75 Tips to Reduce eLearning Costs
June 17, 2011 Contributing Editor, Patti Shank, Ph.D. In this complimentary eBook, eLearning Guild members reveal imaginative ways to cut eLearning costs, and share insights on how to optimize your resources to get the job done more efficiently and effectively, without sacrificing quality. See how others are doing amazing things with limited budgets, and how innovative cost-saving ideas can help you do more with less. Depending on the speed of your Internet connection, this document could take a few moments to download (27 pages in PDF format, ~2.3MB).
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Learning Spaces
Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. Please note: In addition to the e-book's core chapters on learning space design principles (chapters 1-13) , this site also offers case studies illustrating those principles (chapters 14-43), including links to examples of innovative learning spaces. Diana G. Table of Contents Foreword by Diana G. PART 1: Principles and Practices Chapter 1. Chapter 2. Chapter 3. Chapter 4. Chapter 5.
58 Tips for Breakthrough eLearning Instructional Design
April 5, 2012 Contributing Editor, Chris Benz Instructional Design (ID) is — or at least should be — the foundation for effective eLearning. This complimentary eBook draws on the ideas and experience of 14 ID experts who are leading sessions that are part of The eLearning Guild’s May 2012 Online Forum on “eLearning Instructional Design: Advanced and Breakthrough Techniques.” ResearchDesignDevelopmentProject management Complete the form below and download the report today! All fields are required
GamesParentsTeachers :: Games Parents Teachers
The Free eBook: How to become an eLearning Professional
By Connie Malamed I never think of myself as an expert. Gaining expertise is an ongoing journey of continuous learning where there is no end in sight. Our field is particularly broad and deep. It encompasses aspects of cognitive science, learning theory, user experience, design thinking, human communication, user interface design, visual design, writing and scripting, marketing, business, information technology and probably many other domains. No one person can retain all of this information and no one person can be competent in all of the related skills. If you think of all the people in this domain as one giant mind, you can see how we gain expertise together. To become a “pro” in this career then, involves getting involved with people in our field and outside of it. Becoming a pro also means staying up-to-date and this is easily done through social media platforms. Even if you work alone, there’s no excuse for remaining isolated. Connie Malamed Company: Connie Malamed Consulting
98 Tips for Selecting and Working with e-Learning Service Providers
June 23, 2009 Contributing Editor, Marcia Conner Thinking broadly, leveraging our resources and cultivating strong networks make sound business sense. Special THANKS! Depending on the speed of your Internet connection, this document could take a few moments to download (41 pages in PDF format, ~2MB).
Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless (EDUCAUSE Review)
© 2006 Richard Van Eck EDUCAUSE Review, vol. 41, no. 2 (March/April 2006): 16–30. Richard Van Eck Richard Van Eck is Associate Professor at the University of North Dakota, where he has been the graduate director of the Instructional Design & Technology graduate program since 2004. He began his study of games with his dissertation in 1999 and has taught a graduate course in games and learning every year since 2001. Comments on this article can be sent to the author at richard.vaneck@und.edu. After years of research and proselytizing, the proponents of digital game-based learning (DGBL) have been caught unaware. The first factor is the ongoing research conducted by DGBL proponents. One could argue, then, that we have largely overcome the stigma that games are “play” and thus the opposite of “work.” This is not to say that we have ignored this issue entirely. The Effectiveness of DGBL If we are to think practically and critically about DGBL, we need to separate the hype from the reality.
Web 2.0 Tools in Education: A Quick Guide by Mohamed Amin Embi
