| |
| |
| Designing e-learning | |
| |
| |
| What is e-learning? | |
| |
| |
| Definition of e-learning | |
| |
| |
| Varieties of e-learning | |
| |
| |
| What is e-learning design? | |
| |
| |
| Start with good instructional design | |
| |
| |
| Consider multiple perspectives | |
| |
| |
| Design all units of e-learning | |
| |
| |
| Design quickly and reliably | |
| |
| |
| Identify your underlying goal | |
| |
| |
| Set learning objectives | |
| |
| |
| Identify prerequisites | |
| |
| |
| Decide the teaching sequence of your objectives | |
| |
| |
| Create objects to accomplish objectives | |
| |
| |
| Create tests | |
| |
| |
| Select learning activities | |
| |
| |
| Then redesign again and again | |
| |
| |
| Re-design but do not repeat | |
| |
| |
| Not your sequential ADDIE process | |
| |
| |
| Make steady progress | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Absorb-type activities | |
| |
| |
| About absorb activities | |
| |
| |
| Common types of absorb activities | |
| |
| |
| When to feature absorb activities | |
| |
| |
| Presentations | |
| |
| |
| About presentations | |
| |
| |
| Types of presentations | |
| |
| |
| Best practices for presentations | |
| |
| |
| Sharing stories | |
| |
| |
| About sharing stories | |
| |
| |
| Tell stories to learners | |
| |
| |
| Have learners tell stories | |
| |
| |
| Best practices for story-sharing activities | |
| |
| |
| Readings | |
| |
| |
| About reading activities | |
| |
| |
| Assign individual documents | |
| |
| |
| Create an online library | |
| |
| |
| Rely on Internet resources | |
| |
| |
| Best practices for reading activities | |
| |
| |
| Field trips | |
| |
| |
| About field trips | |
| |
| |
| Guided tours | |
| |
| |
| Virtual museums | |
| |
| |
| Best practices for field trips | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Do-type activities | |
| |
| |
| About do activities | |
| |
| |
| Common types of do activities | |
| |
| |
| When to feature do activities | |
| |
| |
| Practice activities | |
| |
| |
| About practice activities | |
| |
| |
| Drill-and-practice activities | |
| |
| |
| Hands-on activities | |
| |
| |
| Guided-analysis activities | |
| |
| |
| Teamwork activities | |
| |
| |
| Best practices for practice activities | |
| |
| |
| Discovery activities | |
| |
| |
| About discovery activities | |
| |
| |
| Virtual-laboratory activities | |
| |
| |
| Case studies | |
| |
| |
| Role-playing scenarios | |
| |
| |
| Best practices for discovery activities | |
| |
| |
| Games and simulations | |
| |
| |
| About games and simulations | |
| |
| |
| Types of learning games | |
| |
| |
| Design games for learning | |
| |
| |
| Best practices for games | |
| |
| |
| Use games as e-learning courses | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Connect-type activities | |
| |
| |
| About connect activities | |
| |
| |
| Common types of connect activities | |
| |
| |
| When to feature connect activities | |
| |
| |
| Ponder activities | |
| |
| |
| About ponder activities | |
| |
| |
| Rhetorical questions | |
| |
| |
| Meditation activities | |
| |
| |
| Cite-example activities | |
| |
| |
| Evaluation activities | |
| |
| |
| Summary activities | |
| |
| |
| Brainstorming activities | |
| |
| |
| Combine ponder activities with other activities | |
| |
| |
| Job aids | |
| |
| |
| About job aids | |
| |
| |
| Glossaries | |
| |
| |
| Calculators | |
| |
| |
| E-consultants | |
| |
| |
| Best practices for job aids | |
| |
| |
| Research activities | |
| |
| |
| About research activities | |
| |
| |
| Scavenger hunts | |
| |
| |
| Guided research | |
| |
| |
| Best practices for research activities | |
| |
| |
| Original-work activities | |
| |
| |
| About original-work activities | |
| |
| |
| Decision activities | |
| |
| |
| Work-document activities | |
| |
| |
| Journal activities | |
| |
| |
| Comparison activities | |
| |
| |
| Group-critique activities | |
| |
| |
| Best practices for original-work activities | |
| |
| |
| In closing | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Tests | |
| |
| |
| Decide why you are testing | |
| |
| |
| When are formal tests needed? | |
| |
| |
| Why are you testing? | |
| |
| |
| What do you hope to accomplish? | |
| |
| |
| What do you want to measure? | |
| |
| |
| Select the right type of question | |
| |
| |
| Consider the type question you need | |
| |
| |
| Common types of test questions | |
| |
| |
| True/False questions | |
| |
| |
| Pick-one questions | |
| |
| |
| Pick-multiple questions | |
| |
| |
| Fill-in-the-blanks questions | |
| |
| |
| Matching-list questions | |
| |
| |
| Sequence-type questions | |
| |
| |
| Composition questions | |
| |
| |
| Performance questions | |
| |
| |
| Write effective questions | |
| |
| |
| Follow the standard question format | |
| |
| |
| Ask questions simply and directly | |
| |
| |
| Make answering straightforward | |
| |
| |
| Challenge test-takers | |
| |
| |
| Combine questions effectively | |
| |
| |
| Ask enough questions | |
| |
| |
| Make sure one question does not answer another | |
| |
| |
| Sequence test questions effectively | |
| |
| |
| Vary the form of questions and answers | |
| |
| |
| Give meaningful feedback | |
| |
| |
| Report test scores simply | |
| |
| |
| Provide complete information | |
| |
| |
| Gently correct wrong answers | |
| |
| |
| Avoid wimpy feedback | |
| |
| |
| Give feedback at the right time | |
| |
| |
| Perfect your testing | |
| |
| |
| Hint first | |
| |
| |
| Use advanced testing capabilities | |
| |
| |
| Monitor results | |
| |
| |
| Make tests fair to all learners | |
| |
| |
| Test early and often | |
| |
| |
| Set the right passing score | |
| |
| |
| Define a scale of grades | |
| |
| |
| Pre-test to propel learners | |
| |
| |
| Explain the test | |
| |
| |
| Prepare learners to take the test | |
| |
| |
| Keep learners in control | |
| |
| |
| Consider alternatives to formal tests | |
| |
| |
| Use more than formal, graded tests | |
| |
| |
| Help learners build portfolios | |
| |
| |
| Have learners collect tokens | |
| |
| |
| Gauge performance in live online meetings | |
| |
| |
| And in discussion-forum activities | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Topics | |
| |
| |
| What are topics? | |
| |
| |
| Examples of topics | |
| |
| |
| Anatomy of a topic | |
| |
| |
| Design the components of the topic | |
| |
| |
| Title the topic | |
| |
| |
| Introduce the topic | |
| |
| |
| Test learning for the topic | |
| |
| |
| Specify learning activities for the topic | |
| |
| |
| Summarize the topic | |
| |
| |
| Link to related material | |
| |
| |
| Write metadata | |
| |
| |
| Design reusable topics | |
| |
| |
| Craft recombinant building blocks | |
| |
| |
| Design consistent topics | |
| |
| |
| Avoid the "as-shown-above" syndrome | |
| |
| |
| Integrate foreign modules | |
| |
| |
| Example of a docking module | |
| |
| |
| What to include in a docking module | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Lessons | |
| |
| |
| Combine learning activities | |
| |
| |
| Ways of organizing lessons | |
| |
| |
| Common kinds of lessons | |
| |
| |
| Classic tutorials | |
| |
| |
| Book-like structures | |
| |
| |
| Scenario-centered lessons | |
| |
| |
| Essential-learning tutorials | |
| |
| |
| Exploratory tutorials | |
| |
| |
| Subject-specific structures | |
| |
| |
| Designing lessons as learning objects | |
| |
| |
| Lessons as objects | |
| |
| |
| When to divide a lesson into objects | |
| |
| |
| Composing lessons of objects | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Strategic decisions | |
| |
| |
| What is a course? | |
| |
| |
| Framework and content | |
| |
| |
| A hierarchy of learning objects | |
| |
| |
| Choose the kind of e-learning | |
| |
| |
| Instructor-led or learner-led? | |
| |
| |
| Synchronous or asynchronous? | |
| |
| |
| What size class? | |
| |
| |
| What devices will learners use to take e-learning? | |
| |
| |
| Where will learners take e-learning? | |
| |
| |
| Consider alternatives to pure e-learning | |
| |
| |
| Blended learning | |
| |
| |
| Embedded e-learning | |
| |
| |
| Plan for reuse | |
| |
| |
| Build from reusable parts | |
| |
| |
| Reuse in different ways | |
| |
| |
| Follow standards for reuse | |
| |
| |
| Avoid a naive view of reuse | |
| |
| |
| Follow quality standards | |
| |
| |
| Standards for quality of design | |
| |
| |
| Standards for accessibility | |
| |
| |
| Set your own technology standards | |
| |
| |
| Designate target browsers | |
| |
| |
| Specify file formats for materials | |
| |
| |
| Limit file sizes | |
| |
| |
| Title courses carefully | |
| |
| |
| In closing ... | |
| |
| |
| Summary | |
| |
| |
| For more ... | |
| |
| |
| Design for the virtual classroom | |
| |
| |
| Create a virtual classroom | |
| |
| |
| Why create a virtual classroom? | |
| |
| |
| Courses, meetings, presentations | |
| |
| |
| Select and use collaboration tools | |
| |
| |
| Select your collaboration tools | |
| |
| |
| Slide shows | |
| |
| |
| E-mail | |
| |
| |
| Discussion forums | |
| |
| |
| Chat and instant messaging | |
| |
| |
| Whiteboards | |
| |
| |
| Web tours | |
| |
| |
| Application sharing | |
| |
| |
| Polls | |
| |
| |
| Audio-conferencing | |
| |
| |
| Video-conferencing | |
| |
| |
| Breakout rooms | |
| |
| |
| Conduct online meetings | |
| |
| |
| Plan the meeting | |
| |
| |
| Prepare for the meeting | |
| |
| |
| Announce the meeting | |
| |
| |
| Manage the live portion | |
| |
| |
| Activate meetings | |
| |
| |
| Include make-up activities for missed meetings | |
| |
| |
| Guide discussion activities | |
| |
| |
| Design meaningful discussion activities | |
| |
| |
| Ensure learners have necessary skills | |
| |
| |
| Moderate discussion activities | |
| |
| |
| Perform message maintenance | |
| |
| |
| Manage virtual courses | |
| |
| |
| Select a qualified instructor | |
| |
| |
| Teach the class, don't just let it happen | |
| |
| |
| Plan predictable learning cycles | |
| |
| |
| Provide complete instructions | |
| |
| |
| Simplify tasks for learners | |
| |
| |
| Manage teams | |
| |
| |
| Deal with problem learners | |
| |
| |
| Adapt collaboration for small and asynchronous classes | |
| |
| |
| Follow up after the course | |
| |
| |
| In closing | |
| |
| |
| Summary | |
| |
| |
| For more | |
| |
| |
| Visual display | |
| |
| |
| Fundamental design decisions | |
| |
| |
| Whole screen or window? | |
| |
| |
| Full-screen course | |
| |
| |
| Course in a window | |
| |
| |
| Consider related decisions | |
| |
| |
| Number of windows | |
| |
| |
| Use separate windows sparingly | |
| |
| |
| When to display in the same window | |
| |
| |
| When to display a new window | |
| |
| |
| Window characteristics | |
| |
| |
| Window size | |
| |
| |
| Window shape | |
| |
| |
| Scrolling or non-scrolling display | |
| |
| |
| Fixed or variable-sized display | |
| |
| |
| Legibility | |
| |
| |
| Keep text legible | |
| |
| |
| Ensure foreground-background contrast | |
| |
| |
| Layout | |
| |
| |
| Zone the display | |
| |
| |
| Define a flexible scheme | |
| |
| |
| Focus attention on content | |
| |
| |
| Unity | |
| |
| |
| Case study in unity | |
| |
| |
| Design emblems and theme graphics | |
| |
| |
| In closing | |
| |
| |
| Summary | |
| |
| |
| For more | |
| |
| |
| Navigation | |
| |
| |
| How should learners navigate? | |
| |
| |
| Overcome the one-path-for-all syndrome | |
| |
| |
| Sparse or rich navigation? | |
| |
| |
| Navigation mechanisms | |
| |
| |
| Paging | |
| |
| |
| Menus | |
| |
| |
| Indexes | |
| |
| |
| Maps | |
| |
| |
| Search facilities | |
| |
| |
| Hypertext links | |
| |
| |
| Autoscanning | |
| |
| |
| Location indicators | |
| |
| |
| Bookmarks | |
| |
| |
| Balance navigation mechanisms | |
| |
| |
| Implement navigation mechanisms | |
| |
| |
| Let your LMS/LCMS provide a framework | |
| |
| |
| Use your authoring tool for standard features | |
| |
| |
| Hand-build custom navigation | |
| |
| |
| Best practices for navigation | |
| |
| |
| Make navigation predictable | |
| |
| |
| Provide intra-topic navigation | |
| |
| |
| Design pathways for efficient learning | |
| |
| |
| Shorten pathways | |
| |
| |
| In closing | |
| |
| |
| Summary | |
| |
| |
| For more | |
| |
| |
| Conclusion | |
| |
| |
| The new model of learning | |
| |
| |
| The publishing model is our past | |
| |
| |
| The catalyst model is our future | |
| |
| |
| How we will learn | |
| |
| |
| Just the beginning | |
| |
| |
| Index | |