I’m beginning to dissect and revise some e-learning courses and am curious how much time I can expect a learner to devote to each event.

I am currently pursuing my Masters in Instructional design and technology and I am presently exploring how I can support learners to take charge of their learning. I recently started the program so I do not have the wealth of knowledge and/or experience as yet.
Nilson (1995) posits that learners on their own need to know how to take charge of their own learning. They also need to practice “metacognitive strategies in which they first define the big picture of what they need to know. Holec (1981) further postulates that, learner autonomy is the ability to “take charge of one’s own learning”, noting that this ability “is not inborn but
must be acquired either by ‘natural’ means or (as most often happens) by formal learning.

In helping learners to take charge of their learning I would plan and develop meaningful instructional materials that are interactive and student centered.

Using Gagne’s Nine Events of Instructions, I would apply the following to instructional design:
1. GAIN ATTENTION. In order to captivate the attention of learners I would utilize audio such as music, podcasts, sound effects visuals such as videos, digital stories, animations.
2. EXPECTANCY. Inform learners of objectives. Use blogs, social network, wiki sites, and discussion forums to motivate learners. Share success stories of others.
3. Retrieval to working memory-on line games, riddles, quizzes etc. (these should provide information on whether learners have the prerequisites for new topic).
4. SELECTIVE PERCEPTION. This is where you get learners to focus on the important features of the instructional presentation. Instructional designers can use presentations, case scenarios, discussion forums and other media.
5. SEMANTIC ENCODING. –use of graphic organizers, diagrams, outlines, discussion forums, blogs, reflections.
6. RETRIEVAL AND RESPONDING—on line quiz, webquests, production of materials (learners are expected to utilize or apply what they have learned). Assessment is crucial here so rubrics can be used to help students identify given criteria in production of materials. Feedback is also essential so emails, online quiz feedback etc. Use of synchronous/asynchronous communication tools.
7. REINFORCEMENT- Research, webquests, reflective essays, material production, projects
8. CUEING RETRIEVAL- reflective writing, blogs, discussion forums
9. GENERALIZING—Develop new materials, utilize creativity in different contexts .

As I said earlier, I am new to this field so I am open for corrections and suggestions.