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To cite this article: Marcy L. Brown (2007): Instructional Design for E-Learning, Journal of Hospital
Librarianship, 6:4, 109-115
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Marcy L. Brown
INSTRUCTIONAL DESIGN–GENERAL
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INSTRUCTIONAL DESIGN–E-LEARNING
each sequence, learners are tested and given immediate feedback, after
which additional content is offered. This fee-based course uses PI to
teach PI! Although some educational psychologists argue that PI does
not create enough learner-contextualized instruction, most feel there is a
definite role for PI in the trainer’s arsenal. Many library tutorials fall
into this category of instruction. The course costs $40.00.
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audio, video, still images, animated graphics, applets, and scripts. The
module ties these technologies to different learning strategies, each of
which is linked to various examples. The module can be browsed by the
strategies, which include things like case studies, conceptual learning,
problem solving, lecture presentations, document analysis, data gather-
ing, and others. Users may also browse the module by technology type,
such as animations, PowerPoint, scripts, and streaming media.
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E-LEARNING STANDARDS
ADDING INTERACTIVITY
www.macromedia.com/support/flash/applications/
learning_ interactions/
free online course entitled Raising the Bar: Standards and Strategies
for Learner-Centered Online Instruction. Learner-centered instruction,
closely related to constructivist education, is more relevant to instructor-
led online courses but has some implication for self-paced tutorials. The
PFT site also contains a collection of learning objects, links to online
education in The Best of PFT section, and an extensive list of online re-
sources for distance education.
CONCLUSION