http://blog.cathy-moore.com/2008/05/be-an-elearning-action-hero/
Instructional Design Models The following is a list of prescriptive instructional design models. Prescriptive models provide guidelines or frameworks to organize and structure the process of creating instructional activities. These models can be used to guide your approach to the art or science (your choice) of instructional design. The following are commonly accepted prescriptive design models: Cognitive Domain (Benjamin Bloom) Affective Domain (David Krathwohl) Psycho-motor Domain (Elizabeth Jane Simpson) 9 Ways to Encourage the Adult E-Learners Recently I spent the day at the beach watching people learning to surf. One of the people learning to surf was a blind girl. It was very inspiring as she learned to balance on the board. She probably fell off of the surfboard a few dozen times before she successfully stood and balanced on it. And when she finally succeeded she let out a cry of joy. Learning is a funny thing.
Ways of Effectively Leveraging your SME when developing e-learning I write this blog because I'm a little upset about the fact that we used our SME as a glorified proofreader in a recent module, than someone who could actually provide shape to the learning and its activities. I've been thinking all night about what we could have done and should do in future to use our SME(s) more effectively. Here are a few thoughts and I write it from the perspective of what a client would like a professional e-learning consultant to do: Do your homework Online Penalty: The Impact of Online Instruction on the Latino-White Achievement Gap, Journal of Applied Research in the Community College, 2012 Despite a substantial body of research on the effectiveness of distance education at the post-secondary level, little is known about the impact of online course delivery on the achievement gap. In California, the gap between white and Latino post-secondary student outcomes is significant and persistent, with Latino students overrepresented in community colleges and underrepresented in transfers to four-year institutions. There is a broad consensus in the literature that online courses produce outcomes at least as good as face-to-face courses.
6 Pervasive Corporate Training Pitfalls Remember when you were new to learning and development? If you really are new, congratulations and welcome to the field! If you’ve been around for a little while, I want you to think back: what do you wish you could tell your former self about what he/she is getting themselves into? Maybe you would warn “past you” about how easy it is for learners to tune out during training. Or perhaps you would tell a cautionary tale about how upper management is not easily convinced that the creative approaches you will want to try are worth the investment. I’m sure you’d want to mention just how often the content you need to teach changes, and how you are often left with too much to cover and too little time to do so.
Instructional design: Testing application, not just knowledge It’s easy and tempting to write activities that test whether learners know something. How can we make learners use their knowledge as well? You might be familiar with Bloom’s Taxonomy. Its current form identifies six categories of intellectual performance, from remembering to creating. eLearning Materials - Dr. Patricia Delich - eLearningNetworks.com More eLearning Materials Ten Activities to Consider Before Developing Your First Online Course Many educators have asked me what they can do to prepare before they formally begin to develop an online course. This handout provides 10 activities for getting a start in online course development. Five Essential Emails for Online Students Communication with online students at the beginning of an online course is critical. Studies have shown that frequent contact in the first few weeks of an online course helps with student retention and course success.
The Agile Elearning Design Manual - Think Small (Iterations, Action Maps, Storyboards, and Mini-Modules) We explored the waterfall approach towards elearning development in a prior post of this series. As you will notice in the above representation of the model, the issues are: Too much time gets spent in upfront design and planning when all of this is quite likely to change. Customers get to see working elearning pretty late in the process - as a consequence we run the risk of an endless cycle of amendments. Actual deployment takes months from actual initiation of the project - this delays learner feedback, which is key to evolving the training content and increasing effectiveness.Can we reduce flab in our analysis and design phase? Can we create more opportunities for customer feedback?
8. Anyone Can Teach Anything — Everyone Can Study Any Topic — Content Curation Official Guide 8. Anyone Can Teach Anything - Everyone Can Study Any Topic 10 Disruptive Factors Transforming the World of Education and Learning — Consequences, Opportunities, Tools Today, if you want to learn about something, you don’t need to go back to school or to a university. Unless you are looking for an official degree from that very institution. How to Successfully Implement a Training Program There are many famous quotes about planning – or the failure to plan. I like this one as it relates to the implementation of anything: “By failing to prepare, you are preparing to fail.” – Benjamin Franklin
TOPYX Learning Management System Many people believe that once they have implemented their LMS/LCMS that everyone will come running to use the system. Nothing could be farther than the truth. Worse they assume that if it is “mandatory” everyone is going to access it because it is required. Thus creating a marketing strategy while you are working on/implementing your LMS is essential to build an audience and expand for future growth.
Instructional design: from “packaging” to “scaffolding” In my recent posts, The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building” and Towards the Connected L&D Department I wrote about the need to move from a focus on “packaging” training to “scaffolding” learning, and I said I would talk more about what “scaffolding” looks like. For me, this is the key way for workplace learning professionals to move the learning industry into the future. In this post I’m going to look at “instructional scaffolding” but in subsequent posts, I will consider “scaffolding performance support & team collaboration” in the workplace as well as “scaffolding professional learning“. The concept of instuctional design is well known. It usually refers to the process of extracting knowledge from Subject Matter Experts, and presenting this content in a logical order for individuals to study. “Our workshops are designed to give just enough structure, without constraining personal and social learning.”