Twitter. Design pédagogique « ITyPA, un Mooc vu dans les coulisses. Une des premières consignes que nous avons données aux participants sur ITYPA fut d’ouvrir un blog. Et nous avons réalisé ensuite que cette démarche n’avait rien d’évident, ni même d’attirant, pour nombre d’entre eux. Avec cette injonction, nous avions un double objectif : - A court terme, que les participants laissent des traces de leurs apprentissages en cours. Dans la mesure où il s’agit d’une démarche d’apprentissage par l’action, il nous semblait naturel de passer par la création d’un espace de publication rendant compte des réflexions, échanges, acquis, etc. au fil des semaines. - A moyen terme, que les participants investissent l’espace public du web, non seulement comme consommateurs, mais aussi comme producteurs, sur les sujets qui les passionnent. Dans les deux cas, la démarche nous semblait non seulement cohérente mais aussi quasiment incontournable dans l’optique de la construction ou du renforcement d’un espace d’apprentissage personnel.
Propositions pour un prochain Mooc. Standards eLearning (SCORM, AICC, etc.) : où en est-on ? Après AICC, SCORM 1.2 et 2004, de nouveaux standards sont en préparation. Un point sur la situation par Sébastien FRAYSSE . 8 ans déjà ! Cela fait 8 ans que les principaux standards du eLearning (SCORM et AICC) n’ont pas subi de modification majeure. Le dernier né, SCORM 2004, a certes connu quelques révisions (4 éditions), mais rien de très significatif. Pire : dans bien des cas, c’est son prédécesseur (SCORM 1.2) qui est appliqué, faute d’une adoption généralisée de SCORM 2004. Depuis 8 ans, nous nous accommodons donc de cette cohabitation entre 3 standards supposés faire à peu près la même chose. Mais au fait, que sont-ils supposés nous apporter ?
J’irai directement à l’essentiel : SCORM et AICC ont été inventés pour assurer la traçabilité des activités pédagogiques . Dans certains cas, parce que c’est obligatoire pour des raisons de règlementation. Dans d’autres cas, ce sont les raisons pédagogiques qui prévalent. Une nouvelle vague de standards se prépare... Que faut-il en penser ? 5 Proven Strategies To Improve Creativity. Sharebar If you continuously come up with compelling and novel ideas at a moment’s notice, you won’t need to read this article.
But for the rest of us, there are times when it’s difficult to be creative on demand even though our occupations require it. According to Richard Florida, author of The Rise of the Creative Class, you are probably part of the creative class, a new societal group whose “function is to create new meaningful forms.” When you’re working under tough time pressures, feeling stressed from overwork, or situated in a drab environment, it’s easy to get stuck or to feel spent. Creativity Can Be Developed Contrary to what many people believe, however, creativity is not handed out to anointed individuals at birth. However you think about your own creativity, know that you can develop and enhance your skills. 1.
If you feel more creative when you work at a coffee shop, there is research-based evidence to back up your claim. 2. 3. 4. 5. References: New eBook: 52 Tips On Best Practices for eLearning Development and Implementation by News Editor. “If you want to learn from experts how you can create a highly effective content development and implementation process, download 52 Tips On Best Practices for eLearning Development and Implementation for free today.” The eLearning Guild announces the release of a free eBook, 52 Tips On Best Practices for eLearning Development and Implementation. These 52 tips come from the 12 presenters of the upcoming (September 13-14, 2012) eLearning Guild Online Forum, eLearning Development and Implementation: Best Practices. The tipsters are all experts, with a variety of backgrounds that absolutely qualify them to share trustworthy insights and expertise on topics including establishing a common toolset and methodology, the danger of using proprietary tools, dealing with subject matter experts (SMEs), and optimizing the choice of tools when doing localization projects. 52 Tips On Best Practices for eLearning Development and Implementation presents useful ideas and inspiration in four categories:
Unlearning by Jane Bozarth. “It is what we think we know already that often prevents us from learning.” – Claude Bernard One of the givens in working with adult learners is the importance of helping them access prior knowledge and building on what they already know. But what if that prior knowledge is no longer useful, or the skills no longer applicable, or it was never very accurate in the first place? I have a friend, a former classroom trainer, who has lately been offering private bridge lessons.
When I asked her the biggest challenge she faced in returning to a training role and working with her bridge students, she said, “Getting them to unlearn what they think they already know.” Many learned from novice players; others learned from experienced players who overestimated their own abilities; still others learned via the, “We’re starting a game in 15 minutes, here, let me show you really quickly so you can play too” approach. Sound familiar? That was then, this is now So what? Well, I can think of a few things.
Google+ Hangouts in Online Education: A Capable, Low-Cost Solution by Rebecca Bodrero. “Effective use of any tool is most typically the result of how it is used, not the fact that it is used. Procedural and logistical aspects should be part of planning for use of a tool such as Hangouts. For example, it’s common knowledge that in-person meetings and small group activities are more likely to be effective when facilitated and driven by purpose. The same principle applies to video conferencing.” Have you considered using Google+ Hangouts in education or training? Building on the ideas presented by Jeremy Vest in Google+ Hangouts: Six Practical Uses for Online Education, in this article I describe how we put Hangouts to use in one online graduate environment.
The setting: small group graduate projects Boise State University’s Instructional and Performance Technology department offers graduate and certificate programs in a completely asynchronous distance environment housed on a Lotus Notes platform. Such was the case for my spring 2012 Needs Assessment class. Marc My Words: Why I Hate Instructional Objectives by Marc J. Rosenberg. “Ask yourself this: when was the last time a C-level executive in your organization asked anything about what the instructional objectives are for your training programs? “ Okay, I don’t really hate instructional objectives, but I can’t help wondering if we are overusing them, perhaps for the wrong purposes.
Ever since Bob Mager popularized instructional objectives more than 40 years ago in his classic book, Preparing Instructional Objectives, they have become part of the Holy Grail for instructional designers and the training industry. Be they enabling or terminal; cognitive, affective, or psychomotor; normative or summative; or behavioral, instructional, or performance objectives, no course is worthy without a host of statements that explain, sometimes in excruciating detail, what the student will be able to do after the instruction is completed. But are instructional objectives as valuable as we think they are?
The ABC’s (and D’s) of objectives: Do they really matter? Why am I here? Why I LOVE Instructional Objectives by Allison Rossett. “I know we agree that crummy objectives are useless, even harmful. Some are too big and some are just silly. Long lists cause eyes to glaze over, defying credulity. You respond and say that we should de-emphasize objectives. I say flush the wicked ones down the toilet.” Hate, Marc? You hate objectives? You write that it really is not hate that you feel. That isn’t the problem I run into. Objectives work for me When I look at objectives, I gain insight into what the program is all about. Objectives work for the organization A wise organization is concerned about the programs it places before its people. Savvy executives are not likely to be schmoozing about the relative value of objective formats a la Mager vs.
Objectives work for instructional designers I’ve taught ABCD objectives (audience, behavior, condition, and degree) on many continents, and in universities, companies, and government agencies. Here are reasons for embracing the ABCD parts of objectives, presented in a table. Tips For Quality Control Of Online Learning: The eLearning Coach: Instructional Design and eLearning. Sharebar Nothing is worse than having your client find an obvious error in a program that’s already been released.
The troubleshooting, re-testing and scrambling to fix the problem can turn into a heart-pounding race against the clock. Not that this ever happened to me, of course, but a friend told me this can happen. Our best defense against these high-risk scenarios is to conduct thorough and systematic Quality Control (QC) reviews and testing before any deliverable is released. Quality Control: refers to the processes that determine whether a completed deliverable or product meets a set of quality criteria or requirements.Testing: refers to the processes that ensure there are no technical issues and is based on a test plan designed ahead of time.
QC evaluations are needed before any deliverable is sent to clients or stakeholders for review, prior to a formative evaluation by target audience members, as well as before a formal course is released. Benefits of Quality Control Editorial Media. Graphics Primer: Color: The eLearning Coach: Instructional Design and eLearning. Sharebar Do your graphic designers speak in a secret language? Do you wish you could let terms like Hue, Saturation and Value roll off your tongue? Aside from impressing your friends, there are practical reasons for learning more about graphic design. Why You Should Care If you’re involved in eLearning design and development, it’s important to understand visual communication. Starting With Color Color is always a good place to start, because it’s a key component of visual communication. The perception of color varies among individuals. Color has many dimensions and understanding a basic color vocabulary will help you communicate about color in terms that most visual communicators understand.
Hue: Hue is the identity of the color, such as red, green or violet. Saturation: Saturation (or chroma) refers to the purity, intensity or strength of a color. Value: Value refers to the relative darkness or lightness of a color and makes sense when colors are being compared. Color Tips. The Power Of Visual Grouping: The eLearning Coach: Instructional Design and eLearning. Sharebar In the very early stages of vision—before we’re really conscious of it—our perceptual processes are humming away, attempting to organize the sensory data from our eyes into something that might be meaningful.
Both the Gestalt psychologists and modern perceptual researchers realized that perception tends to organize information into wholes, rather than parts. For example, you’re most likely grouping the orange shapes above into an arrow, rather than seeing them as separate elements. We can take advantage of this early perceptual organization so viewers will perceive and understand our visuals correctly and rapidly. One powerful way to impart meaning is through visual grouping. Grouping by Boundary or Enclosure When parts are enclosed by a completed boundary they are perceived as a single unit—as a group.
Grouping by Proximity The distance between the elements in a graphic or user interface affects how we perceive and interpret it. Grouping by Similarity Grouping by Connectedness. eLearning Photography: How To Get The Best Shot: The eLearning Coach: Instructional Design and eLearning. Sharebar Do you have doubts about your photography skills, but need to take photos for instructional purposes? Then you’ll want to read this interview with Sumeet Moghe, avid photographer, learning specialist, and publisher of The Learning Generalist website. Sumeet often writes about eLearning photography and agreed to share some of his knowledge and experience with us here.
Read on for an inspiring interview about photography for online learning. COACH: What basic equipment is required for a low-budget photo shoot? SUMEET: I’d always say that the best equipment is what you already own. So if all you have is a phone camera, then that’s quite enough. That said, if you’re willing to spend some cash then you might want to invest in a digital SLR camera. COACH: What equipment would you add to get to the next level?
Be careful of GAS though…Gear Acquisition Syndrome. COACH: When shooting indoors under fluorescent light, I notice the photos have a yellow tint. Resources: No-More-Spilled-Ink-malamed.pdf (Objet application/pdf) How to get students to participate in Online Discussions… This is the first post in a triplet series on how to create effective discussions in an online learning environment. This post discusses how course instructors can shape and create robust and rich discussions, in post two I”ll share facilitation strategies to develop and sustain course dialogue, and I’ll conclude the series with methods for assessing student contributions and participation in online forums. Please note, this series addresses discussions in the context of online courses for credit – as forums in Massive Open Online Courses [MOOCs} are a different animal altogether [I will share my thoughts on MOOC discussion forums next month at the close of the MOOC course I am taking].
Getting students to ‘talk’ Getting students to participate in [brick and mortar] classroom discourse can be a painful process – the blank stares or worse students absorbed with their laptops or iPhones, which is disconcerting to say the least. What makes Online Discussions effective…. Wade, D. Like this: Upskilling by Jane Bozarth. “It should have been part of our work all along to help the learners be better learners.” New media has brought with it new challenges for instructional designers and facilitators. Where just five years ago we were still primarily concerned with things like authoring tools and content management, we now face new demands for making programs more inclusive of learners and building a farther reach for the L&D department.
This speaks to the need for new skills. While every designer won’t need to develop every skill, it’s important that you become familiar with most and, depending on your role, start working toward ways of building the new skills for yourself, or building new approaches into programs that others might facilitate or deliver. Paving informal paths Helping learners find one another and information they need is a new critical role for L&D. An effective curator helps the learner manage information overload by serving as an effective filter. .
Want more? Marc My Words: Seven Questions eLearning Developers and Managers Should Answer … Every Time by Marc J. Rosenberg. “There are many important questions to ask in a good design process, but the value of these seven cannot be overstated. Often, you can answer many of these questions relatively quickly. They are all part of a project’s up-front decision-making, and the more experience you develop over time, the faster you’ll be able to move through them.” Building quality eLearning can seem daunting because it’s both science and art. Many proven design and development tools, models, pedagogies, and tactics exist to help the process along. 1. Don’t leave this to the end; this is the question you should answer. 2. Are you focusing on technical people, managers, customers, or others? 3. What should the course teach, and what should you leave out?
4. Should you expose learners to everything possible about the subject, to just a basic overview, or to somewhere in the middle? 5. 6. Don’t just focus on time. time is also critical, perhaps more so. 7. Get it right from the start. Revue du livre blanc 58 Tips for Breakthrough eLearning Instructional Design | AFI, centre de formation Québec et Montréal. Lost in Transmédia : conférences sur les nouvelles formes interactives de narration. Dr. Arnie Abrams | Handouts. K-12 Education & Learning Innovations with Proven Strategies that Work. Revealed: Shocking Secrets of a Storyboard Pro. A Symbiosis Between Instructional Systems Design and Project Management / Une symbiose de la conception de matériel pédagogique et de la gestion de projet | Pan | Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de l.
Writing Multiple-Choice Questions for Higher-level Thinking by Mike Dickinson. How Much Narration in eLearning? Our Lessons Learned by Don Bair & Mike Dickinson. The 10-Minute Instructional Design Degree by Jane Bozarth. TEDxUdeM Montréal. Designing Learning for “When Things Go Wrong” by Michele Medved. BYOD Strategies. Formation à distance et design pédagogique. Standard industry classifications. Beginning Instructional Authoring: Learning How to Author by Patti Shank. Instructional Designer Jobs.
What does an instructional designer do? What Instructional Designers Do-Updated. De nouvelles façons de partager son expertise technopédagogique. Is your creativity blocked? Freelance Instructional Design: More Tips from the Trenches.