
Tips for better glossaries 534
Using glossaries in WBT courses 536
Job aids 536
Types of job aids 536
Tips for better job aids 542
Using job aids in WBT courses 542
Mentoring 542
How does mentoring work? 543
Why use mentoring? 543
Tips for better mentoring 544
Variations of mentoring 546
Using mentoring in WBT courses 547
Conferences 548
Why hold a conference? 549
What does a conference contain? 549
Announcing the conference 552
Tips for better conferences 552
Using conferences in WBT courses 554
Guided tours 554
How guided tours work 557
When to use a guided tour 558
Tips for better guided tours 558
Variations of guided tours 558
Using guided tours in WBT courses 559
Field trips 559
How field trips work 561
When to use a field trip 562
Tips for better field trips 562
Variations of field trips 563
Using field trips in WBT courses 566
Simulations 567
How simulations work 569
When to use simulations for learning 569
Tips for better simulations 570
Variations of simulations 573
Using simulations as WBT courses 575
In closing . 576
Summary 576
For more. 576
14 Contemplate the future 577
wbt will break out of technical training 578 n
Standards will muddle along 578 3
wbt will develop a marketplace 578 \$
Education and training will merge 579
Training and publications will merge 579
The classroom will blossom 580
glzmania will run out of batteries 580
wbt (and this book) will disappear 580
References 581
Index 589 |
| any_adam_object | 1 |
| author | Horton, William Kendall 1949- |
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| dewey-ones | 658 - General management |
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| dewey-tens | 650 - Management and auxiliary services |
| discipline | Allgemeines Informatik Wirtschaftswissenschaften |
| format | Book |
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| id | DE-604.BV013134810 |
| illustrated | Illustrated |
| index_date | 2024-09-19T15:08:40Z |
| indexdate | 2024-11-25T17:19:56Z |
| institution | BVB |
| isbn | 047135614X |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-008947231 |
| oclc_num | 247016972 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-91G DE-BY-TUM DE-20 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-523 DE-634 DE-525 |
| owner_facet | DE-473 DE-BY-UBG DE-91G DE-BY-TUM DE-20 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-523 DE-634 DE-525 |
| physical | XXV, 607 S. Ill., graph. Darst. |
| publishDate | 2000 |
| publishDateSearch | 2000 |
| publishDateSort | 2000 |
| publisher | Wiley |
| record_format | marc |
| spellingShingle | Horton, William Kendall 1949- Designing web based training how to teach anyone anything anywhere anytime Berufliche Fortbildung - Computerunterstützter Unterricht World Wide Web - Lernprogramm World Wide Web (DE-588)4363898-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| subject_GND | (DE-588)4363898-3 (DE-588)4225938-1 |
| title | Designing web based training how to teach anyone anything anywhere anytime |
| title_alt | Designing web-based training |
| title_auth | Designing web based training how to teach anyone anything anywhere anytime |
| title_exact_search | Designing web based training how to teach anyone anything anywhere anytime |
| title_full | Designing web based training how to teach anyone anything anywhere anytime by William Horton |
| title_fullStr | Designing web based training how to teach anyone anything anywhere anytime by William Horton |
| title_full_unstemmed | Designing web based training how to teach anyone anything anywhere anytime by William Horton |
| title_short | Designing web based training |
| title_sort | designing web based training how to teach anyone anything anywhere anytime |
| title_sub | how to teach anyone anything anywhere anytime |
| topic | Berufliche Fortbildung - Computerunterstützter Unterricht World Wide Web - Lernprogramm World Wide Web (DE-588)4363898-3 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd |
| topic_facet | Berufliche Fortbildung - Computerunterstützter Unterricht World Wide Web - Lernprogramm World Wide Web Computerunterstütztes Lernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008947231&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hortonwilliamkendall designingwebbasedtraininghowtoteachanyoneanythinganywhereanytime AT hortonwilliamkendall designingwebbasedtraining |