Today<br />Instructional design tips<br />Simple software<br />Three online games<br />Topic 1 of your course<br />
An argument for story telling<br />“Learning objectives are wimpy<br />A typical learning objective focuses on what each person supposedly needs to know, ignoring whether this knowledge will actually lead to useful action.<br />Instead, to create elearning that changes real-world behaviour, we have to first identify what people need to do, and only then decide if there’s anything that they need to know. <br />Identify the action, then the knowledge”(Source: Cathy Moore http://blog.cathy-moore.com/)<br />
E-learning samples<br />Crime scene game (web pages and hyperlinks)<br />Laptop ports (images and hotspots – ARED/Captivate)<br />Aids at 25 (text, images, hyperlinks)<br />Choose a different ending (Youtube video + annotation)(How to annotate a Youtube video)<br />Source: http://blog.cathy-moore.com/<br />
ARED<br />Hotspots – OHS example<br />Hotspots – introduce yourself example<br />ARED User guide<br />(Source: Australian Flexible Learning Framework)<br />
Three Online Games<br />Courtsey of Thiagi.com and G. Salmon <br />
101 Tipsa game to encourage collaboration<br />Create a discussion<br />Instructions include:<br />The name of the game – 101 tips for .......<br />What to do – “contribute 5 tips about topic 1.....<br />Deadline for contribution<br />What’s in it for the learner – peer learning/collaboration<br />What to do with the tips<br />Facilitator categorises tips and adds them to a wiki page<br />Participants can copy and paste at the end if they wish or you can provide as a PDF.<br />Repeat activity with another topic or aspect of the topic<br />(Source: SivasailamThiagarajan http://www.thiagi.com/email-101tips.html)<br />
Depolarizera game to improve awareness about differing perspectives<br />Round 1:<br />Pick a topic about which there will be differing opinions<br />Create a scale e.g. 1 = Very pessimistic – 9 = very optimistic<br />Participants position themselves on the scale and explain their position<br />Facilitator averages the responses.<br />Round 2:<br />Participants are asked to predict the average response<br />
Depolarizer 2<br />Round 3:<br />Winner announced<br />Participants are asked to role play a position on the scale e.g. 1=very pessimistic, 9 = very optimistic, and make three statements about the topic from the perspective of their role<br />Facilitator provides a web page with the role-played statements divided by very pessimistic and very optimistic<br />Round 4:<br />Participants review the webpage and state their current position on the topic e.g. The number 1-9<br />Facilitator calculates the average response<br />Round 5:<br />Participants predict the new average position on the topic<br />Facilitator announces the winner<br /> (Source: http://www.thiagi.com/email-depolarizer.html)<br />
C3POa game to encourage collaborative problem solving<br />Set the open-ended challenge e..g how do you improve/increase ...............<br />Participants provide 3 ideas each – they do not see each others ideas until they have posted (poll)<br />Participants develop a personal priority list based on the pool of ideas (pool)<br />Participants predict what they see as an actual priority list based on the group responses – leads to outcome<br />(G. Salmon, 2002. E-tivities. The key to active online learning. RoutledgeFalmer, pp132-135.)<br />
Half-lifea game to identify and synthesise a concept<br />Pose a question about the concept/topic<br />Round 1: Participants write their response/understanding in a specified number of words e.g. 50 words<br />Round 2: Participants read the responses, reconsider their thinking and respond to the same question in half the words<br />Round 3: Repeat and respond in half the words<br /> (G. Salmon, 2002. E-tivities. The key to active online learning. RoutledgeFalmer, pp132-135.)<br />
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