1. E-learning guidelines

2. Growth of Digital Learning
Classroom
Technology
Over the past decade, technology-supported training has grown from 10% to close to 40%. Ask learners what percentages they see in their organization.
ATD: 2015 Report

3. Face-to-Face vs. Electronic Distance Learning
Effect sizes explained in Chapter 3. For now, state that effect size of 0 indicates no practical importance and use histogram to illustrate that most comparisons are in the close to 0 range but there are outliers on both sides.

4. Misconception- Asynchronous not acceptable
Content + Media Elements + Methods
Instructor-led
Same time
Anywhere
When recorded = asynchronous
Discuss differences between asynchronous and synchronous e-learning. Ask for experiences with synchronous e-learning.

5. E-learning problem
They are properly designed in terms of graphic design, typography, and grammar. But they are boring.
Boring e-instruction
Minimal funding
Lack of Results

6. E-learning problem Doing something is better than nothing
Nobody checks = (bonk 2002) 60% of e-learning programs are not formally evaluated

7. E-learning myths Everyone knows boring is bad. Why?
Bad isn’t acceptable, but boring is.
E-learning is boring by nature

8. Myths It could be boring but effective.
Boring and effective are mutually exclusive in learning.

9. Myths The absence of complaints is a win
Entertainment = students’ satisfaction
Entertaining doesn’t mean good instruction
They enjoy lots of laughs and take home little-known facts

10. Why good e-learning costs less
Shorter learning time = less time away from productive work.?
Adapts to learner needs = no waiting for fast learners (back to work) ?
Ensures learning = No sliding by- You have to answer to go to the next question ?

11. Why good e-learning costs less
Provides consistent quality = all sections equal quality
Allows instant update = not the same old things
Is available 24/7/365 = No need to wait for the next workshop/training course

12. Why good e-learning costs less
Is patient, and treats all learners objectively and fairly = Blind to racial , cultural, and sexual differences (flourishing hidden talents)
Easily provides data = Easy & fast program evaluation

13. Why good e-learning costs less
Low cost delivery = fewer travel, fewer instructors, automated administration, no classroom supplies
Allows options = Not all students have to take the same road. (sequential/learner control - Audio/video)

14. Applications of e-learning
Cognitive skills
Soft skills
Psycho motor skills

15. Primary components of e-learning
Learner motivation
Learner interface
Content structure
Navigation
Interactivity

16. Motivation
With no fuel, it doesn’t matter how well your car designed, nor how spacious is the trunk.
The more motivated to learn, the stronger the focus and the greater the readiness to do what’s necessary to accomplish the task.

17. Learner Interface Going to start to shutdown your computer.
Moving your disk to trash can to eject it.

18. Bed Interface http://www.baddesigns.com
navigation.html
bad-interface-design/
design-trends-you-need-to-know-about/
web.com/articles/user_interface_design_taking_the_good_with_the_bad/

19. Learner Interface
When the consistency of conventions is broken, even a single one, learners become uncertain about whether other conventions are also inconsistent.
Therefore, even a single interface error (e.g, a wrong link) may lead to widespread user anxiety and discomfort.

20. The primary roles of interface design
1- Minimize memory burden. Learner interfaces should be meaningful without having to memorize symbols, terminology, and procedure.
Example, use a magnifier to represent zoom in/out
We are not interested in teaching learners to remember the details of the e-learning interface

21. The primary roles of interface design
2 Minimize errors. Good interfaces provide strong cues that help prevent errors. 3 Minimize effort. Ideally, learners can perform each function with a single command (click). 4 Promote unused features. Hidden features obviously increase the memory burden but it isn’t always possible to keep all features visible.

22. Effects of poor interface design
Repeatedly distract the user’s attention
Make text difficult to read and graphics ineffective
Cause branching to the wrong information or exercises
Confuse learners about their progress and their location within the application
Make useful activities too bothersome to complete

23. Effects of poor interface design
Obscure access to needed information
Make comparisons difficult
Slow interactions
Debilitate feedback <vs constructive feedback>

24. Content Structure Which one? Content-centric design
Learner-centric design

25. Content-Centric If learners only need dissemination of information
Learners are highly motivated
The information is readily understood
Skills can be learned without guidance
Each step can be prompted and guided as it is performed.

26. Learner-Centric Design
Mystery novels vs. textbooks. Which one more easily attracts readers? (Mesopotamia video)
Learner-centric designs focus on creating events that continuously intrigue learners as the content unfolds (successive approximation)

27. Magic keys

28. 1-Build on anticipated outcomes
Help learners see how their involvement in the e- learning will produce outcomes they care about.
Don’t list objectives- Why?
Instead put the learner to work (they will realized the objectives)

29. 2- Put the learner at risk
If learners have something to lose, they pay attention.
Don’t baby your learners- let them make mistakes don’t worry about ratings.

30. 3- Select the right content for each learner
If it’s meaningless or learners already know it (not enjoyable)

31. What’s interesting?
Learning how your knowledge can be put to new and valuable uses. (Absolute value inequalities)
Understanding something that has always been puzzling
Discovering talents and capabilities you didn’t know you had.

32. Start with test
Isn’t unfair to ask learners to do a task for which you haven’t prepare them?

33. 4- Use appealing context
Novelty, suspense, fascinating graphics, humor, sound, music, animation- all draw learners in when it is done well.

34. Don’t start from the bottom of the skills hierarchy
Sometimes it starts at the end.

35. 5- Have the learner perform multiple tasks
Having people attempt real (authentic) tasks is much more interesting than having them repeat or mimic one step at a time.
Instead of teaching +-*/ repeatedly give then an authentic multi-steps task

36. 6- Provide intrinsic feedback
Let learners see for themselves whether or not their answer (performance) works as well as it needs to.
Seeing the positive consequences of good performance in better feedback than being told, “yes, that was good”

37. 7- Delay judgment
If learners have to wait for confirmation, they will typically reevaluate their answers for themselves.
Sometime it’s appropriate to give immediate feedback, but often it isn’t.
A good mentor allows learners to make mistakes and then helps them understand why the mistakes occurred and also their consequences

38. Navigation (unlike a textbook)
We can’t see all the content of an instructional application on the screen at one time
You cannot assess e-learning so quickly
You cannot say if they’re small, medium, or large, well illustrated, highly interactive, truly individualized.

39. Navigation services Overall the ability to Back up and review
Back up and try different answers or options
Skip ahead, preview, and return
Bookmark and return to points of interest or concern
Call up services such as glossaries or examples
Restart and resume where you left off

40. Interactivity
Actively stimulates the learner’s mind to do things that improve ability and readiness to perform effectively

41. Interactivity is not the same as
Navigation
Buttons
Scrolling
Browsing
Info retrieval
Paging
Morhping
Video
Animation

42. A mini course on Instructional Design
Download
entations/allen/EAP.zip
Open & go through the tutorial
Lifescape_vB.exe
Lifescape_vA.exe