The Science and Art of Instructional Design: Ensuring eLearning is not eBoring

Andre Greenberry, Army’s Training Technology Centre (TTC), Defence Plaza, Sydney. andre.greenberry@defence.gov.au

Keywords

Instructional Design, eLearning

Abstract

The Australian Army has actively sought to use technology to increase training effectivess and to lessen its costs for training. After verifying the worth of training technology via controlled and experimental studies at a number of its training establishments, Training Command ­ Army embedded the exploitation of technology within its strategic plan. In 1996 it initiated a project to maximise the use of technology in the delivery of training. A great deal of investment was made in establishing the infrastructure required for the use of technology. Accompanying the infrastructure development was the building of software. To-date, Training Command ­ Army has produced over 50 eLearning packages which represents over 40 Gib of software. These eLearning packages are media rich and use simulations to immerse the learners into active learning environments. Much has been said about the quality of Training Command - Army’s eLearning products; the latest positive comments coming from wining two Australian Interactive Multimedia Association (AIMIA) awards ­ 2003 ‘Best Training Package’ and 2003 ‘Best of the Best’. Training Command ­ Army values these accolades and awards, but what it values more is the process of eLearning production it has developed over the years. Central and fundamental to this development process is the application of sound instructional design principles. Its eLearning is designed by educational psychologists that apply knowledge and skills to create materials that truly facilitate learning. What lies at the heart of any effective eLearning, simulation or residential learning material is the science and art of instructional design.