Concevoir des modules e-learning efficaces: l'apport des sciences cognitives. Comment concevoir des modules e-learning qui facilitent les apprentissages? Telle est la question auquel répond l'article "Six principles of Effective e-learning. What works and why" (Six principes du e-learning efficace. Ce qui marche et pourquoi), publié dans le recueil d'articles de "The eLearning Guilds" (Learning solutions. Top articles from the eMagazine's first five years. Pfeiffer.2008). L'intérêt de l'article est qu'il étaye les "principes du e-learning efficace" par les éléments factuels de la recherche en science cognitive conduite par le Professeur Richard E. Mayer, de l'Université de Santa Barbara. Il n'y a pas de "miracle technologique" pour apprendre En préalable, l'auteur de l'article, Ruth Clark, rappelle qu'en dépit de prévisions optimistes, la réalité n'a jamais atteint les espoirs suscités par les différentes innovations technologiques en matière d'apprentissage, du cinéma à internet.
C'est la conception de la formation qui fait la différence. Méthodologies développement e-learning - conception, création, apprentissage (FAO) Trainingindustry.com. Instant Learning from Abundance of Experiences. E-learning tips: #13 - Using Live Calls. Vignettes Learning Story-Based eLearning Design. A company’s learning programs are primarily focused on the goal of enabling it’s people, helping them acquire competencies for immediate on-the-job applications. It is the major artery that infuses expertise and knowledge into sales and profits, customer service, efficient systems and adherence to regulations.
It is highly critical for employee performance and legal compliance. eLearning programs - products, applications, processes, software, people skills,onboarding, etc.and compliance to government regulations such as statutes, audits, sanctions, penalties, legal actions, etc. – are fundamental, indispensable and pivotal to the success or failure of any business. It is accepted truth that even these well-intentioned learning thrusts may become simple “massive data dumps” if not properly managed. Huge amounts of information (especially statistics, legalese, procedures, policies) do not captivate learners. The key is to start relating your content to story events. Who should attend? The Art of Anticipation in Story-Based eLearning Design. Our belief: At Vignettes Learning we use stories in eLearning; however, we make them interactive. The emphasis is getting learners involved in the story and not just telling the learners the story.Synthesis. Story-based eLearning design is effective because it creates an environment where learners are compelled to anticipate.
The vagueness of “what’s next” keeps the mind engrossed until the story finds a resolution. Very few people can resist the power of a good story. Image source: Anticipation is a natural human tendency or practice. The Story-based eLearning design is a design that evokes the learner’s anticipation. Interestingly,Thomas Levenson wrote an article in the MIT Technology Review about Rebecca Saxe’s experiments on theory of the Mind (ToM). Rebecca Saxe’s describes how she came about the idea of making a story-based experiment process: “And yet, as William James pointed out, vagueness is not without virtues. Méthodologies Pour le développement De cours e-learning - Concevoir et élaborer des cours d'apprentissage numérique. Best Practices for Creating Online Courses. There are many things to think about when creating eLearning. There’s no way that I can mention all of them in this post but I’d like to mention a few that come to the top of my mind.
Course Outline / Storyboarding Know the audienceFind good SMEsAlways create an outline of the courseStoryboarding allows you to structure content flowDecide what knowledge/skills need to be taught firstSMEs can take a glance at the flow and contentContent creating will go more quickly (it’s faster than creating content and then starting over) Text Learners scan, they don’t readKeep it simpleDon’t introduce too much information at once (chunks)Use bullets/listsAvoid font colorUse bold and italics sparinglyTalk to learners or not (choose a style)Formal or informal verbiage Example: Bad These are challenging times for the financial services industry.
Example: Good As we seek to strengthen relationships with our clients, we face: Increased competitionMarket uncertaintyIncreased expectations Consistency Tests/Assessments. CDC's e-learning essentials. Summary. Elearning-best-practices. Best%20Practices%20for%20Creating%20E-Learning. Rapid E-learning Authoring Tools | authoring tools. We know that often building your own elearning is the best way to go.
Let us help you get there. We know a lot about authoring tools and how to make the most of them. We were selected by Adobe to create their showcase Captivate content; we have won Articulate Guru awards and we have won many rapid elearning awards and helped internal teams win awards for their work. We work with internal teams to help them select the best tool for their needs and support them through setting up art direction, training, templates and development processes. Our work has included clients such as: Pensions Regulator – Authoring tool selection and trainingDeloitte - In-house elearning capability building programme including specially designed elearning on using their authoring tools Sony Europe – capability building in authoring tools Let us help you with choosing, learning and getting the most out of a rapid elearning authoring tool.
Adapt Adapt is our groundbreaking responsive elearning authoring framework. Elearning Tips. Summary. Principles - Best Practice Models. Best Practice Models for e-Learning: Principles The Best Practice Model embeds a number of pedagogic principles for learning that have been selected for e-Learning design: E-Learning is designed in timed chunks that emphasises time on task and expectations E-Learning is assessed using a range of types (self/peer/tutor) and options/choices E-Learning includes a variety of interactions between student/ tutors/ peers/ externals E-Learning is accessible, activity-led, collaborative and designed in phases that support, scaffolds and increases learner independence The model and principles can be summarised as (click for larger image): Separate principles, based on these, have been developed for students, see the Student Models for e-Learning page. Research that supports the 4 principles: Timed chunks Face-to-face teaching is managed in timed chunks and online learning is most easily managed through a series of timed activities.
(Means, Toyama, Murphy, Bakia, & Jones, 2010) Variety of interactions. Gagné’s 9 Events of Instruction.