Content Analysis and Development of Instructional Systems Graduate Courses as a Foundation for e-Learning

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In this research project, content of Instructional Systems at graduate-level courses were analyzed and instructional materials were designed and developed as a Foundation for e-Learning to produce educational specialists for e-Learning professionals. More specifically, three courses (2 units each) were designed to offer (1)e-Learning Fundamentals, in which quality of e-Learning is discussed from instructional design perspectives, (2)e-Learning Management, in which ADDIE processes were to be handled for effective and efficient utilization of e-Learning interventions from users' point of view, and (3)e-Learning Design, in which analysis and design phases were discussed in depth from creators' point of view. First course, e-Learning Fundamentals was initially offered as an experimental intensive lecture via Space Collaboration System to some 20 receiving universities, where some 140 graduate students, university staffs, and practitioners from business sectors attended to take the course. … More Certificate of completion was given by e-Learning Consortium Japan (eLC) to those who completed the course successfully. A half-year passed follow-up survey revealed high retention rates of the learned contents and their uses in practical situations. The other two courses were offered as introductory tryout versions at eLC's professional development sessions in the winters of 2004 and 2005. Revisions were suggested based on the reaction data from tryout sessions. As a part of this project, graduate curricula were analyzed for their advanced characteristics, namely competency-based master qualification examination of Florida State University, and story-centered curriculum of Master's program in computer science at Carnegie-Mellon University West Campus. Major part of this project has applied when the first attempt was started at Kumamoto University when they created a master program in Instructional Systems to produce e-Learning specialists focused in instructional design competencies. (278 words) Less