E learning efficiency slide_presentation_webversion_august2010


Published on

This presentation outlines 9 research-based techniques for helping learners "get it in, get it integrated, and get it back out for use in their jobs."

Published in: Design
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

E learning efficiency slide_presentation_webversion_august2010

  1. 1. CIASTD Presentation<br />The e-Learning Balancing Act: Good ID vs Efficient Development<br />Presented by Bottom-Line Performance, Inc<br />1<br />
  2. 2. From presentation made by Anders Gronstedt, The Grondstedt Group<br />CIASTD Presentation<br />2<br />
  3. 3. CIASTD Presentation<br />Who are you?<br />One-person shop who designs and develops e-Learning?<br />Part of a team where responsibilities are divvied up between IDers and developer/programmers?<br />Managers responsible for e-learning and/or other kinds of training?<br />Learners who have participated in e-learning?<br />Novice – just trying to learn everything?<br />3<br />
  4. 4. CIASTD Presentation<br />What you should leave with today:<br />Clarity on cognitive learning theory and how it should affect decisions you make about e-learning design. <br />A list of efficient, research-based ways to help learners “Get it in. Get it integrated. Get it back out on the job.”<br />Tips for how to balance good ID against the ever-present goal to do it faster and cheaper – what you need to start, stop, or continue with your e-learning efforts.<br />p. 2 handout<br />4<br />
  5. 5. CIASTD Presentation<br />What’s true for you?<br />p. 3 handout<br />5<br />
  6. 6. CIASTD Presentation<br />What’s true for you?<br />Pick ONE of the statements that sparks greatest curiosity/interest in you.<br />Share the statement – along with why it intrigues you – with table group.<br />As a TABLE, agree on one statement you want to learn more about.<br />Select spokesperson to share table’s choice.<br />6<br />
  7. 7. CIASTD Presentation<br />Okay – What’s Cognitive Learning Theory?<br />Effective instruction manages cognitive load…and avoids OVERLOAD<br />I can only handle so much!!!!<br />p. 4 handout<br />7<br />
  8. 8. CIASTD Presentation<br />These guys are taking an e-course<br />8<br />
  9. 9. CIASTD Presentation<br />Here’s what’s happening<br />Step 3. Working memory tries to integrate new info with what’s stored. <br />Encoding<br />Product A is better than Product B…<br />Step 2. Information travels to working memory. “Schema” presented as part of instruction HUGE in whether we move onto Step 3.<br />Step 1. Information enters eyes and ears. It’s briefly stored in visual and auditory sensory memory.<br />9<br />
  10. 10. CIASTD Presentation<br />Role of metacognition <br /><ul><li>“Metacognition” refers to thinking skills – ability to set learning goals, plan our learning, and monitor our own learning.
  11. 11. It hugely influences how easily we learn.</li></ul>Encoding<br />Product A is better tha nProduct B…<br />10<br />
  12. 12. CIASTD Presentation<br />Retrieval<br />Later….back on the job<br />Step 4. Learner attempts to retrieve information from long-term memory into working memory…if he recognizes job cues that call for information to be used.<br />11<br />
  13. 13. CIASTD Presentation<br />Learning Efficiency<br />What’s it got to do with e-learning?<br />We actually DEPRESS learning when we ignore principles related to cognitive learning theory.<br />Learning Efficiency<br />We can INCREASE learning efficiency if we incorporate principles that avoid cognitive overload and leverage things that enhance encoding and retrieval. <br />12<br />
  14. 14. CIASTD Presentation<br />9 Principles to Enhance Learning Efficiency<br />pp.5-8 handout<br />6 principles to enhance presentation of content<br />3 principles related to practice/feedback<br />13<br />
  15. 15. CIASTD Presentation<br />1. Use both words and visuals<br />This example is a graphical organizer of a process…simple, but more useful that four bullet points.<br />Use BOTH words and images…but don’t just “decorate” a page.<br />Words<br />The four-part risk management process is blah, blah, blah, yada, yada, yada.<br />+<br />Pictures<br />14<br />
  16. 16. CIASTD Presentation<br />Example 2: Illustrating a concept<br />How do you illustrate “stress?”<br />15<br />
  17. 17. CIASTD Presentation<br />Example 2: Illustrating a concept<br />How do you illustrate “stress?”<br />16<br />
  18. 18. CIASTD Presentation<br />2. Integrate the text with the visual<br />I see a picture up here…and further down I get a list of parts with no linkage to photo.<br />This diagram is not referred to in text below.<br />These aren’t shown!<br />17<br />
  19. 19. CIASTD Presentation<br />A good example – multimedia and contiguity<br />18<br />
  20. 20. Another good example<br />CIASTD Presentation<br />19<br />
  21. 21. What about this one?<br />Page 6 of handouts<br />CIASTD Presentation<br />20<br />
  22. 22. CIASTD Presentation<br />3. Use audio to explain graphics<br />It’s more efficient (less of a cognitive load) for people to hear a narrator describe a graphic than it is to have to study the graphic and read accompanying text.<br />Watch – and listen - to this FABULOUS vodcast from Common Craft, a Seattle-based company that does vodcasts<br />21<br />
  23. 23. CIASTD Presentation<br />4. Avoid redundancy with audio and text<br />=<br />+<br />+<br />NO!<br />Text<br />Narration<br />Visual<br />The four-part risk management process is blah, blah, blah, yada, yada, yada.<br />22<br />
  24. 24. CIASTD Presentation<br />5. Get rid of extraneous stuff<br />Stick to the essentials ONLY. Use simplest words you can and keep things SHORT.<br />23<br />
  25. 25. CIASTD Presentation<br />What do you think is essential?<br />Instructional Goal: Personal bankers use Bank Wonderful’s customer service practices in each customer transaction they complete.<br /><ul><li>History of Bank Wonderful’s customer service practices?
  26. 26. Stories of how customers respond to good/bad service?
  27. 27. Statistics about increased sales with use of practices?
  28. 28. Other?</li></ul>24<br />
  29. 29. CIASTD Presentation<br />How does coherence principle link to….<br />Role of emotion in learning?<br />7 +/- 2<br />Primacy, Recency, <br />DIFFERENCE<br />25<br />
  30. 30. CIASTD Presentation<br />What will you remember?<br />Multimedia principle, Modality principle, snow, Contiguity principle, Coherence principle, Personalization principle, New York Giants , Eli Manning, visuals, text, audio, relevant, coffee, juice, muffins, fruit, learning agent, worked examples, job cues, learning efficiency, auditory channel, visual channel, encoding, integration, Redundancy principle<br />26<br />
  31. 31. CIASTD Presentation<br />6. Personalization Principle<br />Explain it in an e-course the way you’d explain it to a friend:<br />Use 1st or 2nd person language.<br />Use active voice. (“we” and “you” as opposed to<br />Incorporate learning agents as guides<br />27<br />
  32. 32. Meet Ken Michaels<br />CIASTD Presentation<br />28<br />
  33. 33. CIASTD Presentation<br />7. Make practice relevant & sufficient<br />Just say NO to simple recall activities!<br />29<br />
  34. 34. CIASTD Presentation<br />7. Make practice relevant & sufficient<br />Instead of:<br />Drag the missing pieces of this sketch into place. When you’re done, click CheckAnswer.<br />How about….<br />Now let’s try using a sketch to communicate with a customer. Click CUSTOMER WANTS to get an example of an opening a customer might request. Use the images on the right hand side of the screen to sketch out that opening for your customer.<br />30<br />
  35. 35. CIASTD Presentation<br />8. Use worked examples<br />Can a 1A power supply support three locks that each require .300 mA? Let’s see:<br /><ul><li> .300 mA x 3 locks = .900 mA.
  36. 36. .900 mA is less than 1A</li></ul>Yes, a 1A power supply will power these three locks!<br />Instead of….<br />You have three locks that each require .3 mA. Figure out whether a 1A power supply is sufficient to support them.<br />31<br />
  37. 37. CIASTD Presentation<br />9. Intersperse examples and practice<br />Is this the only place you have practice? If so, you’ve really burdened your learner!<br />32<br />
  38. 38. CIASTD Presentation<br />A word about styles<br />Les Howles, University of Wisconsin, Madison<br />Research DOES show correlation here: 1) Prior knowledge, experience, 2) Task confidence, 3) Motivation, 4) Aptitude<br />33<br />
  39. 39. CIASTD Presentation<br />…And Control<br />What we may need<br />What we want<br />34<br />
  40. 40. CIASTD Presentation<br />Programming Tips<br />35<br />
  41. 41. CIASTD Presentation<br />Some “quick” hits<br />Embrace audio…equipment is cheap to buy and easy to learn to use.<br />Use less text; more visuals and simple animations.<br />Create re-usable learning objects. Program them once; use them again and again.<br />Combine Flash and XML – you can re-use the Flash interface and pull in content from XML files.<br />Createre-usable interfaces. Think through once; use again and again with different “skins.”<br />36<br />
  42. 42. How could you re-use this idea?<br />http://www.nytimes.com/ref/business/20070715_GILDED_GRAPHIC.html#<br />CIASTD Presentation<br />37<br />
  43. 43. How could you re-use this idea?<br />External XML files are pulled into here<br />Course created for local medical device mfr, 2007<br />CIASTD Presentation<br />38<br />
  44. 44. Or this one?<br />From Bill Horton’s web site: www.horton.com<br />CIASTD Presentation<br />39<br />
  45. 45. How’s this for more visual/less text?<br />From http://discovery.mnhs.org/connectingmn/<br />CIASTD Presentation<br />40<br />
  46. 46. CIASTD Presentation<br />Research Summary from Clark’s book<br />Adapted from p. 273, e-Learning and the Science of Instruction (2003 edition)<br />41<br />
  47. 47. CIASTD Presentation<br />Decision Matrix – Applying Guidelines<br />Look at Page 13 AND the decision matrix on pp. 11 and 12 of your handouts.<br />Based on your assigned scenario, brainstorm a list of features/attributes you want to include in your course. Feel free to storyboard if you have time. <br />You get a whopping 5 minutes to do this! The goal is to talk with each other – we won’t share as a big group ‘cause we won’t have time!<br />42<br />