Advanced Distributed Learning. Engage Rapid Elearning | authoring tools. 3 Things to Consider When Building Your E-Learning Courses. The difference between effective and ineffective elearning is how you design the learning process. In this post, I’ll do a quick run through of some ideas centered on instructional design and three things that you want to consider when building your courses. Focus on meaning and not information We tend to equate learning with sharing information. Typically if there’s something we want to change, we think about how to get more information to people. If you’ve been reading this blog for a while, then the following point won’t come as a surprise. We need to take the information and then package it in a way that allows the learner to use it.
When I was a young (and thin) video producer, I had to submit my projects for a peer review every Friday. Through those peer reviews I learned that my job wasn’t to give people information. The e-learning course is just one part of a complex process As humans, we’re always in learning mode. Instructional designers are intentional. Build Effective E-Learning Courses Using These Simple Tips. In December, LINGOs announced the first global giveback campaign, which paired elearning developers with humanitarian organizations that needed some elearning courses produced. Like many of you, David Anderson and I took up the challenge and volunteered to create a course for Christian Aid.
For this project, we had no budget with limited time and resources. So I thought I’d share a little about how we built the course and some of the decisions we made because they’re common to many rapid elearning courses. Check out the course we built and then look at my notes below. Click here to view the Christian Aid demo. Course Structure We only had a couple of weeks to work on the course. Information track: Some people just want information and prefer a linear flow. Essentially both tracks were the same; they just presented the information in slightly different ways, giving the learner some options and freedom in navigation.
Dry Content? Reusability & Maintenance Visual Design Ideas Clean look and feel. eLearning@HKBU. Social Media & Web 2.0 for Learning (2nd Edition) Cognitive Informatics - Interactive e-Learning Approach. Integrating multimedia content (such as simulations, 3-D and 360-degree rotation objects, virtual reality, etc.) into interactive training applications should be driven by cognitive/learning principles rather than for "audio-visual" enhancement. PNNL's cognitive approach to Instructional System Design is based on fundamental learning concepts and a technical approach that creates multimedia learning objects that have specific learning and performance objectives. These interactive learning objects support the design and implementation of scenario-based instruction. When we define learning objectives for these interaction elements, they become learning objects that: Allow learners to check their understanding Guide student practice with worked examples May be re-used in lesson quizzes and module tests Form building blocks for integrated, practical scenarios.
Distinctive features of our cognitive approach include: Aquaculturepda - Elearning. ETEC 512 | Srosso's Weblog. My Personal Learning Theory: I began this class as a Nurturer and I am happy to say that I am ending the class as a Nurturer. Nurturing allows students to succeed or fail in a non-threatening environment where expectations are high but generally achievable with effort. However, failure is part of the learning process and students should not be defeated by it. I have been greatly influenced by Bandura and Vygotsky. I am still exploring how best to teach but Bandura’s model along with Vygotsky’s ZPD will always be the cornerstone of my teaching philosophy. Clearly this learning theory model by which I define myself and on which I base my own beliefs concerning how children best learn and develop into moral members of society is the Social Cognitive Theory of Albert Bandura. A group project on Constructivism : A very worthy experience. Is learning online theoretically different, or can it be encompassed under existing theories of learning?
Crash Course - Social Media & Web 2.0 for Learning. Welcome to this ’Crash Course’ (still under construction) to get you started with social media and web 2.0 for learning and teaching. Today there are thousands of exciting learning tools to explore, but sadly most teachers do not have the time to explore all, or figure out which ones to use. This presentation and site provides all the resources shared during the 'Social Media & Web 2.0 for Learning' workshop (I facilitate), which focuses on several of the most essential learning tools that we can use to facilitate learning and build an effective personal learning environment and network. Site (Workshop) Contents So, to make it a bit more interesting this time, I have decided to share the workshop (presentation slides, resources and site) with all of you, and then hopefully get some constructive feedback, so that I can improve further.
Reaching out and making a positive difference beyond the brick walls of a class, hall and building? What do you think? Categories of eLearning.gif (866×556) Elearning_ecosystem.jpg (2133×1600) Elearning_cmap.jpg (1024×669) E-learning-final-draft1.jpg (3350×1908) Everything elearning: eLearning Categories. Categories of eLearning October 18, 2004 George Siemens Introduction One of the biggest challenges in discussing elearning arises from different understandings of the field. Most often, we attach our experiences and career to our conversations, presenting an image of elearning that reflects what we have encountered. A danger exists in discussing various segments of elearning: paying too much attention to distinctions across categories. None of the categories listed function in isolation. Courses Informal learning Blended learning Communities Knowledge management Networked learning Work-based learning (EPSS) Beyond the categories of elearning, it is important to note a few additional factors that impact the field: Ubiquitous computing Tools and Delivery for elearning This mindmap details the interrelation of categories: Courses Most discussion of elearning centres on courses.
Informal Learning Informal learning is perhaps the most dynamic and versatile aspect of learning. Blended Learning. E-learning_framework4_fs.jpg (784×870) Computvir.gif (532×402) Cognitive Informatics - e-Learning Applications. Pacific Northwest National Laboratory (PNNL) Cognitive Informatics research and development in learning and skill development includes areas of application aimed at developing technology-based solutions to facilitate learning and cognitive skill development, creating innovative approaches to interactive assessment, and supporting the development and delivery of online training. e-Learning for Security Inquiry Officials Because security threats continually change, security inquiry officials need to employ high-level cognitive skills and problem-solving.
Traditional training approaches focus on memorizing facts and procedures, which tends to produce learners who know the right answers but who do not understand the relevance of the facts or the underlying concepts required to solve new problems. In contrast, teaching by problem-solving uses real-world contexts that require the learner to actively apply knowledge.
OPSEC for Control Systems CAISI – e-Learning Application for U.S. The U.S. Training Solutions-Online. Staff page - Centre for Learning and Research in Higher Education - The University of Auckland. E-learning - elearning model framework distance education blended learning. There are numerous names for open, flexible and distributed learning activities, including E-Learning, Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training (WBT), Internet-Based Training (IBT), Distributed Learning (DL), Advanced Distributed Learning (ADL), Distance Learning, Online Learning (OL), Mobile Learning (or m-Learning) or Nomadic Learning, Remote Learning, Off-site Learning, a-Learning (anytime, anyplace, anywhere learning), etc. Design, development, implementation and evaluation of open, flexible and distributed learning systems require thoughtful analysis and investigation of how to use the attributes and resources of the Internet and digital technologies in concert with instructional design principles and issues important to various dimensions of online learning environments.
After reflecting on various factors important to open, flexible and distributed learning environments, I developed A Framework for E-learning. Everything elearning: eLearning Categories.