Ask someone what e-learning is – usually that person automatically conjures up an image of an hour-long module filled with text and the occasional question, navigated through with a ‘next button’ and a certificate to print at the end. This is the predominant meaning of e-learning in the common consciousness, and it is making it harder to break people’s preconceptions around the scope and depth of digital education.
Instructional design is evolving rapidly, and the view of the instructional designer as a rapid-authoring expert is no longer relevant to the needs of the market. I am often asked about what makes a good instructional designer, so I have put together some of the key skills (beyond the baseline design and authoring abilities often associated with the role), which I think a modern instructional designer needs to possess in order to produce effective and engaging learning interventions.
This is my third and final post on Knowledge Vs Learning. In this post I look at some of the key points around a strategic approach, the organisational factors around implementation, and some practical advice on what the inputs and outputs of an integrated system should look like.
In this second post out of three on Knowledge Vs Learning I examine some of the defining principles around how knowledge management and Learning resources can integrate to form a single solution. These principles focus on combining the fundamental outcomes of high performance and developing people within a single framework.