Online Learning Features:

• Courses challenge the learner with a variety of question formats, including       multi-step simulations, true/false, multiple choice, and fill-in-the-blank.
  
  
• Exercises allow learners to practice in the actual application being                     studied.
  
  
• A skill assessment generates a customized learning path based on the             results of a pre-test.
  
  
• A glossary provides a reference for definitions of unfamiliar terms.
  
  
• A Course Topics list contains active hyperlinks, permitting quick access to       specific topics.

Process, Needs, and Roles

• Differentiate among learning theory, instructional theory, and design plans
• Identify the elements of the instructional design process
• Conduct a needs assessment, goal analysis, and performance                           assessment
• Define the role of the instructional designer
• Identify tactics for working with SMEs and support personnel

Analysis and Objectives

• Conduct a learner analysis
• Recognize skills and information necessary to addressing learning needs
• Organize content for instruction
• Determine what learners can do to demonstrate mastery of the content

Design Concepts

• Determine the best sequence for the content
• Sequence content to improve the learner`s understanding of the material
• Teach a fact, concept, rule, procedure, interpersonal skill, and attitude
• Present the content in a way so that each learner will master the objectives
• Use different pre-instructional strategies
• Implement your instructional strategies
• Use text and pictures within the content

Planning and Implementation

• Interpret the design plan and translate it into instruction
• Differentiate between instructional delivery methods
• Design structure of an instructional design group or service
• Create operating policies for an instructional design project
• Formulate a plan to support and manage a design group
• Identify ways to implement and deliver instruction

Evaluation

• Define the purpose of evaluation
• Construct instruments to test knowledge, skills, behaviors, and attitudes
• Calculate program efficiency

• Learner characteristics
• Non-conventional learners
• Contextual analysis
• Task analysis
• Topic analysis
• Procedural analysis
• Conducting a task analysis
• Objective domains
• Developing instructional objectives
• Cognitive domain
• Psychomotor and affective domains
• Classifying objects

Design Concepts

• Learning and world-related sequencing
• Other sequencing types
• Foundations of instructional strategies
• Teaching facts and concepts
• Teaching principles, rules, and procedures
• Teaching interpersonal skills and attitudes
• Pre-instructional strategies
• Design for text
• Using pictures and graphics

Planning and Implementation

• Using the design plan
• Guidelines for instruction
• Group presentations
• Self-paced learning
• Small-group formats
• Instructional design in an organization
• Operating policies
• Project management
• Planning the implementation

Evaluation

• Purposes of evaluation
• Relationships among evaluation types
• Validity and reliability
• Standards of achievement
• Pretesting
• Testing knowledge with objective tests
• Testing knowledge with constructed-response tests
• Attitude assessments
• Formative evaluation model Program efficiency and cost