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Designing E-Learning | |
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What is e-learning? Definition of e-learning | |
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Varieties of e-learning | |
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What is e-learning design? Start with good instructional design | |
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Apply design to all units of e-learning | |
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Design quickly and reliably | |
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Identify your underlying goal | |
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Analyze learners' needs and abilities | |
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Identify what to teach | |
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Set learning objectives | |
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Identify prerequisites | |
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Pick the approach to meet each objective | |
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Decide the teaching sequence of your objectives | |
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Create objects to accomplish objectives | |
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Create tests | |
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Select learning activities | |
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Choose media | |
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Then redesign again and again | |
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Re-design but do not repeat | |
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Not your sequential ADDIE process | |
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Make steady progress | |
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In closing | |
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Summary | |
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For more | |
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Absorb-Type Activities | |
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About Absorb activities | |
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Common types of Absorb activities | |
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When to feature Absorb activities | |
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Presentations | |
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About presentations | |
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Types of presentations | |
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Best practices for presentations | |
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Extend presentation activities | |
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Readings | |
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About reading activities | |
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Assign individual documents | |
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Create an online library | |
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Rely on Internet resources | |
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Best practices for reading activities | |
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Extend reading activities | |
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Stories by a teacher | |
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About sharing stories | |
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Tell stories that apply to learners | |
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Best practices for stories by a teacher | |
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Extend stories by a teacher | |
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Field trips | |
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About field trips | |
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Guided tours | |
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Virtual museums | |
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Best practices for field trips | |
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Extend field-trip activities | |
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In closing | |
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Summary | |
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Pick Absorb activities to accomplish objectives | |
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For more | |
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Do-Type Activities | |
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About Do activities | |
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Common types of Do activities | |
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When to feature Do activities | |
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Practice activities | |
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About practice activities | |
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Drill-and-practice activities | |
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Hands-on activities | |
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Guided-analysis activities | |
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Best practices for practice activities | |
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Extend practice activities | |
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Discovery activities | |
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About discovery activities | |
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Virtual-laboratory activities | |
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Case studies | |
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Best practices for discovery activities | |
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Extend discovery activities | |
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Games and simulations | |
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Use games as single activities | |
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Extend game activities | |
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In closing | |
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Summary | |
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Pick Do activity to accomplish learning objective | |
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For more | |
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Connect-Type Activities | |
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About Connect activities | |
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Common types of Connect activities | |
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When to feature Connect activities | |
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Ponder activities | |
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About ponder activities | |
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Rhetorical questions | |
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Meditation activities | |
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Cite-example activities | |
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Evaluation activities | |
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Summary activities | |
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Extend ponder activities | |
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Questioning activities | |
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Why use questioning activities? Encourage learners to ask the right people | |
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Encourage good questions | |
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Insist on good answers | |
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Best practices in questioning activities | |
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Mechanism for asking questions | |
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Enable questioning at the right time | |
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Assess learners and learning | |
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Extend questioning activities | |
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Stories by learners | |
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Have learners tell stories | |
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Good stories are hard to tell | |
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Evaluate storytelling fairly | |
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Best practices for storytelling activities | |
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Extend storytelling activities | |
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Job aids | |
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About job aids | |
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Glossaries | |
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Calculators | |
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E-consultants | |
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Best practices for job aids | |
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Extend job aids | |
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Research activities | |
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About research activities | |
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Scavenger hunts | |
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Guided research | |
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Best practices for research activities | |
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Extend research activities | |
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Original-work activities | |
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About original-work activities | |
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Decision activities | |
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Work-document activities | |
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Journal activities | |
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Best practices for original-work activities | |
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Extend original-work activities | |
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In closing | |
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Summary | |
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Pick Connect activities to accomplish learning objectives | |
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For more | |
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Tests | |
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Decide why you are testing | |
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When are formal tests needed? Why are you testing? What do you hope to accomplish? What do you want to measure? Measure accomplishment of objectives | |
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Select the right type of "question" | |
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Consider the type question you need | |
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Common types of test questions | |
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True/false questions | |
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Pick-one questions | |
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Pick-multiple questions | |
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Fill-in-the-blanks questions | |
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Matching-list questions | |
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Sequence-type questions | |
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Composition questions | |
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Performance questions | |
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Pick type question by type objective | |
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Write effective questions | |
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Follow the standard question format | |
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Ask questions simply and directly | |
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Make answering meaningful | |
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Challenge test-takers | |
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Combine questions effectively | |
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Ask enough questions | |
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Make sure one question does not answer another | |
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Sequence test questions effectively | |
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Vary the form of questions and answers | |
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Give significant feedback | |
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Report test scores simply | |
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Provide complete information | |
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Gently correct wrong answers | |
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Avoid wimpy feedback | |
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Give feedback at the right time | |
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Advance your testing | |
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Hint first | |
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Use advanced testing capabilities | |
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Monitor results | |
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Make tests fair to all learners | |
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Test early and often | |
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Set the right passing score | |
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Define a scale of grades | |
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Pre-test to propel learners | |
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Explain the test | |
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Prepare learners to take the test | |
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Keep learners in control | |
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Consider alternatives to formal tests | |
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Use more than formal, graded tests | |
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Help learners build portfolios | |
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Have learners collect tokens | |
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Adapt testing to social learning | |
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Adapt testing to mobile learning | |
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In closing | |
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Summary | |
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For more | |
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Topics | |
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What are topics? Topics are learning objects | |
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Examples of topics | |
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Anatomy of a topic | |
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Design the components of the topic | |
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Title the topic | |
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Introduce the topic | |
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Test learning in the topic | |
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Specify learning activities for the topic | |
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Summarize the topic | |
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Link to related material | |
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Write metadata | |
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Design components logically and economically | |
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Design reusable topics | |
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Craft recombinant building blocks | |
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Design consistent topics | |
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Avoid the "as-shown-above" syndrome | |
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Integrate foreign modules | |
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Example of a docking module | |
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What to include in a docking module | |
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In closing | |
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Summary | |
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Templates for topics | |
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For more | |
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Games And Simulations | |
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Games and simulations for learning | |
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Example of a learning game | |
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How are games, tests, and simulations related? Do you call it a game or a simulation? Demos are not true simulations | |
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How do games and simulations work? What do we mean design? Why games? What can games do for us? When to use games | |
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Types of learning games | |
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Quiz-show games | |
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Word games | |
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Jigsaw puzzles | |
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Branching scenarios | |
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Task simulations | |
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Personal-response simulations | |
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Environmental simulations | |
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Immersive role-playing games | |
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Design games for learning | |
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Design to accomplish learning objectives | |
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Express the goal as a specific task | |
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Pick the right sized game | |
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Emphasize learning, not just doing | |
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Specify challenge and motivation | |
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Manage competitiveness | |
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Provide multiple ways to learn | |
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Create a micro-world | |
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Specify the game's world | |
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Specify characters and important objects | |
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Create a storyline | |
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Create a back story | |
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Specify the game structure | |
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Assign the learner's role | |
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Make the game meaningfully realistic | |
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Specify rules of the game | |
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Design a rich, realistic environment | |
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Provide a deep, unifying challenge | |
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Define indicators of game state and feedback | |
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Specify the details | |
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Sketch out the user interface | |
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Write the words | |
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Specify the graphical style | |
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Specify other media | |
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Engage learners | |
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Hook the learner | |
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Ask learners to suspend disbelief | |
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Set the context | |
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Provide real-world prompting and support | |
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Present solvable problems | |
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Adapt to the learner's needs | |
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Challenge with time limits | |
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Let learners try multiple strategies | |
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Program variety into the game | |
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Involve the learner | |
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Teach through feedback | |
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Provide intrinsic feedback | |
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Inject educational feedback where needed | |
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Provide continual feedback | |
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But give crucial feedback immediately | |
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Confront bad behavior and choices | |
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Defer lengthy feedback | |
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Anticipate feedback (feedforward?) | |
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Enable learning through a variety of experiences | |
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Provide complete, detailed feedback | |
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Help learners correct mistakes | |
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Offer abundant practice | |
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Acknowledge achievement | |
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Progressively challenge learners | |
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Challenge learners | |
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Ratchet up the challenge | |
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Give closure between phases | |
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Control the rhythm of difficulty | |
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Require consolidating small steps | |
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Manage game complexity | |
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Beware combinatorial explosion | |
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Menu excursions | |
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Mission-sequential structure | |
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Short-leash strategy | |
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Safari structure | |
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Breakthrough structure | |
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Simplify learning the game | |
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Guide actions with instructions | |
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Explain the game clearly | |
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Start with training wheels | |
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Assist when needed | |
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Show solution after a few attempts | |
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Let learners request assistance | |
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Include pertinent hints | |
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Simplify the display for quick response | |
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Minimize distractions | |
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Accept all successful actions | |
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Design coached task simulations | |
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Plan progressive interactivity | |
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Architecture of coach-me activities | |
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Let the learner control coaching | |
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Design branching-scenario games | |
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Harvest storyline ideas | |
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Pick a situation | |
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Map objectives to scenes | |
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Derive specific objectives to teach | |
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Translate objectives to a story | |
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Specify each scene | |
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Thread together the scenes | |
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Add context-setting scenes | |
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Use games as e-learning courses | |
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In closing | |
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Summary | |
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For more | |
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Social Learning | |
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What is social learning? A definition, sort of So what? Consider the varieties of social learning | |
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What is not social learning? What is the group? How do we "design" social learning? What do we mean by design? The role of the designer | |
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Decide where and when to use social learning | |
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Make learning more reliable | |
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Make learning more enjoyable | |
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Teach difficult subjects | |
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Implement learning quickly and inexpensively | |
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Build a network to support the learning in the future | |
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What social learning requires | |
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What is required of learners | |
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What is required of the organization | |
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Patterns of interaction | |
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The elements of social learning | |
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Combine patterns for complete activities | |
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Social capabilities of software | |
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Send targeted messages | |
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Meet real-time | |
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Discuss asynchronously | |
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Broadcast sporadic messages | |
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Post message sequences | |
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Collaboratively create documents | |
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Share creations | |
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Vote and rate | |
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Filter messages | |
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Establish a point of contact | |
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Set up and administer a team or other group | |
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Facilitate rather than teach | |
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Define the duties of the facilitator | |
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Establish a code of conduct | |
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Intervene in cases of bad behavior | |
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Grade fairly in social learning | |
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Assess against objectives | |
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Use available evidence | |
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Ways to assess learners | |
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Set criteria for messages and posts | |
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Or, forego individual assessment | |
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Extend conventional activities for social learning | |
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Extend Absorb activities for social learning | |
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Extend Do activities for social learning | |
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Extend Connect activities for social learning | |
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Use proven social activities | |
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Share what you learn | |
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Back channel for presentations | |
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Brainstorming activities | |
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Team-task activities | |
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Role-playing scenarios | |
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Comparison activities | |
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Group-critique activities | |
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Encourage meaningful discussions | |
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Design discussion activities | |
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Ensure learners have necessary skills | |
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Moderate discussion activities | |
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Perform message maintenance | |
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Promote team learning | |
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Meet the requirements of a successful team | |
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Form a team from individuals | |
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Align goals of team members | |
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Learn who can do what | |
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Adopt team roles | |
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Pick a leader, at least to start | |
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Team processes | |
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Set norms of behavior | |
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Team warm-up activities | |
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Fade out support | |
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Design activities for teams | |
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Engage in open inquiry | |
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In closing | |
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Summary | |
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For more | |
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Mobile Learning | |
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What is mobile learning? Start with worthy goals | |
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Learn from the whole world | |
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Take advantage of teachable moments | |
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Teach in the context of application | |
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Teach "outdoor" subjects | |
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Make learning healthier | |
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Learn more of the time | |
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Enable virtual attendance | |
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Reduce infrastructure costs | |
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Prepare for an increasingly mobile world | |
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Adapt existing learning for mobile learners | |
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Enable participation in classroom learning | |
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Accommodate mobile learners in the virtual classroom | |
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Let mobile learners take standalone e-learning | |
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Make social learning mobile | |
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Performance support | |
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Use the capabilities of the device | |
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Design for the learner, environment, and device | |
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Design for the mobile learner | |
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Design for the environment where learning occurs | |
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Design for the mobile device | |
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Design guidelines for overcoming limitations | |
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Design for easy reading | |
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Maintain contact with learners | |
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Design for the devices learners already have | |
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Use learners' time efficiently | |
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Fit text and graphics to the display | |
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Provide low-bandwidth alternatives | |
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Design for imperfect network connections | |
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Enable "download and go" | |
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Simplify entering text | |
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Follow established user-interface guidelines | |
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Remember, paper is a mobile device | |
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Reuse existing content | |
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Real mobile learning | |
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Mobile discovery learning | |
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Distance apprenticeship program | |
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Architecture tour | |
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Inject mobile activities into other forms of learning | |
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Extend conventional activities for mobile learning | |
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Extend Absorb activities for mobile learning | |
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Extend Do activities for mobile learning | |
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Extend Connect activities for mobile learning | |
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In closing | |
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Summary | |
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For more | |
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Design for the Virtual Classroom | |
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Create a virtual classroom | |
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Why create a virtual classroom? What are Webinars and virtual-classroom courses? Decide whether you need a live meeting | |
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Select and use collaboration tools | |
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Select your collaboration tools | |
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Slide shows | |
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Breakout rooms | |
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Conduct online meetings | |
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Plan the meeting | |
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Prepare for the meeting | |
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Announce the meeting | |
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Manage the live online meeting | |
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Activate meetings | |
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Include follow-up activities | |
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Design Webinars | |
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When to use Webinars | |
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Pick activities to teach | |
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Design virtual-classroom courses | |
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Select a qualified teacher | |
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Teach the class, don't just let it happen | |
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Plan predictable learning cycles | |
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Respond to learners | |
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Provide complete instructions | |
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Simplify tasks for learners | |
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Deal with problem learners | |
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Follow up after the course | |
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In closing | |
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Summary | |
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For more | |
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Conclusion | |
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How we will learn | |
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Where we are headed | |
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How we will get there | |
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What has to happen | |
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Secrets of e-learning design | |
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Just the beginning | |
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Appendix Essentialism | |
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Essential essentialism | |
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Set up the test | |
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Supervise the test | |
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The role of test subjects | |
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The role of the expert | |
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Role of the test conductor | |
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Analyze test results | |
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Record needed learning | |
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Identify the learning approach | |
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Infer design principles | |
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Make testing better | |
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Overcome the Hawthorne effect | |
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Leave the lab-coat behind | |
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Test a twosome | |
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Provide all real resources | |
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Reassure test subjects | |
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Watch the video fully | |
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Conduct enough tests | |
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Pick valid test subjects | |
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Recap: Master the essentials of essentialism | |
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Index | |