Comments on: E-Learning Development Project Lifecycle 2: I3D Model

By: Michael Hanley

Michael Hanley — Wed, 13 Jan 2010 14:54:19 +0000

I’m tempted to subtitle that series “…Or the art of schmoozing”!
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By: virginia Yonkers

virginia Yonkers — Wed, 13 Jan 2010 14:28:26 +0000

I guess my point was that as you begin to design, those preliminaries will affect your choices, even of the instructional design model you want to use.

I look forward to the series on series of garnering and maintaining support for learning projects in organizations.

By: Michael Hanley

Michael Hanley — Tue, 12 Jan 2010 11:06:57 +0000

Hi Virginia, In this current series of articles, I'm primarily focusing on the processes of development and production, but you raise a good point in that I probably should have linked to the posts I wrote on defining learner motivation, objectives, and goals, as part of a larger series on instructional design I published back in May 2009. I think that these two posts here and here cover most (if not all) of the points you make in your post. At some point in 2010, I will write about strategies to garner and maintain support for learning projects in organizations, but I think that such a topic merits a series of its own, rather than being subsumed into a series to which is critically (but slightly tangentially) related. No harm to remind readers that there's more to creating learning resources than merely producing them. though... Michael --

By: virginia Yonkers

virginia Yonkers — Mon, 11 Jan 2010 17:37:22 +0000

I was waiting to see what this post would be before I commented on this topic. I think you are missing a step. I think there are more questions that need to be answered even before instructional design is addressed (I wrote about this last year in a series I did on integrating elearning in the classroom. However, I use this to teach distance learning whether it is hybrid-blended learning, elearning, or “distance learning”).