From Lecture to Module Devon Mordell RIVET (Learning Technologies Division of FHS)

Elements of an e-Learning Module ContentDelivery + YOUME (and you too)

What we’ll look at today: Understanding the difference between lecture capture and e-learning modules The e-learning module building process Considerations when authoring an e- learning module Strategies for engaging e-learners

e-Learning Module ≠ You What can a module do that you can’t? More importantly, what can you do that a module can’t?

An Important Distinction: (an engaging) e-Learning Module Lecture Capture VS E.G.

The e-Learning Cycle Typical process in creating an e-learning module: Design Develop Deliver Evaluate DELIVERY Consider module support Instruction for use DESIGN Define learning goals Understand your audience Pool strategies Storyboard Diagram adapted from New Hampshire College DEVELOP Establish a workflow and a timeline Create content in collaboration with regular contact Pilot and refine EVALUATE Get feedback from students about usability Evaluate student performance

The e-Learning Module

PowerPoint… (…the unfortunate cornerstone of e-Learning) It’s unimaginatively linear easily misused But…

PowerPoint is here to stay (for now) Many e-learning software applications use PowerPoint as a departure point And, it’s: familiar to students and faculty a good tool for storyboarding

Learner Engagement How will you engage your learner? What engages you?

Learner Engagement Narrative: Real-life events relevant to content Scenarios Overarching storyline Use a personal tone

Learner Engagement Multimedia elements: Images Sound Video Animations Simulations

Learner Engagement Questions: Open-ended questions Teaching questions Retention check (e.g. quizzes) Immediate feedback

Learner Engagement Navigation: Opportunities for self-directed learning Non-linear navigation (as appropriate) Choice

Learner Engagement Activities: Puzzles (for lack of a better word…) Games Practical hands-on exercises (PubMed search, e.g.) Others?

Be realistic about attention spans As a guideline… Max length of module: 15 to 20 mins Tip: consider a series of mini-modules to keep things short and sweet Minutes between activity: 2 to 5 mins Tip: poll students post-module to evaluate pace

Learning Cues How will you emphasize what’s important? Verbal cues (in narration) Visual cues Activity cues Also: repetition of elements or summaries

Considerations…

Learner Expectations Mid to high production values Good quality audio (!) Free of errors (technical, spelling, etc.) Ease of use Learning will occur What do you expect from an e-Learning Module?

Accessibility in e-Learning Modules For people with visual impairments or learning disabilities, include captions: Built-in captions – transcribe lecture, or create a script beforehand Include a plain text file for screen readers

Accessibility in e-Learning Modules Colour-blindness simulator: or (checks websites as well) OriginalSimulated ProtanopiaSimulated Tritanopia

Cognitive Load Strike a balance: Content: Information Multimedia Activities LowHigh LowHigh LowHigh Engaging Bo-ring Overwhelming

Copyright Permissions In Canadian copyright, the ‘blackboard exception’ does not cover e-Learning modules. get permission or create your own media

Where does a module fit? Once again, module ≠ you ultimately one way, transmission of data frees class time for questions, interacting with peers, or hands-on skills so, what kind of content is suited to modules?

The Evidence…

How effective is e-learning? Servais et al. (2006) graphically rich surgical case correct answer with feedback immediately provided 24.8 % improvement on pre-test and post-test scores 87% rating by students as above average or excellent

How effective is e-learning? Kronz et al. (2000) images with text describing Gleason grading system Testing pathologists’ ability to diagnose prostate carcinoma using Gleason 6 – 25.3% (11.9% average) increase in assigning correct score to image lower pre-tutorial scores showed the greatest improvement

What about the evidence? The caveat: Often tests learners’ perceptions of the modules, not necessarily learning Difficult to extrapolate (variability of instructional design is high) Rapid changes in the e-learning industry means research tends to lag