The document discusses principles for designing effective immersive e-learning experiences. It outlines 6 key design principles: focusing on applied knowledge over facts, hooking learners with engaging introductions, making content relevant to learners' contexts, providing exercises where learners make meaningful choices, introducing an element of risk, and using intrinsic feedback. It also discusses prototyping content through successive iterations to get the right level of instructional interactivity.

1. A Better Way to Design and Build Immersive e-Learning Robert Penn [email_address] (800) 690-4259 x203

2. Agenda: Design principles Design principles Methodology for creating effective e-learning Demonstration of the process

3. What do we mean by immersive e-learning?

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. 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. 1. Focus on the right goal (cont’d) Knowledge (facts/data) vs. Applied Knowledge “ What do we want the learners to do ?”

7. A Scene from The Matrix: After a big fight, it’s time for the getaway…

8. A Scene from The Matrix: After a big fight, it’s time for the getaway… Can you fly that thing?

9. A Scene from The Matrix: After a big fight, it’s time for the getaway… Not yet…

10. Operator. Rrrring… Tank, I need a pilot program for a V2-12 helicopter.

11. Hurry!

12. Whirring computer sounds…

13. Let’s go

14. 2. Hook your learners with your intro What techniques can be used to “hook” your learners? Please type your answers into the Chat pod

15. 2. Hook your learners with your intro (cont’d) What good, or bad things could happen? Drama Humor Tell a story Put them to work

16. 3. Make content contextually relevant Realistic, relevant situations Meaningful to learners Leads to motivation Improved recall 3. Make content contextually relevant

17. 4. Provide task based exercises where learners can make meaningful choices Contextually appropriate Multi-step challenges

18. 5. Introduce an element of risk What techniques can be used to add risk to an interaction? Please type your answers into the Chat pod

19. 5. Introduce an element of risk Timers Winnings counter Restart at beginning

20. 6. Use intrinsic feedback Implicit is better than explicit See impact of decisions Learn from mistakes

21. Agenda: Design principles Design principles Methodology for creating effective e-learning Demonstration of the process

22. Questions? Any questions about the 6 design principles before we move on? 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 Please type your questions into the Chat pod

23. Agenda: Methodology for creating effective e-learning Design principles Methodology for creating effective e-learning Demonstration of the process

24. Poll What do clients focus on when reviewing storyboards? The completeness of the materials (text, graphics) The accuracy of the materials The look of the materials (graphic design) The learner experience (does it achieve the learning objective) Would the learner be motivated? Other. Please type in chat

25. How do you get the instructional interactivity right? Rapid prototyping to ensure effective instructional interactivity Successive approximation Design > Build > Critique > Refine > Critique … Static story boards

26. Prototyping example: The objective The client: A public sector organization needing to provide “foundational” training for employees involved in working with children and young people. The learning objective of one of the modules: 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.

27. Round 1 Prototype A

28. Round 1 Prototype B

29. Round 2 Prototype

30. Round 3 Prototype

31. Round 4 Prototype A

32. Round 4 Prototype B

33. Round 4 Prototype C

35. Summary on successive approximation methodology Prototypes should be quick, dirty, and incomplete Design, develop, review and revise…repeat until satisfied Ideally, review prototypes with: A diverse audience In person Within a short time span

36. Agenda: Methodology for creating effective e-learning Design principles Methodology for creating effective e-learning Demonstration of the process