In order to effectively produce
an interactive instructional module there are certain steps that should
be accomplished before production begins. A better product will result
if the steps are followed in the order presented below, though elements
may be developed in tandem.
Sometimes called Problem Analysis. You should complete this step before
reaching the decision to develop a Web-Based Training product.
Before beginning any of the other phases of design and product it is imperative
that the project's objectives be written out and clarified. Current popular
learning theory recommends that the objectives be written out in a "Learner
Outcome" format that will allow for measurements of learner success.
This means that if the learner successfully completes the WBT module the
learner will be able to do what the outcome requires.
Example: The learner will
obtain mosquito larva samples for insecticide resistance surveillance.
It is a good idea to develop this at the same time the objectives
are being defined. Different audiences come to the learning forum with
their own objectives and background knowledge. It is important to find
out if your learners have the pre-knoweledge necessary to ensure that
they will understand the concepts and terminology to attempt your WBT
Questions that you might want
to ask when defining your audience:
- What type of Internet access
does your audience have?
- What type of computers does
your audience tend to have access to? (monitor size, modem speed, and
- Do they have the technical
sophistication to download and install browser plug-ins?
- Do they have permission
to install software applications from their network administrator?
- If they don't have Internet
access, could they use the module if it is distributed on CD-ROM?
Set a minimum technology that your audience should have to use the module.
You then design and produce that module according to that set of criteria.
Example: If you tell your
audience that they can participate in your WBT module with Netscape
3.5 but then you include 'Drag and Drop' style questions; you will have
a problem because 'Drag and Drop' only works with borrower versions
4.0 or higher.
In this step, the designer gathers and refines the content material needed
to produce the module from the content expert or experts. Having already
defined the learner objectives you will have an easier time defining what
information is pertinent and should be taught, and what is not.
Most distance learners have
tight time constraints so do not include information in the module that
they do not need to know.
This involves breaking the content information, or curriculum into manageable
portions. Elements are grouped together for consistency. Also at this
stage, you begin to list the modules. The requirements include deciding
which elements will be best presented with text, graphics, animation,
video clips, audio, or combinations of them. Practice questions should
be planned at this stage.
This illustrates the stages the learner will progress through to access
the different components of instruction. The flow chart also illustrates
the different menu options throughout the module. A truly interactive
product will provide the learner options rather than force him/her through
a linear progression. Remedial elements and requirements are planned to
link with any questions that are used.
See example here.
This should only be done after you have a flowchart developed. It is important
that the navigational scheme takes into account the flow options that
have been expressed in the Flowchart.
The layouts of each web page are developed, as are the graphical navigation
elements, like links, titles, color choices, and graphic theme. Designers
choose the images they would like to include in the module.
Here is a list of pages that
normally be included in the Storyboard phase:
- Main Menu
- WBT directions and requirements
- Submenu example
- Text content page example
- Video content page example
- Case studies
You can view examples of such
pages in the Web-Based Training Sample template.