Edu120 week 4 guidance

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Edu120 week 4 guidance

  1. 1. EDU120 Principles ofInstructional DesignStephanie Parlee, MAT, MSCE
  2. 2. Week Overview Reading◦ Chapter 8◦ Chapter 9◦ Chapter 10 Discussion◦ Effective Messages Discussion◦ Learning Objectives Week 4 Quiz
  3. 3. Week 4 Learning OutcomesExplain influences thatmay affect a learner’sinterest and ability tolearn.Understand practicaltechniques to makelearning eventsmeaningful andmemorable.
  4. 4. Characteristics of EffectiveBrandingDo you think ofthe companywhen you see thelogo or even asimilar picture?Does the imagebecomesynonymous withthe company?Is the catchphrase applicableand memorable?
  5. 5. Education as Marketing?In many ways marketing is the study of motivating others – even against their desire. Can we learnany tools and techniques from marketers to make use more effective instructional designers? Howdoes this graphic and the one referenced below compare to the graphic on page 110 of the text?Here is one description of the marketing process from this site:http://www.smshawaii.com/con_market.aspI think that I like this one even better though I cannot embed it in our presentation:http://www.business2community.com/marketing/the-marketing-plan-development-process-flow-0344956
  6. 6. Clarify for Marketing & Education• What are your specific learning outcomes?• Ask yourself what the learner will master in thistraining.What is the goal of your project?• What learning activities will best support yourlearning outcomes?• Have you considered the individuality of thelearner in your design?How will you deliver the material?• What assessment methods will you employ?• Does you assessment address the learningoutcome or some other aspect of learning?How will you measure your success?
  7. 7. Updating our Product?Telling a Story? –When should theobjective of the lessonbecome apparent tothe learner?Engaging thelearner? --Grab theirattention ormake themcare?Commit tomemory?What newways does e-learning bringto aidmemorization?In Chapter 9 the authorexplains Clark’s jadedview of Gagne’scommandments ofdesign. He looks at theconstructs of theprevious page, andrejects them aspredictable and boring.He sees design as aprocess of story telling.We need to engage thelearner, not grab theirattention.Can we tell our storywithout knowing theinformation?
  8. 8. Discussion – Effective MessagesOur first discussion this week looks atEffective and Ineffective training. Be sure toinclude 2 examples of each in your mainresponse and analyze each site based on thecriteria presented.Here is one site that I found that had manyinitial characteristics that speak of effectivetraining for me: http://www.lynda.com/ Inthe next slide, I examine what engaged meat this site. Does it engage you too? Why orwhy not?
  9. 9. Effective Training? What catchesyour attention?Details up front – and the rightdetails. I can see what theproduct is, how I access it, andthe rules of the road.Summary of the numbers -- adescription of the library,number of members and abreakdown of the costs.Actual testimonials that give mefeedback on the quality as wellas giving me more details aboutthe structure of the instruction.At the bottom of the page I getever more detail. I am able tosee more specifics regardingcontent and access companylinks.Visually appealing,polishedappearance.
  10. 10. Ineffective Messages…Here is a site that I found to be ineffective atgetting my attention.http://foundationcenter.org/getstarted/training/online/There are things that I like… I like the colorscheme of the site and their logo, and yet Iam not engaged by the site. Why? Does itengage you? In the next slide I examinewhat characteristics leave this site out of myBookmarks.
  11. 11. Ineffective Training? Was yourexperience similar to mine?The color scheme of the site is visuallypleasing, but overwhelmed by the sheervolume of text.Poor use of visual space. There are noblank spaces. This does not allow the eyeto categorize the layout. Sections bleedtogether.Entry point has at least 5 specific ways toengage the site, but it is not clear whereand how a first time user should proceed –or why they would want to. Do I want theGet Started clink in the arrow bar or theGet Started Menu bar on the left side?Quick Tutorials – how quick? Do I havetime to do it today? Do I want to do ittoday? Do you have any feedback fromlearners?Cluttered &Overwhelming
  12. 12. Are learning objectives for us the designers or for thelearner? How can we use them to make a project moresuccessful?LearningObjectivesDefine ourprojectGuide thelearningactivitiesShape theAssessmentsCommunicatePurpose
  13. 13. Joe Sabia– TED TalkTeaching as story telling takes on a decidedly different appearance. The course becomes ajourney of the mind. There is a sense of anticipation and tension created when we do notknow exactly where we are headed. It quickly becomes an engaging exploration that can holdour attention and spurn us to devote ever more time and energy to the journey. I think ofPlato pondering the world’s wonders and Pythagoras working to construct mathematicalmodels. Where has the journey gone?My favorite TED Talk on this subject is perhaps not appropriate for the classroom. It has avulgar introduction, and so I will not post it. If you are interested in the talk as a whole, youcan Google it. It is given by Andrew Stanton – the writer responsible for most of Pixar’ssuccesses. It is captivating and informative. If you would like to skip the vulgar introductionfast forward to about 2 minutes into the 19 minute presentation. He shares a number ofstrategies that seem to me to be equally applicable in our design work.In our guidance itself, I share a different, more classroom appropriate TED Talk by Joe Sabiaon The technology of storytelling. This TED Talk is wonderfully appropriate for us as we workto adapt our methods to take advantage of new technologies today, and throughout ourcareers.Enjoy – and have a great week!Stephanie

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