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| Foreword | |
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| Acknowledgments | |
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| The Business Perspective | |
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| Plain Talk | |
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| The e-Learning Myth | |
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| Who's Kidding Whom? | |
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| Entertaining Doesn't Mean Good | |
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| Effective versus Boring--Pick a Circle | |
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| This Just In: Good e-Learning Is Possible and Practical | |
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| Ineffective Training Is Costly | |
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| What You Don't Know Can Kill Your e-Learning | |
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| Unplanned On-the-Job Training: A Toxic Elixir for Poor Training | |
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| Good Training Is Possible | |
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| Where Does e-Learning Fit? | |
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| Cognitive Skills | |
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| Soft Skills | |
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| Psychomotor Skills | |
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| You Have Choices | |
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| Smart e-Learning | |
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| Partnerships | |
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| Management Participation | |
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| Subject-Matter Expert Participation | |
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| Learner Participation | |
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| How This Book Can Help | |
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| Part 1 Overview | |
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| Part 2 Overview | |
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| My Mission | |
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| Get It Here | |
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| Knowing versus Succeeding | |
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| Summary | |
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| Context--The Possibility of Success | |
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| Unrecognized Context Factors | |
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| Change Is Necessary | |
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| Prerequisites to Success | |
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| Performer Competency Is the Problem | |
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| Good Performance Is Possible | |
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| Incentives Exist for Good Performance | |
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| There Are No Penalties for Good Performance | |
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| Essential Resources for e-Learning Solutions Are Available | |
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| Why Do We Do Things That We Know Are Wrong? | |
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| How to Do the Right Thing | |
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| Design--the Means to Success | |
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| e-Learning or Bust | |
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| Quick and Easy | |
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| Learning Objects | |
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| Art or Science? | |
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| Art + Science = Creative Experiments | |
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| Problems Applying Research Results | |
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| A Pragmatic Approach | |
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| Summary | |
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| The Essence of Good Design | |
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| Design versus Technology | |
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| The Three Priorities for Training Success | |
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| Ensuring That Learners Are Highly Motivated to Learn | |
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| Guiding Learners to Appropriate Content | |
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| Providing Meaningful and Memorable Learning Experiences | |
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| e-Learning--A Tool for All Three | |
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| Primary Components of e-Learning Applications | |
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| My Guarantee | |
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| Learner Motivation | |
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| How Does Knowing about Motivation Help? | |
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| Motivation Levels Can Be Modified | |
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| It Can Go Either Way | |
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| Learner Interface | |
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| The Interface Is the Computer | |
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| The Primary Responsibilities of Learner-Interface Design | |
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| Interface Creativity in e-Learning | |
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| Don't Replicate Failures (Even If Everyone Else Does) | |
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| Importance of Good Interface Design for e-Learning | |
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| Effects of Poor Interface Design | |
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| Content Structure and Sequencing | |
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| What Is Content? | |
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| Who Cares? | |
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| Content-Centric Design | |
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| Learner-Centric Design | |
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| Content-Centric versus Learner-Centric Design Examples | |
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| Sequencing for Learning | |
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| A Simple Approach | |
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| Structuring Events | |
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| Three Pitfalls | |
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| Navigation | |
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| Instructional Interactivity | |
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| A Functional Definition | |
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| Beneficial Activities | |
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| Using It Wisely | |
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| Unique Characteristics of Interactivity | |
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| Making Good Interactivity Happen | |
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| Summary | |
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| Getting There through Successive Approximation | |
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| A Multifaceted Challenge | |
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| Constraints | |
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| Dealing with Design Challenges | |
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| Can We Learn from the Past? | |
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| Of Camels, Horses, and Committees | |
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| Persistence versus Genius | |
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| Genius versus Persistence | |
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| Is There a Viable Solution to e-Learning Development? | |
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| An Issue of Process | |
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| What Should Have Worked But Didn't: The ISD Tradition | |
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| A Fatally Flawed Process | |
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| Iterations Make Geniuses | |
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| The Gospel of Successive Approximation | |
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| No e-Learning Application Is Perfect | |
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| Functional Prototypes Are Better than Storyboards and Design Specs | |
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| Quick and Dirty Is Beautiful | |
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| It's Catching On | |
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| It's Not Catching On | |
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| Change Requires Leadership | |
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| Savvy--A Successful Program of Successive Approximation | |
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| A Savvy Start | |
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| Recent Learners as Designers | |
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| Typical Learner Testing | |
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| Breadth-over-Depth Sequencing of Design and Development Efforts | |
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| Team Consistency and Ownership | |
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| Production with Models | |
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| Summary | |
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| Design | |
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| Background | |
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| No Reason for Poor e-Learning | |
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| Buyer Beware | |
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| You Don't Have to Count on Luck | |
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| Learner Motivation | |
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| The e-Learning Equation | |
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| Motivation and Perception | |
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| Motivation and Persistence | |
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| Instructional Design Priorities | |
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| e-Learning Design Can Heighten as Well as Stifle Motivation | |
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| e-Learning Dropouts | |
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| Even Excellent Instruction Must Be Sold to the Learner | |
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| It Isn't Bad News That Motivation Is Essential | |
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| Motivation to Learn versus Motivation to Learn via e-Learning | |
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| Seven Magic Keys to Motivating e-Learning | |
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| Using the Magic Keys | |
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| Build on Anticipated Outcomes | |
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| Instructional Objectives | |
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| Lists of Objectives Are Not Motivating! | |
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| How about Better-Written Objectives? | |
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| Don't List Objectives | |
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| Put the Learner to Work | |
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| Drama | |
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| Game Quiz | |
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| Put the Learner at Risk | |
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| Problems with Risk as a Motivator | |
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| Private versus Social Learning Environments | |
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| Don't Baby Your Learners | |
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| Avoiding Risk Negatives | |
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| Example: Stacked Challenges | |
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| Repetition and Goals | |
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| Select the Right Content for Each Learner | |
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| Individualization | |
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| Examples | |
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| Put the Test First | |
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| Use an Appealing Context | |
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| The Typing Ball Syndrome | |
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| Novelty versus Reality | |
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| Context Elements to Consider | |
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| Learning Sequences and Learning Contexts | |
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| Don't Start at the Bottom of the Skills Hierarchy | |
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| Boring! | |
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| Keep Your Eye on the Target | |
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| A Great Learning Journey Starts...in the Middle! | |
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| Have the Learner Perform Multistep Tasks | |
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| Have Learners Perform Authentic Tasks | |
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| Example | |
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| Provide Intrinsic Feedback | |
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| Don't Tell Learners If They Are Right or Wrong | |
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| Example | |
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| Delay Judgment | |
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| A-ha! | |
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| Valuable U-Turns | |
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| Resist Telling Learners If They Are Right or Wrong | |
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| Example 000 | |
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| Summary | |
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| Navigation | |
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| Victim or Master? | |
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| Navigation Services | |
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| Reusable Navigation | |
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| Navigation Imperatives | |
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| Let Learners See the Boundaries of Their Universe | |
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| Let Learners See How the Contents Are Organized | |
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| Let Learners See Where They Are | |
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| Let Learners Go Forward | |
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| Let Learners Back Up | |
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| Let Learners Correct Themselves | |
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| The Imperatives | |
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| Additional Learner-Interface Ideas | |
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| Examples | |
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| WorldTutor | |
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| What's the Secret? | |
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| Hypertext | |
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| Navigational Metaphors | |
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| Some Concerns | |
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| Simplicity Is Best | |
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| Summary | |
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| Instructional Interactivity | |
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| Supernatural Powers | |
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| Natural Learning Environments | |
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| e-Learning Environments and Rehearsal | |
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| Instructional Interactivity Defined | |
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| Examples | |
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| Supervisor Effectiveness | |
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| Analysis of Example 1 | |
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| Statistical Process Control (SPC) | |
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| Analysis of Example 2 | |
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| Anatomy of Good Interactions | |
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| Context | |
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| Challenge | |
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| Activity | |
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| Feedback | |
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| Good and Bad Interactivity Components | |
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| The Elusive Essence of Good Interactivity | |
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| Interactivity's Mistaken Identities | |
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| Presentation versus Instruction | |
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| Navigation versus Interactivity | |
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| Electronic Performance Support Systems (EPSSs) versus Instructional Interactivity | |
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| Hybrid Applications: Using an EPSS for Instruction | |
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| Questioning versus Interactivity | |
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| Interactivity Paradigms That Work | |
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| Trapdoor Hints | |
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| Task Model | |
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| Drill and Practice | |
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| Problem-Solving Investigation | |
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| Discovery | |
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| Storytelling | |
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| Summary | |
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| References | |
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| Index | |
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| Credits | |
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| About the Author | |