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Designing e-Learning for Maximum Motivation
 

Designing e-Learning for Maximum Motivation

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This webinar explores the importance of motivation in the design framework for e-learning and present six rules for creating maximally motivating e-learning, which are illustrated through several ...

This webinar explores the importance of motivation in the design framework for e-learning and present six rules for creating maximally motivating e-learning, which are illustrated through several successful corporate
e-learning courses. At issue will be considerations of content scope, difficulty, judgment, leveling, content placement, and user control.

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    Designing e-Learning for Maximum Motivation Designing e-Learning for Maximum Motivation Presentation Transcript

    • Ethan Edwards, Chief Instructional Strategist
    • The goal of e-learning is to createmeaningful performance change inthe learner.
    • The goal of e-learning is to createmeaningful performance change inthe learner.(There are a number of other reasons organizations may bechoosing to use e-learning (access, cost, trackability, etc.)but these other motivators are pretty much unrelated toour jobs as instructional designers.)
    • •Learning is an active endeavor
    • •Learning is an active endeavor•People learn best in highly particularways
    • •Learning is an active endeavor•People learn best in highly particularways•Learners must actively constructmeaning
    •  Learning is a process that must be initiated actively No one else is present at learning event Cannot rely on social motivators Rewards are indirect or absent
    •  Learning is a process that must be initiated actively No one else is present at learning event Cannot rely on social motivators Rewards are indirect or absentSo the motivation for engagement has to come from thelearner or from the instructional design.
    • “Learning” path •Reading text with no purpose •Memorizing useless trivia •Struggle with unhelpful feedback (“No, try again”) •Endure unbroken linear narratives
    • “Expedited” path •Breeze through navigation thoughtlessly •Multi-task watching kitten videos on YouTube waiting for slow narration to complete. •Guess without consequence •Repeat random gestures until lesson gives up
    • Which would you choose?
    • The instructional designer MUST create anexperience where the learner abandons thisstrategy.The “learning” path must be meaningful,achievable, appealing, and convincing as apath to success.
    • “Learning” path •Reading text to satisfy a need •Active involvement in meaningful tasks •Attend to specific, helpful, content-rich feedback •Minimize time of passive listening or reading
    • “Expedited” path •Can’t rely on default navigation to make progress •Tasks require attention •Guessing is unproductive •Failure leads to a dead-end rather than to default completion
    • Which would you choose?
    • C
    • C
    • A
    • F
    • This willautomaticallyincrease thelikelihood thatlearners choose the“learning” path.
    • 1 2 3 4 5 6Just say less… Formal objectives Technical requirements/compliance documents Things that only matter to the SME
    • 1 2 3 4 5 6Make the e-learning more challenging Achievable challenges with appropriate risks Build on prior knowledge Ambiguity is not always a bad thing Withhold information until learner asks for it This is different from just making it harder.
    • 1 2 3 4 5 6Delay judgment Allows for self-assessment and correction Include “I’m ready” button Increases memory
    • 1 2 3 4 5 6Pack content into feedback Natural place for content to reside Learner is at point of highest interest regarding content Performing actions results in valuable consequence Naturally chunks content
    • 1 2 3 4 5 6Create levels of difficulty Challenges grow as skills develop Expand content as levels grow Expand functionality as levels grow Modulate degree of help http://studiok.alleni.com/client_projects/OLI/RailwaySafety/integ ration/index.html
    • 1 2 3 4 5 6Give more control over to learners Prevents role of “learner as victim” Transfers responsibility to learner Choice areas: pace, sequence, review, construct answers, seek help, choose when ready to be tested
    • 1.Say less2.More challenging3.Delay judgment4.Content-rich feedback5.Levels of difficulty6.Expanded user control
    • More information:www.alleninteractions.comeedwards@alleninteractions.com