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Avoiding Clicky-Clicky     Bling-Bling    Top Tips for Making      eLearning that      Shines from the           Inside
What is CCBB?
As opposed to clicky-   clicky blah-blah
“As café staff, it‟s compulsory thatyou maintain quality of produce andserve it as specified by the QualityFood Manual. By...
As a result of attending this session you will be able to:• Identify three case studies of Fortune  1000 companies who are...
Why, oh, why do we create it?
“Seductive Details”
Discuss.   So what areseductive details (in elearning)?
What do the smarty pants say         about CCBB?
Dr. Will Thalheimer“the addition of interestingyet unimportantaugmentations can divertlearners from learning themain point...
Dr. Will Thalheimer“Add only elements that(1)directly help our  learners understand the  content and(2)avoid overtaxing  l...
Ruth Clark & Richard Mayer “…attempts to force excitement do not guarantee that students will work hard to understand the ...
Tom Kuhlmann“Guess what? If the course isboring, adding audio will onlymake it boring and danceable.”
Conclusions•leads to learner fatigue•distracting•doesn‟t promote deeperunderstanding
What about games?
Dr. Clark Quinn“Simple learning games canhelp with perseverance.”
http://elearningbrothers.com/samples/games/xgolf/demo/demo.htm
http://www.c3softworks.com/products/classroom/bravo-classroom/index.html#4
http://www.raptivity.com
Extrinsic   vs.Intrinsic Rewards
Dr. Karl Kapp“…in some cases extrinsicrewards actually fosterintrinsic motivation.”
http://www.raptivity.com
http://www.raptivity.com
http://www.raptivity.com
Dr. Alicia SanchezUse kill and drill formemorization, vocabulary,facts…
Dr. Clark Quinn“Tarted-up drill and kill isstill lipstick on a pig.”
Cognitive vs. Contextual        Fidelity
Top tips!
Start with the end in        mind.
Cathy                                                              Moorehttp://blog.cathy-moore.com/2008/05/be-an-elearnin...
Cathy                                                                    Moorehttp://blog.cathy-moore.com/2011/10/how-to-c...
Make it relevant.
Ruth Clark & Richard Mayer “In contrast, cognitive interest occurs when a learner is able to mentally construct a model th...
Dr. Will ThalheimerPopulate the “experienceportfolio”
Make it challenging.
Question 1 of 524:1.There are ___ Customers types serviced  by ACME.
Question 2 of 524:These customer types are i. ________ ____ ______; ii. _____ ________ _____ ; iii. ________ ____ _____; i...
Question 3 of 524:True or False?  Small Business Owners would benefit from  the service ACME offers of managing money  and...
Give graphics a purpose.
Make „em cogitate.
Dish out the gossip.
How do we tell if there‟s too         much bling?
Discuss.What‟s your sniff test  for too much bling?
Take a step back.
Pilot.
Measure.
ReferencesKineo Guide: Avoiding the trap of clicky-clicky bling-bling.Clark, R. & Mayer, R. (2007). Elearning and the Scie...
Cammy BeanVP of Learning Design, Kineowww.cammybean.kineo.com@cammybean
Flickr Photo CreditsKiddie Roller Coaster by SeeMidTN.com   http://www.flickr.com/photos/brent_nashville/220829072/smiling...
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
Avoiding the Trap of Clicky-Clicky Bling-Bling
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Avoiding the Trap of Clicky-Clicky Bling-Bling

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CCBB - elearning with lots of sparkle and no substance. What do the experts say? Does it help learning? And what can you do to avoid it?

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Avoiding the Trap of Clicky-Clicky Bling-Bling

  1. 1. Avoiding Clicky-Clicky Bling-Bling Top Tips for Making eLearning that Shines from the Inside
  2. 2. What is CCBB?
  3. 3. As opposed to clicky- clicky blah-blah
  4. 4. “As café staff, it‟s compulsory thatyou maintain quality of produce andserve it as specified by the QualityFood Manual. By the end of thistraining you will understand how toserve every food type according tothe standards.”
  5. 5. As a result of attending this session you will be able to:• Identify three case studies of Fortune 1000 companies who are successfully using social learning models• Define the three models of social learning and how these map to specific strategies and tools• Evaluate the pros and cons of different social interventions as solutions to specific kinds of learning challenges• Describe their own personal experience in using social media as a practitioner
  6. 6. Why, oh, why do we create it?
  7. 7. “Seductive Details”
  8. 8. Discuss. So what areseductive details (in elearning)?
  9. 9. What do the smarty pants say about CCBB?
  10. 10. Dr. Will Thalheimer“the addition of interestingyet unimportantaugmentations can divertlearners from learning themain points that are beingmade.”
  11. 11. Dr. Will Thalheimer“Add only elements that(1)directly help our learners understand the content and(2)avoid overtaxing learners‟ limited capacity to process visual and auditory information.”
  12. 12. Ruth Clark & Richard Mayer “…attempts to force excitement do not guarantee that students will work hard to understand the presentation.”
  13. 13. Tom Kuhlmann“Guess what? If the course isboring, adding audio will onlymake it boring and danceable.”
  14. 14. Conclusions•leads to learner fatigue•distracting•doesn‟t promote deeperunderstanding
  15. 15. What about games?
  16. 16. Dr. Clark Quinn“Simple learning games canhelp with perseverance.”
  17. 17. http://elearningbrothers.com/samples/games/xgolf/demo/demo.htm
  18. 18. http://www.c3softworks.com/products/classroom/bravo-classroom/index.html#4
  19. 19. http://www.raptivity.com
  20. 20. Extrinsic vs.Intrinsic Rewards
  21. 21. Dr. Karl Kapp“…in some cases extrinsicrewards actually fosterintrinsic motivation.”
  22. 22. http://www.raptivity.com
  23. 23. http://www.raptivity.com
  24. 24. http://www.raptivity.com
  25. 25. Dr. Alicia SanchezUse kill and drill formemorization, vocabulary,facts…
  26. 26. Dr. Clark Quinn“Tarted-up drill and kill isstill lipstick on a pig.”
  27. 27. Cognitive vs. Contextual Fidelity
  28. 28. Top tips!
  29. 29. Start with the end in mind.
  30. 30. Cathy Moorehttp://blog.cathy-moore.com/2008/05/be-an-elearning-action-hero/
  31. 31. Cathy Moorehttp://blog.cathy-moore.com/2011/10/how-to-create-a-memorable-mini-scenario/
  32. 32. Make it relevant.
  33. 33. Ruth Clark & Richard Mayer “In contrast, cognitive interest occurs when a learner is able to mentally construct a model that makes sense.”
  34. 34. Dr. Will ThalheimerPopulate the “experienceportfolio”
  35. 35. Make it challenging.
  36. 36. Question 1 of 524:1.There are ___ Customers types serviced by ACME.
  37. 37. Question 2 of 524:These customer types are i. ________ ____ ______; ii. _____ ________ _____ ; iii. ________ ____ _____; iv. ______ _______ ________ (___) ____________; and v. ______ __________ ____ _______ ____ _____.
  38. 38. Question 3 of 524:True or False? Small Business Owners would benefit from the service ACME offers of managing money and good accounting records.
  39. 39. Give graphics a purpose.
  40. 40. Make „em cogitate.
  41. 41. Dish out the gossip.
  42. 42. How do we tell if there‟s too much bling?
  43. 43. Discuss.What‟s your sniff test for too much bling?
  44. 44. Take a step back.
  45. 45. Pilot.
  46. 46. Measure.
  47. 47. ReferencesKineo Guide: Avoiding the trap of clicky-clicky bling-bling.Clark, R. & Mayer, R. (2007). Elearning and the Science of Instruction: San Francisco: Pfeiffer.Ely, K. and Sitzmann, T. A Meta-Analytic Examination of the Effectiveness of Computer- BasedSimulation Games.Kapp, Karl M. (2007). Gadgets, Games, and Gizmos for Learning. San Francisco: Pfeiffer.Kuhlman, Tom. (2009, December). Should you add background audio to your e-learning courses?Moore, Cathy (2008, May). Be an elearning action hero!Thalheimer, W. (2004, April). Bells, whistles, neon, and purple prose: Wheninteresting words, sounds, and visuals hurt learning and performance—a review of the seductive-augmentation research. http://www.work-learning.com/Quinn, Clark. Kineo Audio Interview: Clark Quinn on ID Malpractice.Stewart, Michelle. http://www.innerbling.com/Science News (2011, September). Take Gossip to Heart. http://www.sciencenews.org/view/generic/id/74498/title/Eyes_take_gossip_to_heart
  48. 48. Cammy BeanVP of Learning Design, Kineowww.cammybean.kineo.com@cammybean
  49. 49. Flickr Photo CreditsKiddie Roller Coaster by SeeMidTN.com http://www.flickr.com/photos/brent_nashville/220829072/smiling_pig by rikkis_refuge http://www.flickr.com/photos/rikkis_refuge/191814550/siz es/m/in/photostream/World of Warcraft: http://us.battle.net/wow/en/media/screenshots/screenshot -of-the-day/cataclysm?view#/cataclysm-ss1310Eye by helgabj http://www.flickr.com/photos/helgabj/1074000287/sizes/m/ in/photostream/(All other screen shots from iStock, Kineo course examples or websites as noted)

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