In June, I attended The eLearning Guild’s new FocusOn Learning Conference & Expo. There was one particular takeaway from the conference that I think we need to embrace more as an industry, a
It is important to remember (cognitive) that there are two other domains to learning and understanding. This chart helps with verbs and assessment ideas.
A guide to help write learning objectives using Bloom verbs
A list of the question types and the settings that are not compatible with Bb mobile device tests.
This is nice little tool with lots of templates for creating data in fun and interesting ways.
inue to teach after being certified. This includes providing documentation of professional development relating to online pedagogies or online technologies, adherence to the COP regarding general course operating procedures, and any and all departmental or college-wide academic requirements.
The third COP (FSW Online Course Development) outlines the process to initiate course development, including the selection of the course developer(s), and external reviewer and instructional designer who are charged with vetting the completed course before it is allowed to go “live”.
Finally, the fourth COP (TIFDOL General Course Operating Procedures) refers to guidelines for: 1) Syllabi and Attendance Verification procedures; 2) The requirement for a course introduction; 3) Course Communication and Grading timelines; and 3) Finally Grade Submission and Course Completion procedures. Some of the more notable components of these guidelines is the requirement that an online instructor must provide an introductory video or presentation outlining their expectations for their students, they must rep
Having participated in many poor training sessions in the classroom and on the computer, we recognize that it’s not the medium that causes learning. Rather it is the design of the lesson itself and the best use of instructional methods that make the difference. A learner-centered approach suggests that we design lessons that accommodate human learning processes regardless of the media involved.
The trick is to use illustrations that are congruent with the instructional message. Images added for entertainment or dramatic value not only don’t improve learning but they can actually depress learning
In five out of five studies, learning from screens that integrated words near the visuals yielded an average improvement of 68%.
Working memory is not very efficient, and can only hold seven (plus or minus two) facts or items at a time.
Cognitive psychologists have learned that working memory has two sub-storage areas — one for visual information and one for phonetic information. One way to stretch the capacity of working memory is to utilize both of these storage areas.