Rapid Instructional Design by George M. Piskurich has become invaluable to me as a student of instructional systems design. I find myself dog-earing pages to refer back to later during my career. The first two chapters introduce the reader to instructional design, online learning, and the ADDIE model. Chapters 3-7 dive in-depth into the five pieces of the model: Analysis, Design, Development, Implementation, and Evaluation. Chapter 8 then provides a dictionary of valuable ID tips. Chapters 9 & 10 apply the ADDIE model + all the valuable lessons from the first 8 chapters to Asynchronous e-Learning and Synchronous e-Learning.
Asynchronous e-Learning involves online learners being self-directive in the absence of a teacher. Asynchronous students can learn on their own time or choose the material that is most relevant to them. Some advantages of asynchronous learning include: opening the courses to a global audience, saving time for instructors and students, the possibility of a wide range of online activities, and more.
Though this book was published in 2015, its lessons are still applicable, despite the fast pace at which technology evolves. In chapter 9, Piskurich mentions that organizations should carefully consider whether or not asynchronous learning is proper for them. He asserts that many companies hope to save money with asynchronous e-learning, but it usually just replaces one cost with another. I wondered if this was still true, given that it appears almost every company is utilizing some form of this asynchronous learning. Many recent articles assert the opposite, so I would be interested to know more about cost savings using asynchronous learning.
As a teacher, I have spent much of this school year witnessing the ramifications of students and staff not being adequately trained to use learning management systems (LMS). Piskurich is careful to remind readers as often as possible how essential that training is. In the case of asynchronous learning, students will not have a teacher to help them troubleshoot issues within the LMS. Piskurich recommends a learner guide that reminds students they should be self-directed and what that means. Learner guides should also include a course outline, objectives, a list of materials, and instructions for navigating the interface.
Synchronous e-Learning involves a class of students learning together in unison in a virtual classroom. Synchronous students learn much like they would in an in-person classroom, but from the comfort of their homes, other workspaces, or really anywhere with a connection to the internet. Some advantages of synchronous e-learning include: maintaining a sense of connection between learners, making geographically diverse classes possible, allowing real-time communication with the teacher, and allowing for easy revision.
I have begun to work on my next project for LTEC 5210. As part of the design phase, I have sought an online curriculum management system (CMS) to deliver social-emotional learning experiences to students at our school. While the lessons about evaluating learning software from chapter 8 were helpful in this process, I was also reminded of Piskurich’s reminder that though instructional designers don’t necessarily have to be experts on the LMS or CMS, but how will they know the breadth of its capabilities without learning the system themselves? I chose a system that I immediately felt confident using and knew I could teach to the facilitator.
Two significant advantages of synchronous e-learning are the ability to feel like a team and the numerous team-building activities that synchronous learning can support. Good instructors know that a class too big will result in less relationship building than a smaller class would accomplish. Piskurich reminds us that this rule applies to virtual classrooms as well. Virtual classrooms should not exceed 20 learners and ideally should only include 12-15 students. With fewer virtual students, instructors can better support teamwork within classes.
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