Creating e-Learning That Makes a Difference
•
33 recomendaciones•5,228 vistas
In this webinar, Ethan Edwards covers the concept of instructional interactivity, and demonstrates how it can transform the learning experience for learners working independently through an e-learning program. Get specific real-world examples that give meaning to the four essential components of instructional interactivity, CCAF, which include: Context, Challenge, Activity, and Feedback. Objectives: • the value of true instructional interactivity for creating engaging, effective e-learning • the four essential design components of instructional interactivity which include: Context, Challenge, Activity, Feedback • to design engaging contexts, motivating challenges, appropriate activities, and instructional feedback into interactive design • the critical elements of any authoring tool used to create instructional interactivity
Recomendados
Recomendados
Más contenido relacionado
Último
Último (20)
Destacado
Destacado (20)
Creating e-Learning That Makes a Difference
- 2. Carrie Zens Brittany Laeger #customelearning
- 3. Creating e-Learning That Makes a Difference Webinar ID: 791-789-576 #customelearning
- 5. #customelearning #customelearning
- 7. Ethan Edwards chief instructional strategist #customelearning
- 8. •Explore Instructional Interactivity •Look at several actual examples •Discuss challenges in designing and creating Instructional Interactivity #customelearning
- 10. •Performance Change •Lasting •Beneficial #customelearning
- 11. #customelearning
- 12. •Learners don’t read extended text very effectively online #customelearning
- 13. •Learners don’t read extended text very effectively online •Learners’ top priority is often just to get finished #customelearning
- 14. •Learners don’t read extended text very effectively online •Learners’ top priority is often just to get finished •Testing questions are not a particularly effective teaching tool #customelearning
- 15. •Learners don’t read extended text very effectively online •Learners’ top priority is often just to get finished •Testing questions are not a particularly effective teaching tool •Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
- 16. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information. •Learners’ top priority is often just to get finished •Testing questions are not a particularly effective teaching tool •Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
- 17. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information. •Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route. •Testing questions are not a particularly effective teaching tool •Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
- 18. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information. •Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route. •Testing questions are not a particularly effective teaching tool Pose challenges to encourage exploration (and encourage mistakes) to build knowledge. •Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
- 19. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information. •Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route. •Testing questions are not a particularly effective teaching tool Pose challenges to encourage exploration (and encourage mistakes) to build knowledge. •Mindless arbitrary actions (press a,b,c,d) become meaningless Actions need to have real-world significance #customelearning
- 20. interactivity that actively engages the learners mind to do those things that improve ability and readiness to perform effectively. #customelearning
- 21. Training for safe rail crossings for truck drivers: #customelearning
- 22. When approaching a rail crossing, which is NOT one of the six steps in safe rail crossings? a. Slow down b. Roll down windows c. Look both ways d. Obey controls and signage e. Turn on headlights #customelearning
- 23. Drag each sign to its meaning. Crossing to Rail crossing left Stop at track Tracks ahead #customelearning
- 24. #customelearning
- 25. #customelearning
- 26. You can try this lesson for yourself. Follow the link at alleninteractions.com or at Operation Lifesaver’s website: oli.org. #customelearning
- 27. #customelearning
- 28. Less Effective Contexts: Generic Academic (Book, lessons) e-Learning defined Corporate Better Contexts: Specific Visual Related to application Tap into emotions Personal #customelearning
- 29. Less Effective Challenges: Passing Score Compliance False Games Tricky Wording Better Challenges: Purpose Progressive difficulty Real-life Multi-step #customelearning
- 30. Less Effective Actions: Rooted in mechanics Meaningless Accomplished thoughtlessly Unobservable Better Actions: Require effort Suggest application Elicit meaningful behaviors Direct manipulation #customelearning
- 31. Less Effective Feedback: Focused only on judgment Immediate judgment Generic Falsely encouraging Better Feedback: Intrinsic Delayed judgment Content-rich Honest #customelearning
- 32. 1. Designing for interactivity 2. Building interactivity #customelearning
- 33. #customelearning
- 34. #customelearning
- 35. •Tools •Design approach •Expectations #customelearning
- 36. Tools •Most tools structured around a Tell-then-Test approach •Tools have sacrificed utility for simplicity •Start from ill-thought out content sources (classroom PowerPoints) •Supported actions are generally meaningless •Template-based approaches ignore context #customelearning
- 37. Tools •Most tools structured around a Tell-then-Test approach •Tools have sacrificed utility for simplicity •Start from ill-thought out content sources (classroom PowerPoints) •Supported actions are generally meaningless •Template-based approaches ignore context #customelearning
- 38. Design Approach •Storyboards do not represent interactivity well •Classic ADDIE does not support exploration in design •e-Learning viewed as “amnesty” pill •Generally forces content into pre-existing designs •Experimentation rarely happens #customelearning
- 39. Expectations •Unreasonable rapid e-learning expectations •Developing e-learning requires no special skills •Failure to account for the role of the instructor in training •Interactivity assumed to always be costly #customelearning
- 40. #customelearning
- 41. White Paper: Creating e-Learning That Makes a Difference alleninteractions.com #customelearning
- 42. e-Learning Demos & Case Studies alleninteractions.com #customelearning
- 43. ASTD e-Learning Instructional Design Certificate Programs alleninteractions.com | astd.org #customelearning
- 44. Michael Allen’s Books alleninteractions.com #customelearning
- 45. Email: eedwards@alleninteractions.com Ethan blogs at: info.alleninteractions.com #customelearning
- 46. #customelearning