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Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
Creating e-Learning That Makes a Difference
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Creating e-Learning That Makes a Difference

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In this webinar, Ethan Edwards covers the concept of instructional interactivity, and demonstrates how it can transform the learning experience for learners working independently through an e-learning …

In this webinar, Ethan Edwards covers the concept of instructional interactivity, and demonstrates how it can transform the learning experience for learners working independently through an e-learning program. Get specific real-world examples that give meaning to the four essential components of instructional interactivity, CCAF, which include: Context, Challenge, Activity, and Feedback.

Objectives:
• the value of true instructional interactivity for creating engaging, effective e-learning
• the four essential design components of instructional interactivity which include: Context, Challenge, Activity, Feedback
• to design engaging contexts, motivating challenges, appropriate activities, and instructional feedback into interactive design
• the critical elements of any authoring tool used to create instructional interactivity

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  • 1. #customelearning
  • 2. Carrie Zens Brittany Laeger #customelearning
  • 3. Creating e-Learning That Makes a DifferenceWebinar ID: 791-789-576 #customelearning
  • 4. #customelearning
  • 5. #customelearning #customelearning
  • 6. #customelearning
  • 7. Ethan Edwardschief instructional strategist #customelearning
  • 8. •Explore Instructional Interactivity•Look at several actual examples•Discuss challenges in designing andcreating Instructional Interactivity #customelearning
  • 9. #customelearning
  • 10. •Performance Change•Lasting•Beneficial #customelearning
  • 11. #customelearning
  • 12. •Learners don’t read extended text very effectively online #customelearning
  • 13. •Learners don’t read extended text very effectively online•Learners’ top priority is often just to get finished #customelearning
  • 14. •Learners don’t read extended text very effectively online•Learners’ top priority is often just to get finished•Testing questions are not a particularly effective teaching tool #customelearning
  • 15. •Learners don’t read extended text very effectively online•Learners’ top priority is often just to get finished•Testing questions are not a particularly effective teaching tool•Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
  • 16. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information.•Learners’ top priority is often just to get finished•Testing questions are not a particularly effective teaching tool•Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
  • 17. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information.•Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route.•Testing questions are not a particularly effective teaching tool•Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
  • 18. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information.•Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route.•Testing questions are not a particularly effective teaching tool Pose challenges to encourage exploration (and encourage mistakes) to build knowledge.•Mindless arbitrary actions (press a,b,c,d) become meaningless #customelearning
  • 19. •Learners don’t read extended text very effectively online Provide a reason for the learner to NEED to read before presenting text information.•Learners’ top priority is often just to get finished Hold learners accountable, design consequences so that “correct” route is also the most efficient route.•Testing questions are not a particularly effective teaching tool Pose challenges to encourage exploration (and encourage mistakes) to build knowledge.•Mindless arbitrary actions (press a,b,c,d) become meaningless Actions need to have real-world significance #customelearning
  • 20. interactivity that actively engages thelearners mind to do those things thatimprove ability and readiness to performeffectively. #customelearning
  • 21. Training for safe rail crossings for truck drivers: #customelearning
  • 22. When approaching a rail crossing, whichis NOT one of the six steps in safe railcrossings?a. Slow downb. Roll down windowsc. Look both waysd. Obey controls and signagee. Turn on headlights #customelearning
  • 23. Drag each sign to its meaning. Crossing to Rail crossing left Stop at track Tracks ahead #customelearning
  • 24. #customelearning
  • 25. #customelearning
  • 26. You can try this lesson for yourself. Follow the link atalleninteractions.com or at Operation Lifesaver’s website: oli.org. #customelearning
  • 27. #customelearning
  • 28. Less Effective Contexts:GenericAcademic (Book, lessons)e-Learning definedCorporateBetter Contexts:SpecificVisualRelated to applicationTap into emotionsPersonal #customelearning
  • 29. Less Effective Challenges:Passing ScoreComplianceFalse GamesTricky WordingBetter Challenges:PurposeProgressive difficultyReal-lifeMulti-step #customelearning
  • 30. Less Effective Actions:Rooted in mechanicsMeaninglessAccomplished thoughtlesslyUnobservableBetter Actions:Require effortSuggest applicationElicit meaningful behaviorsDirect manipulation #customelearning
  • 31. Less Effective Feedback:Focused only on judgmentImmediate judgmentGenericFalsely encouragingBetter Feedback:IntrinsicDelayed judgmentContent-richHonest #customelearning
  • 32. 1. Designing for interactivity2. Building interactivity #customelearning
  • 33. #customelearning
  • 34. #customelearning
  • 35. •Tools•Design approach•Expectations #customelearning
  • 36. Tools•Most tools structured around a Tell-then-Test approach•Tools have sacrificed utility for simplicity•Start from ill-thought out content sources (classroom PowerPoints)•Supported actions are generally meaningless•Template-based approaches ignore context #customelearning
  • 37. Tools•Most tools structured around a Tell-then-Test approach•Tools have sacrificed utility for simplicity•Start from ill-thought out content sources (classroom PowerPoints)•Supported actions are generally meaningless•Template-based approaches ignore context #customelearning
  • 38. Design Approach•Storyboards do not represent interactivity well•Classic ADDIE does not support exploration in design•e-Learning viewed as “amnesty” pill•Generally forces content into pre-existing designs•Experimentation rarely happens #customelearning
  • 39. Expectations•Unreasonable rapid e-learning expectations•Developing e-learning requires no special skills•Failure to account for the role of the instructor in training•Interactivity assumed to always be costly #customelearning
  • 40. #customelearning
  • 41. White Paper:Creating e-Learning That Makes a Difference alleninteractions.com #customelearning
  • 42. e-Learning Demos & Case Studies alleninteractions.com #customelearning
  • 43. ASTD e-Learning Instructional Design Certificate Programs alleninteractions.com | astd.org #customelearning
  • 44. Michael Allen’s Books alleninteractions.com #customelearning
  • 45. Email: eedwards@alleninteractions.comEthan blogs at: info.alleninteractions.com #customelearning
  • 46. #customelearning

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