A Better Way to Design and Build Immersive e-Learning  Robert Penn [email_address] (800) 690-4259 x203
Agenda: Design principles <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li><...
What do we mean by immersive e-learning?
What do we mean by immersive e-learning? A model to describe a situation, event, program, or phenomenon.  An interactive s...
1. Focus on the right goal Table adapted from: Wilson, S. (1999). Job aid or training? In  B. Hoffman (Ed.),  Encyclopedia...
1. Focus on the right goal (cont’d) Knowledge (facts/data) vs. Applied  Knowledge “ What do we want the learners to  do ?”
A Scene from  The Matrix: After a big fight, it’s time for the getaway…
A Scene from  The Matrix: After a big fight, it’s time for the getaway… Can you fly that thing?
A Scene from  The Matrix: After a big fight, it’s time for the getaway… Not yet…
Operator. Rrrring… Tank, I need a pilot program for a V2-12 helicopter.
Hurry!
Whirring computer sounds…
Let’s go
2. Hook your learners with your intro <ul><li>What techniques can be used to “hook” your learners? </li></ul><ul><li>Pleas...
2. Hook your learners with your intro (cont’d) <ul><li>What good, or bad things could happen? </li></ul><ul><li>Drama </li...
3. Make content contextually relevant <ul><li>Realistic, relevant situations </li></ul><ul><ul><li>Meaningful to learners ...
4. Provide task based exercises where learners can make  meaningful  choices <ul><li>Contextually appropriate </li></ul><u...
5. Introduce an element of risk <ul><li>What techniques can be used to add risk to an interaction? </li></ul><ul><li>Pleas...
5. Introduce an element of risk <ul><li>Timers </li></ul><ul><li>Winnings counter </li></ul><ul><li>Restart at beginning <...
6. Use intrinsic feedback <ul><li>Implicit is better than explicit </li></ul><ul><li>See impact of decisions </li></ul><ul...
Agenda: Design principles <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li><...
Questions? <ul><li>Any questions about the 6 design principles before we move on? </li></ul><ul><li>Focus on the right goa...
Agenda: Methodology for creating effective e-learning <ul><li>Design principles </li></ul><ul><li>Methodology for creating...
<ul><li>Poll </li></ul><ul><li>What do clients focus on when reviewing storyboards? </li></ul><ul><li>The completeness of ...
How do you get the instructional interactivity right? <ul><ul><li>Rapid prototyping to ensure effective instructional inte...
Prototyping example:  The objective <ul><ul><li>The client: </li></ul></ul><ul><ul><li>A public sector organization needin...
Round 1 Prototype A
Round 1 Prototype B
Round 2 Prototype
Round 3 Prototype
Round 4 Prototype A
Round 4 Prototype B
Round 4 Prototype C
 
Summary on successive approximation methodology <ul><ul><li>Prototypes should be quick, dirty, and incomplete </li></ul></...
Agenda: Methodology for creating effective e-learning <ul><li>Design principles </li></ul><ul><li>Methodology for creating...
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A Better Way to Design & Build Immersive E Learning

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Learn design techniques that take you beyond typical templates, thus making your e-learning more relevant and effective. You’ll see what constitutes effective e-learning, a method for designing e-learning that is more effective and efficient than other models, and how to create robust e-Learning lessons without having to know scripting or programming.

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  • Though our company is called Suddenly Smart, we haven’t quite perfected the direct download to brain technique. With current technology, we can’t push the skills into someone’s head, it’s more of a pull process…learners need to want to learn – so having a motivational introduction to your course is crucial .
  • Though our company is called Suddenly Smart, we haven’t quite perfected the direct download to brain technique. With current technology, we can’t push the skills into someone’s head, it’s more of a pull process…learners need to want to learn – so having a motivational introduction to your course is crucial .
  • First off, let’s recap the 6 design principles to make our first point: Focus on the right goal – not just knowledge but applied knowledge Hook your learners with your intro Make content contextually relevant Provide task-based exercises where learners can make meaningful decisions Introduce an element of risk Use intrinsic feedback
  • A Better Way to Design & Build Immersive E Learning

    1. 1. A Better Way to Design and Build Immersive e-Learning Robert Penn [email_address] (800) 690-4259 x203
    2. 2. Agenda: Design principles <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li></ul><ul><li>Demonstration of the process </li></ul>
    3. 3. What do we mean by immersive e-learning?
    4. 4. What do we mean by immersive e-learning? A model to describe a situation, event, program, or phenomenon. An interactive simulation allows people to manipulate variables that change the state of the model. Examples include water/levee interactions, a Windows XP tutorial, a virtual automated teller machine, and a model of the human nervous system. A simulation where the initial state has been set, and a goal (or goals) are provided. Examples include determining when to open flood gates if an area has already experienced heavy rains (water/ levee), how to find a file (Windows XP tutorial), how to make a withdrawal from an account (ATM), and how to administer an epidural for somebody with chronic back pain (human nervous. Students make decisions in a setting, trying to achieve a goal and different consequences lead to different decisions. The decisions impact the evolution of the story, ultimately terminating in either successful or unsuccessful outcomes. . . Simulation Scenario Branching Scenario Source: Wexler, S., Corti, K., Derryberry, A., Quinn, C., van Barneveld, A. (2008 ). 360 Report Immerstive Learning Simulations , The e-Learning Guild Research.
    5. 5. 1. Focus on the right goal Table adapted from: Wilson, S. (1999). Job aid or training? In  B. Hoffman (Ed.), Encyclopedia of Educational Technology.
    6. 6. 1. Focus on the right goal (cont’d) Knowledge (facts/data) vs. Applied Knowledge “ What do we want the learners to do ?”
    7. 7. A Scene from The Matrix: After a big fight, it’s time for the getaway…
    8. 8. A Scene from The Matrix: After a big fight, it’s time for the getaway… Can you fly that thing?
    9. 9. A Scene from The Matrix: After a big fight, it’s time for the getaway… Not yet…
    10. 10. Operator. Rrrring… Tank, I need a pilot program for a V2-12 helicopter.
    11. 11. Hurry!
    12. 12. Whirring computer sounds…
    13. 13. Let’s go
    14. 14. 2. Hook your learners with your intro <ul><li>What techniques can be used to “hook” your learners? </li></ul><ul><li>Please type your answers into the Chat pod </li></ul>
    15. 15. 2. Hook your learners with your intro (cont’d) <ul><li>What good, or bad things could happen? </li></ul><ul><li>Drama </li></ul><ul><li>Humor </li></ul><ul><li>Tell a story </li></ul><ul><li>Put them to work </li></ul>
    16. 16. 3. Make content contextually relevant <ul><li>Realistic, relevant situations </li></ul><ul><ul><li>Meaningful to learners </li></ul></ul><ul><ul><li>Leads to motivation </li></ul></ul><ul><ul><li>Improved recall </li></ul></ul>3. Make content contextually relevant
    17. 17. 4. Provide task based exercises where learners can make meaningful choices <ul><li>Contextually appropriate </li></ul><ul><ul><li>Multi-step challenges </li></ul></ul>
    18. 18. 5. Introduce an element of risk <ul><li>What techniques can be used to add risk to an interaction? </li></ul><ul><li>Please type your answers into the Chat pod </li></ul>
    19. 19. 5. Introduce an element of risk <ul><li>Timers </li></ul><ul><li>Winnings counter </li></ul><ul><li>Restart at beginning </li></ul>
    20. 20. 6. Use intrinsic feedback <ul><li>Implicit is better than explicit </li></ul><ul><li>See impact of decisions </li></ul><ul><li>Learn from mistakes </li></ul>
    21. 21. Agenda: Design principles <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li></ul><ul><li>Demonstration of the process </li></ul>
    22. 22. Questions? <ul><li>Any questions about the 6 design principles before we move on? </li></ul><ul><li>Focus on the right goal – not just knowledge but applied knowledge </li></ul><ul><li>Hook your learners with your intro </li></ul><ul><li>Make content contextually relevant </li></ul><ul><li>Provide task-based exercises where learners can make meaningful decisions </li></ul><ul><li>Introduce an element of risk </li></ul><ul><li>Use intrinsic feedback </li></ul><ul><li>Please type your questions into the Chat pod </li></ul>
    23. 23. Agenda: Methodology for creating effective e-learning <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li></ul><ul><li>Demonstration of the process </li></ul>
    24. 24. <ul><li>Poll </li></ul><ul><li>What do clients focus on when reviewing storyboards? </li></ul><ul><li>The completeness of the materials (text, graphics) </li></ul><ul><li>The accuracy of the materials </li></ul><ul><li>The look of the materials (graphic design) </li></ul><ul><li>The learner experience (does it achieve the learning objective) </li></ul><ul><li>Would the learner be motivated? </li></ul><ul><li>Other. Please type in chat </li></ul>
    25. 25. How do you get the instructional interactivity right? <ul><ul><li>Rapid prototyping to ensure effective instructional interactivity </li></ul></ul><ul><li>Successive approximation </li></ul><ul><ul><li>Design > Build > Critique > Refine > Critique … </li></ul></ul>Static story boards
    26. 26. Prototyping example: The objective <ul><ul><li>The client: </li></ul></ul><ul><ul><li>A public sector organization needing to provide “foundational” training for employees involved in working with children and young people. </li></ul></ul><ul><ul><li>The learning objective of one of the modules: </li></ul></ul><ul><ul><li>Understand how a variety of people are important in meeting a child’s needs. Implication is that if a child has a problem the solution often involves many players… need to work with others to further the best interests of the children. </li></ul></ul>
    27. 27. Round 1 Prototype A
    28. 28. Round 1 Prototype B
    29. 29. Round 2 Prototype
    30. 30. Round 3 Prototype
    31. 31. Round 4 Prototype A
    32. 32. Round 4 Prototype B
    33. 33. Round 4 Prototype C
    34. 35. Summary on successive approximation methodology <ul><ul><li>Prototypes should be quick, dirty, and incomplete </li></ul></ul><ul><ul><li>Design, develop, review and revise…repeat until satisfied </li></ul></ul><ul><ul><li>Ideally, review prototypes with: </li></ul></ul><ul><ul><li>A diverse audience </li></ul></ul><ul><ul><li>In person </li></ul></ul><ul><ul><li>Within a short time span </li></ul></ul>
    35. 36. Agenda: Methodology for creating effective e-learning <ul><li>Design principles </li></ul><ul><li>Methodology for creating effective e-learning </li></ul><ul><li>Demonstration of the process </li></ul>

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