Introduction

Many organizations are now trying to achieve some important goals for e-learning. The number one goal of e-learning (also known as Distributed Learning) is the management of knowledge, where both explicit and implicit forms of knowledge can be archived and used for the organization. For most organizations, educational interactive media (IMI) to develop and refers to this overall objective, the creation of educational materials or training that will be used, to perform better employee at work. The organization of education (ISD) theory of best practices with regard to the development and implementation of e-learning initiatives. In a very real sense, the ISD process provides a roadmap for product training, helping designers of educational software for their product knowledge and training to adapt to the learner.

One of the main criticisms of the IMI is a charge that most of the tutorials have been built for asynchronous learning platforms and social stimulation and emotional booty a little feature pure form (Hines and Pearl, 2004). Another criticism of the practice of instructional design in e-learning communities is that these courses are taught to give information in the form of leaves. This feeling is often summarized with the phrase “Information is not instruction” to wait for the dangers of knowledge only from the danger zone to get information to warn.

A major challenge for designers of teaching is to inspire interactive learning activities with the platforms and learning objects, critical thinking, application of concepts, and to create a synthesis of ideas. For example, the use of pairs / skills in the design of course materials designed for that purpose. According to this paradigm, the Instructional Designer and identifies a concept or principle (knowledge), which is increased by providing the learners with opportunities to apply that concept or a piece of knowledge to solve problems.

The Course Design Process

The criterion-referenced instruction (CRI) develops the framework of Robert Mager is a comprehensive set of methods for the design and implementation of training programs. ICC following key aspects: (1) Destination task analysis / – to figure out what needs to be learned, at (2) performance objectives – exact specification of the results will be achieved and how they are evaluated (the criteria), (3) Benchmark Test – Evaluation of learning in terms of knowledge / skills specified in the objectives, (4) development of learning modules related to specific objectives (Kearsley, 2006).

Applying the principles of IRC:

1st The educational objectives are derived from job performance and reflect the competencies (knowledge and skills) that are learned.

2nd Students learn and practice these skills yet the level of the objectives necessary controls.

3rd Students have the option of each destination and provide feedback on the quality of their performance practice.

4th Students should be repeated practice of skills that are used frequently or are difficult to learn to receive.

5th Students are free to impose their own teaching, within the sequence of conditions and the progress is monitored by their own competence (mastery goals).

By Addie process

The process Addie other heuristic method can be very advantageously used in the planning of events to build content for a course of IMI associated.

Starting with the analysis phase, a comprehensive design plan for education should include answers to the following questions.

1st What is the problem of general and specific goals are for the curriculum itself?

2nd What are the characteristics of the learner and how this affects teaching on your decisions?
» Read more: Planning For Interactive Media Instruction