The 10 #eLearning Commandments. 5 Human Psychology Facts You Can Use To Create Better eLearning. 5 Human Psychology Facts You Can Use To Create Better eLearning The potentials and limitations of our brain shape the way we learn. Professionals, from psychologists to neuroscientists, have started to integrate brain research into online learning. More specifically, a psychologist by training and education, Dr. Susan Weinschenk takes research and knowledge about the brain and extrapolate UX design principles from that. This post takes the psychologist’s view of UX Design and applies it to eLearning. .
Here at SHIFT, we believe that in order for us to design effective eLearning we need to understand the fundamentals and principles of how we learn. Below are 5 psychological principles you can use to build effective eLearning courses: 1) People Don’t Want to Work or Think More Than They Have To Truth is people will do the least amount of work possible to get a task done. Our brain is designed to focus on or process a limited amount of information. 3) People Crave Information. Distance Learning Instruction. Understanding the Elements of an Inclusive Course Design. October 2, 2012 By: Rob Kelly in Instructional Design In an interview with The Teaching Professor, Christine Stanley, vice president and associate provost for diversity and professor of higher education administration at Texas A&M University, and Matt Ouellett, associate director of the Center for Teaching & Faculty Development at the University of Massachusetts Amherst, offered a brief overview of their approach to creating a learning environment that is welcoming to students of all backgrounds.
Q: What do instructors tend to struggle with in terms of teaching inclusively? Ouellett: People really struggle with the need to break teaching inclusively into manageable pieces. They tend to see it as all or nothing. Either I’m inclusive or I’m not. Stanley: Another thing they struggle with is the notion that teaching inclusively means teaching to marginalized student populations in the classroom, not realizing that teaching inclusively actually means teaching excellence. Recent Trackbacks [...] Scaffolding Student Learning: Tips for Getting Started. October 15, 2012 By: Vicki Caruana, PhD in Instructional Design Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development.
We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content.
Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. If there is one major paper in the course and 80% of their final grade depends on their ability to meet the high expectations of that paper, they better be able to produce a quality piece right out of the gate. For examples of scaffolding assignments, go here » Dr. . [...]