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Christy Tucker's Library tagged → View Popular, Search in Google
Research on the effectiveness of concept mapping, answering retrieval questions, and reading in multiple sessions. I like the presentation of this in a scenario where you are asked to predict the results of research rather than simply summarizing the study.
Karl Kapp responds to Ruth Clark's claim that "games don't teach" and Richard Clark's claim that no research supports gaming with a review of the research and what it actually does and doesn't tell us.
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Instructional games seem to foster higher-order thinking such as planning and reasoning more than factual or verbal knowledge.
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Specifically, learning from simulation games was maximized when trainees actively rather than passively learned work-related competencies during game play, trainees could choose to play as many times as desired, and simulation games were embedded in an instructional program rather than serving as stand-alone instruction.
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Guy Wallace makes some ad hominem attacks against me for my criticism of Ruth Clark's claim that "games don't teach" (although he doesn't mention me by name or link to me, it's pretty clear that he is talking about my post). Once you get past the part where he says that Clark has made so many contributions to the field that it's not fair to attack her, especially if you're someone like me who isn't a "star," there are some valid points. He's correct that "popularity is not evidence" and that games can be more expensive than other solutions that might be just as effective.
This is screenshots of storyboards, rather than links to actual templates, but good inspiration for different ways to lay out a storyboard and examples of what to include.
Ruth Clark claims that "games don't teach," an obviously false statement. She has some legitimate points about matching the game design to the learning outcomes, but her claim that no research supports using games for anything other than "drill and practice" type activities is clearly incorrect. She makes this claim without addressing any work by Squire, Aldrich, etc., so it appears she didn't do a literature review prior to writing.
She cites one study with two games that were less effective at helping learners remember, and she believes that discounts the dozens of other studies on the topic. First, maybe those games were poorly designed. Second, if you're just measuring "transfer and retention" rather than application, I wouldn't be surprised that a game didn't do as well. Games are often better at moving from recall to application--but of course, she didn't measure application.
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The goal of the research was to compare learning efficiency and effectiveness from a narrative game to a slide presentation of the content. Students who played the Crystal Island game learned less and rated the lesson more difficult than students who viewed a slide presentation without any game narrative or hands on activities. Results were similar with the Cache 17 game. The authors conclude that their findings “show that the two well-designed narrative discovery games…were less effective than corresponding slideshows in promoting learning outcomes based on transfer and retention of the games’ academic content” (p. 246).
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Often the features of a game are at counter-purposes to the learning objectives. For example, many games incorporate an onscreen clock requiring the learner to achieve the goal in seconds or minutes. For learning outcomes that are based on understanding and critical thinking, games with time goals that reinforce fast responses are a poor match.
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Podcast comparing Articulate Storyline with Articulate Studio, Captivate, and Lectora in multiple categories, explaining the advantages and drawbacks of each.
Ideas for better feedback than the generic "correct" and "incorrect" used too often in e-learning. Consequences in a simulation are a form a feedback. So is branching in a scenario.
ActivePresenter is a screencast/simulation tool with some similar features to Captivate. The free version can do screencasts and export them to WMV, but not simulations in Flash. You can add captions and zoom and pan even with the free version.
Checklist for e-learning design and development, with points in many categories: instructional design, technical issues, accessibility, assessment, navigation, design, videos & animation, audio, graphics, text, fonts, testing (QA). This would be a nice starting point for customizing a checklist for a specific organization, tweaking it for particular needs.
Questions to ask during the needs analysis phase, in three categories: learning, learners, and logistics. Some additional questions are in the comments, including some good questions about consequences for performance (very helpful, especially for developing scenarios).
According to this survey, rethinking pedagogy for online takes longer than learning technology. Developing online courses does take longer, especially the first time, but as faculty gain experience, they become more efficient.
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In Freeman’s research, it appears that it takes an instructor a little longer to figure out what they want to do with the course pedagogically than to become comfortable with the technology.
“That’s one of the biggest things, that the technological learning curve is shorter than the pedagogical learning curve,” Freeman says. “The technology’s not the problem. It’s not what’s making people take longer when they teach.”
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Freeman was able to demonstrate that, once past the first online course, there is a significant reduction of instructor time. This leads him to believe that much of the complaint of excessive time consumption probably comes from the first-time experience.
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Recap of two LSCON presentations, one on scenario-based learning and the other on limiting choices to avoid choice overload
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- The tasks that you need to be able to perform
- The procedures you need to know
- The tools that you have to use
- The knowledge you need to have
- The performance you have to deliver
One of the practical things I took from this session is that she writes the scenario’s out divided in 5 elements:
A very helpful scheme to use when you set up a scenario based learning experience. She starts out with a global storyline and character description, than she defines a sequence of events that contain a number of action points. She divides the scenario into smaller parts each containing a few action points. She only scores on action points and on good choice.
Video on the experience of online teaching by the "online teacher of the year" who teaches HS English in a virtual academy
Matrix of Moodle 2 tools and their capabilities, updated from the version for Moodle 1
Quick comparison of when to use discussion forums, blogs/journals, and wikis for assignments,
Ning community for online faculty, with lots of resources for effective practices available even to non-members. Includes information on SUNY/SLN's faculty development process
Checklist from SUNY for interaction and assessment for online courses.
Process to guide faculty in converting courses to online, with readings, checklists, examples, and other resources from SUNY
Activity ideas for virtual instructor-led training
Summary of the salary report (salaries declined slightly) and a calculator where you can enter variables and see a baseline salary.
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