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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 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

Published in: Business, Education, Technology

Creating e-Learning That Makes a Difference

  1. 1. #customelearning
  2. 2. Carrie Zens Brittany Laeger #customelearning
  3. 3. Creating e-Learning That Makes a DifferenceWebinar ID: 791-789-576 #customelearning
  4. 4. #customelearning
  5. 5. #customelearning #customelearning
  6. 6. #customelearning
  7. 7. Ethan Edwardschief instructional strategist #customelearning
  8. 8. •Explore Instructional Interactivity•Look at several actual examples•Discuss challenges in designing andcreating Instructional Interactivity #customelearning
  9. 9. #customelearning
  10. 10. •Performance Change•Lasting•Beneficial #customelearning
  11. 11. #customelearning
  12. 12. •Learners don’t read extended text very effectively online #customelearning
  13. 13. •Learners don’t read extended text very effectively online•Learners’ top priority is often just to get finished #customelearning
  14. 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. 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. 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. 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. 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. 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. 20. interactivity that actively engages thelearners mind to do those things thatimprove ability and readiness to performeffectively. #customelearning
  21. 21. Training for safe rail crossings for truck drivers: #customelearning
  22. 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. 23. Drag each sign to its meaning. Crossing to Rail crossing left Stop at track Tracks ahead #customelearning
  24. 24. #customelearning
  25. 25. #customelearning
  26. 26. You can try this lesson for yourself. Follow the link atalleninteractions.com or at Operation Lifesaver’s website: oli.org. #customelearning
  27. 27. #customelearning
  28. 28. Less Effective Contexts:GenericAcademic (Book, lessons)e-Learning definedCorporateBetter Contexts:SpecificVisualRelated to applicationTap into emotionsPersonal #customelearning
  29. 29. Less Effective Challenges:Passing ScoreComplianceFalse GamesTricky WordingBetter Challenges:PurposeProgressive difficultyReal-lifeMulti-step #customelearning
  30. 30. Less Effective Actions:Rooted in mechanicsMeaninglessAccomplished thoughtlesslyUnobservableBetter Actions:Require effortSuggest applicationElicit meaningful behaviorsDirect manipulation #customelearning
  31. 31. Less Effective Feedback:Focused only on judgmentImmediate judgmentGenericFalsely encouragingBetter Feedback:IntrinsicDelayed judgmentContent-richHonest #customelearning
  32. 32. 1. Designing for interactivity2. Building interactivity #customelearning
  33. 33. #customelearning
  34. 34. #customelearning
  35. 35. •Tools•Design approach•Expectations #customelearning
  36. 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. 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. 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. 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. 40. #customelearning
  41. 41. White Paper:Creating e-Learning That Makes a Difference alleninteractions.com #customelearning
  42. 42. e-Learning Demos & Case Studies alleninteractions.com #customelearning
  43. 43. ASTD e-Learning Instructional Design Certificate Programs alleninteractions.com | astd.org #customelearning
  44. 44. Michael Allen’s Books alleninteractions.com #customelearning
  45. 45. Email: eedwards@alleninteractions.comEthan blogs at: info.alleninteractions.com #customelearning
  46. 46. #customelearning

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