Introduction To Designing Effective Instructional Design (eLearning) Courses for Your Company Programme

Introduction

We have witnessed an increase in the continued transition to online learning by organizations.

The transition into the new education environment brings with it issues such as fluctuating schedules, new methods of delivering teaching and training, and confronting technological challenges.

Both organisations and professionals are preferring self-paced e-learning to instructor-led training to build their capacities.

Adapting to the new learning environment needs a change of mindset in adopting the best instructional design practices. Instructional design is the practice of developing content, experiences, and other solutions to support the acquisition of new knowledge or skills.

The quality of the instructional design is measured by how well the instruction enables learners to achieve stated goals or expected outcomes, the energy and time invested to complete the instruction and the costs incurred in all its activities. It must also consider human engagement in its activities.

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Target Participants

The programme is ideal for organizations that conduct training, individuals and Human Resource Department managers/trainers. It also includes stakeholders in educational institutions that would like to design their own courses.

Programme Objectives

The programme is designed to develop and enhance the capacity of organisations and individuals in designing their own online training programmes by equipping them with the practical skills of analyzing institutional needs and developing solutions to meet these needs.

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Programme Content

Deliberating on the needs of the institution
  • How to identify human resource needs.
  • How human resource needs are related to cognitive, affective and psychomotor skills.
  • Assessing what cadre of staff do they have and who will be addressed.
  • Information session on futures of industry learning and technologies.
Instructional design
  • Understanding the needs of the people.
  • Which form will the needs be met in terms of deployment?
  • Which ergonomics and branding are needed?
  • Assessing the role of the platform and do they need other ICT tools integrated-in relation to futuristic needs.
  • What are the activities needed and evaluation forms?
Development
  • Identifying who develops and owns the materials and what patents relate to this.
  • What is the market like?
  • Evaluating if the training for professional development.
  • Who certifies the materials developed and which quality checks are needed?
  • Assessing who certifies the skills.
Implementation
  • Explain groups we are dealing with.
  • Evaluating which activities will be done and how regular given the needs, where will the training be done and who is in-charge from the side of the company and side of the university/training institution.
  • Assessing what are the Terms of Reference (TORs) and how regular is this reviewed and who is accountable to who.
Review
  • Reviewing whether training needs have been met.
  • Deciding the form and regularity of review.
  • Deciding the form of feedback and who is to receive which feedback.
  • Reviewing value for money proposition.

Developing Great African Leaders

For more information or application, please write to Bildad on bnyongesa@strathmore.edu 

or call +256 (0) 704 579 107 (Cell).

Programme Structure & Delivery
The course is structured to be action-oriented.

Action Research is a process where individuals from the start, identify their needs, evaluate their needs, and create practical interventions with a relevant portfolio of evidence.

As such, the timetable will follow the action research format: Planning, Designing, Acting, Observing and Reflecting. A portfolio of evidence will be a critical output for each participant.


The duration is 2 weeks. It will include both practical and theoretical sessions. The first part of the module will be the theoretical sessions and will be followed by practical immersion sessions, using their own organisations as a case study.The mode of delivery is online.
Key Learning Outcomes
By the end of the programme, participants should be able to:

  • Deliberate the learning needs of their institution and how these needs can be met through effective eLearning deployment
  • Design instruction through ICT integrated learning to fulfil the needs of their institution
  • Create schemas for implementing eLearning courses
  • Design rubrics for implementing and evaluating their online eLearning courses
Why Strathmore University Business School?
  • Participant-centered learning
  • Flexible learning experience
  • Build successful networks
  • Expert faculty with sector experience
  • World-class facilities
Faculty
This programme will bring together an optimum mix of practitioners and faculty with experience in instructional design.

They are also uniquely suited to address contemporary issues of both self-paced and instructor-led learning.