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.
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.
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.
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.
Quick comparison of when to use discussion forums, blogs/journals, and wikis for assignments,
A number of resources and posts related to the March 1, 2012 Learning Styles Awareness Day
Summary of the salary report (salaries declined slightly) and a calculator where you can enter variables and see a baseline salary.
Interview with Janet Clarey responding to an article claiming you shouldn't even bother trying to do new hire orientation training virtually. As expected, Janet provides a thoughtful rebuttal, explaining that the problem with bad virtual training is that it's poorly designed, not that the technology is failing.
A physics professor at Harvard discusses the improvements to learning results when he stopped lecturing and started using small group discussions and peer learning. He's using a more engaging and interactive way to teach even though he has large classes with 100+ students.
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At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.
This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.
"What we found over now close to 20 years of using this approach is that the learning gains at the end of the semester nearly triple," he says.
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Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.
"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."
Students in David Wiley's Project Management class remixed a textbook with an open license to customize it for instructional designers. They added new examples, photos, video interviews, and assessments. See the blog post for information on the project: http://opencontent.org/blog/archives/2119
Collection of posts and articles about learning objectives and Bloom's Taxonomy
Interesting and thoughtful response to the eLearn Magazine article "Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners" by Guy Wallace. Donald ultimately agrees with the idea that instructional designers don't need to spend their time worrying about learning styles, but people who work with individual learners may find them valuable.
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That is, when you analyze a group, the findings often suggest that learning styles are relative unimportant, however, when you look at an individual, then the learning style often distinguishes itself as a key component of being able to learn or not.
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Thus the main take-away that I get from the paper if that if you are an instructor, manager, etc. who has to help the individual learners, then learning styles make sense. On the other hand, if you are an instructional designer or someone who directs her or his efforts at the group, then learning styles are probably not that important.
Practical ideas for adding a little stock music to e-learning. It's probably not a good idea to add it behind narration, but a little bit of music might be beneficial in some situations. It can reinforce or shape the emotional feel of a moment in learning.
Tool for curating existing resources in a gamified learning experience. Lets learners explore resources at their own pace but with some structure from levels, badges, etc. Learners can comment on resources and discuss with each other. The free edition doesn't allow uploads, but you can link to content elsewhere online. The teacher edition has limited uploading but is still free for teachers. The corporate version is has more features but is costly.
Ethan Edwards recaps a webinar he gave on "The 5 Most Important Analysis Questions You'll Ever Ask." Suggestions on how to get what you need from SMEs
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- What do you expect learners to be able to DO after completing the course that they can’t do now?
- What are the consequences TO THE LEARNER if the learner fails to master the intended outcomes?
- Can you show me an active demonstration, a detailed simulation, or provide an opportunity to directly observe the desired performance?
- What specific performance mistakes do new learners regularly make?
- What tools, resources, job aids, or help do successful performers (or even experts) use to do these tasks?
Questions:
Multiple sites for generating names for scenarios
Comments from a number of experts dismissing learning styles, plus discussion on why we still talk about learning styles even though the research doesn't support it
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