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The ADDIE Design Phase

The ADDIE Design Phase
Related:  E learning

untitled Learning Solutions Learning Solutions is a leading industry publication offering an insider’s perspective that is focused on supporting eLearning professionals. Our goal is to provide the greater learning and development community with relevant and timely information on the most critical and sought-out topics in eLearning. More Info > Research Library Guild Research delivers research reports and resources with the goal of helping you make sense of the depth of our field. More Info > Publications Library The Publications Library consists of eBooks, white papers, videos, and our annual eLearning Salary & Compensation Report. More Info > Sponsored Library The eLearning Guild community is filled with great content from both inside and outside of the Guild. More Info > Online Events Archive More Info > Conference Archive More Info > DemoFest Archive The DemoFest Archive provides a unique opportunity to see and learn from the work of your peers. More Info >

The eLearning Guild: Community & Resources for eLearning Professionals An Outline For Creating An Instructional Design Document An eLearning course is developed through the combined efforts of Instructional Designers, learning designers, multimedia developers, technology experts, Subject Matter Experts, and project managers. When you have so many stakeholders involved, how do you ensure that the project stays on course and does not lose its focus? What is the single document that binds all the people involved to work toward a common goal? That document is called the Instructional Design Document (IDD). The Instructional Design Document functions as a single reference point that guides multiple stakeholders as they perform their individual tasks related to developing an eLearning course. What Does An Instructional Design Document Do? The Instructional Design Document provides a framework that guides all key individuals involved in the eLearning development process. An Instructional Design Document answers questions such as: What is the purpose of the course? Why Is The Instructional Design Document Important? 1. 2. 3.

untitled January 15, 2014 Learning from stories is an effective and powerful tool for learning design, because stories allow us to learn from the experience of others without having to face personal consequences. To paraphrase Fast Company writer Drake Baer, stories “let you demo other peoples’ minds in the comfy confines of your own.” In Using Stories for Learning: Answers to Five Key Questions, Karl Kapp, author of The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education, explores why stories are so valuable for learning, describes how to match learning objectives to four powerful learning story types, and offers guidance on how to compose learning stories. He examines the elements of a good story and provides a storytelling worksheet to make designing your own learning stories easier. Files Report Download Report (PDF) You do not have access to this file.

Tout sur la pédagogie 3.01 | Stéphane Côté Le parcours de Stéphane Côté en est un où une certaine effervescence l’entoure concernant la pédagogie. Si vous l’avez déjà rencontré en personne, vous avez tout de suite remarqué son emballement quasi enfantin lorsqu’il parle de l’enseignement. En effet, il cherche, découvre, évalue, mesure l’impact de ses idées qui se tissent autour d’une approche non conventionnelle qu’il décide d’intituler la pédagogie 3.0. En 2012 il quitte son poste de conseiller pédagogique en TIC qu’il occupait depuis plus de quatre ans pour aller lui-même mettre à l’épreuve cette vision de la pédagogie actualisée afin de voir, si oui ou non, il y a matière à partager et à déployer… À son atterrissage dans la réalité d’une classe, il remarque qu’il avait oublié la pression du temps et ses effets néfastes sur la réflexion. Définition de la pédagogie 3.0 : Contrairement à une méthode, la pédagogie 3.0 est une approche complète qui englobe : Maintenant, d’où provient la nomenclature de la pédagogie 3.0? Au plaisir,

Dans la salle de classe du futur, les résultats ne progressent pas Dans le cadre d’une série sur le « pari éducatif high-tech » (dans laquelle notamment plusieurs experts américains tentent d’apporter leur vision sur ce à quoi ressemblera l’école dans 10 ans), Matt Richtel, pour le New York Times s’est rendu dans le district scolaire pilote de Kyrene en Arizona : un secteur où tous les élèves utilisent des tableaux blancs interactifs et des ordinateurs à l’école. Depuis 2005, le district a investi 33 millions de dollars pour moderniser ses écoles. Ici, c’est la nature même de la classe, du rapport à l’enseignant qui a été transformé : l’enseignant circule entre les élèves qui apprennent à leurs rythmes sur leurs ordinateurs. Au profit de qui se fait la surenchère technologique à l’école ? Image : Le graphique de l’évolution des dépenses et des résultats du district de Kyrene dans l’Arizona réalisé par le New York Times. La poussée des dépenses technologiques intervient alors que les écoles doivent faire de durs choix financiers. Les métriques en question

Apprendre/désapprendre : sur la ligne de crête des apprentissages numériques A l’occasion de la parution de la 3e édition du Digital Society Forum consacrée aux nouvelles formes d’apprentissages (la première édition était consacrée aux nouvelles relations, la seconde à la famille connectée), en partenariat entre la Fing (et notamment son média, InternetActu.net), Psychologies Magazine et Orange, nous republions le texte introductif du sociologue d’Orange Labs, Dominique Cardon, qui revient sur les rapports entre éducation et technologies. Une bonne introduction aux deux principales problématiques de l’apprentissage : qu’est-ce qu’apprendre et qu’est-ce que change le fait d’apprendre avec le numérique… En elles-mêmes, les Technologies de l’Information et de la Communication pour l’Enseignement (TICE) ne sont causes de rien, ne rendent pas les enseignants plus pédagogues, les enseignés plus performants ou la société plus savante. Regarder ailleurs Qu’apprendre ? Alors, si le savoir est dans le réseau, toujours à portée de main, que faut-il apprendre ?

Diferente andragogie -pedagogie Termenii de „andragogie” și „pedagogie” se referă la ajutorul oferit adulților, respectiv copiilor, de-a lungul procesului educațional. Fie că este vorba despre eLearning sau despre predarea în stil tradițional, prezentarea oricărei informații din cadrul unei discipline trebuie să fie adaptată publicului în fața căruia este expusă. Mai exact, strategiile de predare în cazul adulților se deosebesc de mijloacele de transmitere a unor informații sau cunoștințe către copii. La baza acestor diferențe stă în primul rând vârsta, din aceasta derivând o serie de alți factori de care orice educator, profesor, instructor sau învățător trebuie să țină cont atunci când abordează o disciplină. Drept urmare, și în cazul resurselor folosite în eLearning este necesar să se ia în seamă aceste diferențe, dat fiind gradul ridicat de flexibilitate al acestor soluții prin comparație cu învățământul față în față. Motivația adulților de a învăța este predominant intrinsecă, iar cea a copiilor, extrinsecă.

ePedagogy Introduction Despite an increased interest in the use of e-learning to enhance students’ learning, it is surprising that so little research has been conducted to justify these claims. Goodyear (2001GoodyearP (2001) Psychological foundations of networked learningin: C. Jones & C. Steeples (Eds)Networked learning: perspectives and issues(Godalming, Springer) [Google Scholar]) concluded: ‘the literature on learning in higher education is surprisingly quiet with respect to what both lay people and practitioners might expect to be a key construct—that of “understanding” ’ (p. 62). In their review of 100 published research reports completed in the period 1991–2001, Coomey and Stephenson (2001CoomeyMStephensonJ (2001) Online learning: it is all about dialogue, involvement, support and control—according to the researchin: J. The self-system processing of presenting tasks. Published online: 14 December 2016 Figure 1 The four systems of learning and their connections Methodology Findings Table 1.

Bloom, Kolb s.a 1. Introduction Information and Communication Technology (ICT) applications, in particular with the education system, might change the future of the underdeveloped world, eliminating the digital divide from the education system both locally and in the international arena [1]. However, there are some challenges that the developing world faces in trying to adopt ICT to the education sector. These challenges relate to: limitation of funds, Internet access, lack of trained staff, hesitation to change to new technologies and policy inadequacy. Modern technology offers many means of improving the teaching and learning process in the classroom. ICT is a major ingredient for rapid development and should be implemented through the school platform. 2. The strategic role played by Information and Communication Technology (ICT), nowadays, is undisputed as ICT has merged with almost all of our day-to-day activities. 2.1. 2.2. Many countries in the world still remain economically poor. 2.3. 2.4. 3.

untitled Photo by Steve Wheeler No, this is not some new discovery about the evolutionary development of snakes - nor is it a reptile dysfunction... If you can please the Head when all about you Are losing hope and blaming it on you, If you can trust yourself when parents doubt you, But make allowance for their doubting too; If you can teach and not be tired by teaching, Surviving on four hours of sleep each night; And work through evenings and the weekends And still be full of energy and fight; If you can plan, but not make plans your master; If you can grade, but not make grades your aim; If you can meet with Ofsted and the gove If you can please the Head when all about you Are losing hope and blaming it on you, If you can trust yourself when parents doubt you, But make allowance for their doubting too; If you can teach and not be tired by teaching, Surviving on four hours of sleep each night; And work through evenings and the weekends And still be full of energy and fight;

5 Pedagogical Techniques for eLearning success When implementing eLearning into your organization it is imperative to draw upon your Subject Matter Expert’s (SME) vast body of knowledge in order create more institutionally effective and highly relevant training content. Using your SME’s background however is not enough to build great eLearning. Knowing different pedagogical techniques to build effective courses is imperative to having successful learning both in a face-to-face environment as well as an online environment. Making sure your instructional design teams are experts in learning theories and strategies is critical to effective learning. Techniques for effective online learning Here are several techniques for implementing effective online learning: Blended learning – Blended Learning is an effective strategy for utilizing your expert’s knowledge in a highly targeted manner. While there are many more learning techniques these are 5 of the more common ones. Author:

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