This document discusses techniques for making rapid e-learning more engaging and creative. It recommends avoiding simply dumping information and instead focusing on goals and actions. It also suggests using the Pareto principle to prioritize key ideas over minor details. Interactions should be linked together holistically to encourage learners to continue. Design elements like empty space are important. Stories can help bring information to life more than facts alone. The document provides examples and emphasizes creativity over authoring tool capabilities.
Don't Kill Them With Powerpoint - How old school visual tools can engage your audience and energise your presentations?
Article by Tim Hamons,
Founder, Art of Awakening.
What key strategies can learning designers and training departments use to better engage SMEs and create better learning outcomes? Slides from a MyKineo presentation on September 15, 2010 by Cammy Bean and Steve Lowenthal of Kineo.
Having multiple opt-ins on your site increases your email list. But which should you choose? Browse through these 21 different options and pick the one that makes the most sense for your business.
DevLearn Notes - Ashley's four days at the DevLearn Conference! Ashley Porter
This document summarizes notes from a three-day e-learning conference called DevLearn. The conference included keynote speakers, certification courses, and small group courses on topics like applying brain science to learning, the X-API standard, designing effective learning experiences, and more. The notes highlight takeaways like using stories and scenarios to provide context for learning, engaging learners in practicing skills, and creating a collaborative environment where learners can become contributors.
Rosalba Fiore provides tips for facilitating live online training. She discusses identifying learners' objectives and presenting information in chunks that learners can access asynchronously and at their own pace. Fiore emphasizes using multimedia like audio, video, photos and slideshows to engage learners. She recommends selecting an learning management system to create and manage the course, tracking results and creating reports. Fiore also stresses relating course content to real-world scenarios so learners can apply what they learn.
Stop Thinking Like an Instructional Designer, Start Thinking Like a Game Desi...Aggregage
Instructional designers tend to think content first and action second. Game designers tend to think action first. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. In this unique gamified webinar, Karl Kapp will help you make that shift.
The document provides guidance on developing effective PowerPoint presentations. It discusses focusing on telling a story with logic, emotion and credibility; tailoring the message to the audience; limiting information and using visual aids; and organizing content in a structured narrative framework with a beginning, middle and end. The objective is to inform and persuade the audience through an engaging presentation.
Handout for "Getting the message across" a presentation by Thomas Zangerle/Wo...Thomas Zangerle
This document provides tips for creating effective presentations. It discusses focusing on significance for the audience, structuring the presentation simply with 3-4 key points, and avoiding overloading slides with text. The document emphasizes using visuals like images and charts to aid recall. It also stresses rehearsing and practicing the presentation to feel confident presenting and engaging the audience with stories and interaction.
Don't Kill Them With Powerpoint - How old school visual tools can engage your audience and energise your presentations?
Article by Tim Hamons,
Founder, Art of Awakening.
What key strategies can learning designers and training departments use to better engage SMEs and create better learning outcomes? Slides from a MyKineo presentation on September 15, 2010 by Cammy Bean and Steve Lowenthal of Kineo.
Having multiple opt-ins on your site increases your email list. But which should you choose? Browse through these 21 different options and pick the one that makes the most sense for your business.
DevLearn Notes - Ashley's four days at the DevLearn Conference! Ashley Porter
This document summarizes notes from a three-day e-learning conference called DevLearn. The conference included keynote speakers, certification courses, and small group courses on topics like applying brain science to learning, the X-API standard, designing effective learning experiences, and more. The notes highlight takeaways like using stories and scenarios to provide context for learning, engaging learners in practicing skills, and creating a collaborative environment where learners can become contributors.
Rosalba Fiore provides tips for facilitating live online training. She discusses identifying learners' objectives and presenting information in chunks that learners can access asynchronously and at their own pace. Fiore emphasizes using multimedia like audio, video, photos and slideshows to engage learners. She recommends selecting an learning management system to create and manage the course, tracking results and creating reports. Fiore also stresses relating course content to real-world scenarios so learners can apply what they learn.
Stop Thinking Like an Instructional Designer, Start Thinking Like a Game Desi...Aggregage
Instructional designers tend to think content first and action second. Game designers tend to think action first. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. In this unique gamified webinar, Karl Kapp will help you make that shift.
The document provides guidance on developing effective PowerPoint presentations. It discusses focusing on telling a story with logic, emotion and credibility; tailoring the message to the audience; limiting information and using visual aids; and organizing content in a structured narrative framework with a beginning, middle and end. The objective is to inform and persuade the audience through an engaging presentation.
Handout for "Getting the message across" a presentation by Thomas Zangerle/Wo...Thomas Zangerle
This document provides tips for creating effective presentations. It discusses focusing on significance for the audience, structuring the presentation simply with 3-4 key points, and avoiding overloading slides with text. The document emphasizes using visuals like images and charts to aid recall. It also stresses rehearsing and practicing the presentation to feel confident presenting and engaging the audience with stories and interaction.
A successful webinar is able to attract and engage an audience, holding their attention throughout the presentation, but that's sometimes easier said than done. It takes planning and strategy to create a great webinar and we're here to help with ten tips to make your webinar a success.
Web aim training others - engaging learners with various training methodsFelicia Cruz
The document discusses various methods for training others about web accessibility, including lectures, hands-on lab training, small group training, one-on-one training, and at-a-distance consulting. It provides tips for effective training strategies such as being enthusiastic, giving an overview and review, involving the audience, using examples, providing resources, and being prepared.
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This document discusses using innovative learning techniques like games, social learning, and interactive stories. It provides examples of how to incorporate these techniques into the classroom, including using games like tic tac toe. It also lists rules for class discussions and an agenda covering topics like facilitating techniques and the ARCS model of motivation. Interactive storytelling is discussed as an engaging way to deliver content with characters, plot, tension, and resolution.
Handout for "Proven Presentation Techniques", an InfoComm approved workshop b...Thomas Zangerle
This workshop will show you how you can transform your ideas into convincing interactive presentations. The most important elements of successful presentations, training sessions and meetings are straightforward to name, but not always quite so easy to implement. It's essential for the presenter to capture and maintain the attention of the audience, to present effectively, create interest, encourage excitement and to captivate the participants. In this training session we will explore how you can increase understanding and retention in a presentation. You will receive background information based on scientific research, about improving communication techniques and about the workings of the brain. You will also see examples of best practices, effective communication, and presentation designs, all of which contribute to the creation of long-lasting impressions.
The document provides tips for creating effective presentations as an alternative to traditional PowerPoint presentations. It suggests removing many bullet points and instead having students create notes from discovery and discussion. Presentations should include images, videos, political cartoons and other visual elements. Presenters should ask questions rather than simply providing answers to guide audience discovery. Text on slides should be limited following the "7x7 rule" of 7 words by 7 lines. Presenters should utilize visual elements and images to enhance their message while maintaining relevance and avoiding overloading slides with information. When choosing a presentation platform, considerations include its purpose, how information will be shared, compatibility, and collaboration capabilities.
Why Most eLearning Fails: How to Create eLearning that Gets ResultsAggregage
Let’s admit it: most eLearning just plain sucks! The sad reality is that most eLearning courses require learners to sit through a disappointing experience, where information is poorly organized, the content isn’t relevant, and the interactions seem contrived and without purpose. This is compounded even more when the slideshow-like presentation is interrupted with several poorly written quiz questions and cheesy animations to make it all seem “fun.”
In this session, we will explore many of the reasons why most eLearning fails and the components that contribute to bad eLearning design. we will also explore how bad eLearning design can negatively affect the learning experience. Finally, this session will walk you through several practical methods you can immediately apply to fix your bad eLearning courses.
In this session, you will learn:
• When to implement a blended learning approach
• Why clicking doesn’t make interactivity meaningful
• Why good eLearning requires more than instructional design
• Why knowledge and behavior aren’t mutually exclusive
This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
In a world of fast paced and social media culture, it's imperative to keep your audience engaged in virtual events and webinars, for lead generation and customer loyalty. Find out the practical tips of Audience Engagement and increase your loyal customer database.
This document provides tips and suggestions for managing limited resources like time, energy, focus, and tools/systems more effectively. It encourages identifying key challenges to productivity, developing and engaging significant aspects of managing time productively, and assessing productivity habits. Tools like Outlook dashboards and signatures are recommended to help optimize efforts. Agendas for meetings are also presented as a way to maximize time and focus. The overall message is about preparing, preventing issues, clarifying values, planning, building relationships, and recreating to improve performance.
The document discusses creating a professional development plan and provides steps to enhance one's career through professional development. It recommends assessing your current situation, formulating goals and a plan, and then taking steps like networking, learning, seeking opportunities, collaborating, writing/presenting, and creating to work towards your goals. Throughout are quotes emphasizing the importance of taking responsibility for your own career development and growth.
Expert interview is an innovative way of producing and sharing information. In the ever changing interest and lifestyles of people today there are a lot of different ways of reaching an individual with the intention of sharing information
This document provides a summary of a longer document that criticizes the typical ineffective use of PowerPoint presentations and provides suggestions to create more impactful presentations. The summary is:
1) PowerPoint is often used as a teleprompter, written record, or memory aid rather than for true communication, which requires transferring emotion.
2) Microsoft templates and tools encourage overuse of bullet points and poor design that hinders communication.
3) Effective presentations combine logical facts with emotional engagement of the audience and are used to persuade rather than just inform.
4) The document provides tips to improve presentations, such as limiting words on slides, using evocative images, and creating an emotional experience for the audience.
Week8 portfolio project_bestpracticesinbusinesswritingandcommunication_k_leeKate Lee
This document provides an overview of best practices in business writing and communication. It discusses what employers want in employees, effective communication processes and strategies, and tips for different types of business writing and presentations. The document is divided into 8 sections that cover topics such as oral and written communication, ethical communication, intercultural communication, writing tips, use of digital media, dealing with positive and negative messages, creating multimedia presentations, and writing business reports, plans and proposals.
The document reflects on using various tools to promote reflection and assessment in the classroom. It discusses moving from teacher-driven reflection using basic tools like photo albums to giving students more ownership over reflection using technologies like wikis, word clouds, and video/audio recording. The focus has shifted to daily reflection not just assessment and using technologies like voice threads and online brainstorming tools to scaffold student ideas and make thinking more visible across subjects.
Week portfolio project best practices in business writing and communication_kleeKate Lee
This document provides an overview of best practices in business writing and communication. It discusses what employers want in employees, effective communication processes and strategies, dealing with conflict, and tips for written, oral, intercultural, and electronic business communication. The document also covers developing ethical business communication, professionalism in the workplace, creating multimedia presentations, writing business reports, plans and proposals.
Feeling stuck in your career? Not sure what your next step should be? Or perhaps you're starting a new job and want to know how to make a great first impression? No matter which pathway you choose, hurdles are inevitable. You can achieve greater success only by challenging those hurdles and overcoming them.
For more information, watch my Youtube Video by clicking the link in the description box:
https://www.youtube.com/watch?v=zIG4XILJVvA
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
The document discusses using technology to promote higher-order thinking in students. It suggests asking open-ended questions to encourage creative problem solving rather than fact memorization. Specific strategies mentioned include project-based learning, using different modes of expression, and creating student-centered stories to make learning meaningful.
The document discusses designing effective eLearning programs. It provides examples of learning models to use such as information and communications models, knowledge and skills models, and behavior and attitude change models. It emphasizes the importance of gaining learner attention, setting direction, using appropriate learning models, summarizing key points, and specifying next steps or actions for learners. The document also discusses best practices for content design such as using scenarios and examples, focusing on learner goals and outcomes, and incorporating different media like video and interactions.
This document provides an overview of Week 4 for an instructional design course. It includes the reading and learning outcomes for the week, which focus on influences on learning and techniques to make learning memorable. It also includes discussions on effective and ineffective training messages, with examples. Characteristics of effective training include clear details, summaries, and testimonials. Ineffective training is overwhelmed by text, lacks clear navigation, and does not provide context for tutorials. The document recommends considering learning objectives to guide activities and assessments, and shares two TED talks on storytelling approaches to instructional design.
A successful webinar is able to attract and engage an audience, holding their attention throughout the presentation, but that's sometimes easier said than done. It takes planning and strategy to create a great webinar and we're here to help with ten tips to make your webinar a success.
Web aim training others - engaging learners with various training methodsFelicia Cruz
The document discusses various methods for training others about web accessibility, including lectures, hands-on lab training, small group training, one-on-one training, and at-a-distance consulting. It provides tips for effective training strategies such as being enthusiastic, giving an overview and review, involving the audience, using examples, providing resources, and being prepared.
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This document discusses using innovative learning techniques like games, social learning, and interactive stories. It provides examples of how to incorporate these techniques into the classroom, including using games like tic tac toe. It also lists rules for class discussions and an agenda covering topics like facilitating techniques and the ARCS model of motivation. Interactive storytelling is discussed as an engaging way to deliver content with characters, plot, tension, and resolution.
Handout for "Proven Presentation Techniques", an InfoComm approved workshop b...Thomas Zangerle
This workshop will show you how you can transform your ideas into convincing interactive presentations. The most important elements of successful presentations, training sessions and meetings are straightforward to name, but not always quite so easy to implement. It's essential for the presenter to capture and maintain the attention of the audience, to present effectively, create interest, encourage excitement and to captivate the participants. In this training session we will explore how you can increase understanding and retention in a presentation. You will receive background information based on scientific research, about improving communication techniques and about the workings of the brain. You will also see examples of best practices, effective communication, and presentation designs, all of which contribute to the creation of long-lasting impressions.
The document provides tips for creating effective presentations as an alternative to traditional PowerPoint presentations. It suggests removing many bullet points and instead having students create notes from discovery and discussion. Presentations should include images, videos, political cartoons and other visual elements. Presenters should ask questions rather than simply providing answers to guide audience discovery. Text on slides should be limited following the "7x7 rule" of 7 words by 7 lines. Presenters should utilize visual elements and images to enhance their message while maintaining relevance and avoiding overloading slides with information. When choosing a presentation platform, considerations include its purpose, how information will be shared, compatibility, and collaboration capabilities.
Why Most eLearning Fails: How to Create eLearning that Gets ResultsAggregage
Let’s admit it: most eLearning just plain sucks! The sad reality is that most eLearning courses require learners to sit through a disappointing experience, where information is poorly organized, the content isn’t relevant, and the interactions seem contrived and without purpose. This is compounded even more when the slideshow-like presentation is interrupted with several poorly written quiz questions and cheesy animations to make it all seem “fun.”
In this session, we will explore many of the reasons why most eLearning fails and the components that contribute to bad eLearning design. we will also explore how bad eLearning design can negatively affect the learning experience. Finally, this session will walk you through several practical methods you can immediately apply to fix your bad eLearning courses.
In this session, you will learn:
• When to implement a blended learning approach
• Why clicking doesn’t make interactivity meaningful
• Why good eLearning requires more than instructional design
• Why knowledge and behavior aren’t mutually exclusive
This document discusses different training delivery methods and when each is most appropriate. It describes a fictional scenario where a detective is investigating a case of the wrong training delivery method being used. Through conversations with various characters, the detective fills out a chart summarizing the advantages, disadvantages, and best uses of instructor-led training, on-the-job training, and eLearning. In the end, the detective learns that a blended approach using multiple methods together is generally best for achieving both instructional and cost effectiveness.
In a world of fast paced and social media culture, it's imperative to keep your audience engaged in virtual events and webinars, for lead generation and customer loyalty. Find out the practical tips of Audience Engagement and increase your loyal customer database.
This document provides tips and suggestions for managing limited resources like time, energy, focus, and tools/systems more effectively. It encourages identifying key challenges to productivity, developing and engaging significant aspects of managing time productively, and assessing productivity habits. Tools like Outlook dashboards and signatures are recommended to help optimize efforts. Agendas for meetings are also presented as a way to maximize time and focus. The overall message is about preparing, preventing issues, clarifying values, planning, building relationships, and recreating to improve performance.
The document discusses creating a professional development plan and provides steps to enhance one's career through professional development. It recommends assessing your current situation, formulating goals and a plan, and then taking steps like networking, learning, seeking opportunities, collaborating, writing/presenting, and creating to work towards your goals. Throughout are quotes emphasizing the importance of taking responsibility for your own career development and growth.
Expert interview is an innovative way of producing and sharing information. In the ever changing interest and lifestyles of people today there are a lot of different ways of reaching an individual with the intention of sharing information
This document provides a summary of a longer document that criticizes the typical ineffective use of PowerPoint presentations and provides suggestions to create more impactful presentations. The summary is:
1) PowerPoint is often used as a teleprompter, written record, or memory aid rather than for true communication, which requires transferring emotion.
2) Microsoft templates and tools encourage overuse of bullet points and poor design that hinders communication.
3) Effective presentations combine logical facts with emotional engagement of the audience and are used to persuade rather than just inform.
4) The document provides tips to improve presentations, such as limiting words on slides, using evocative images, and creating an emotional experience for the audience.
Week8 portfolio project_bestpracticesinbusinesswritingandcommunication_k_leeKate Lee
This document provides an overview of best practices in business writing and communication. It discusses what employers want in employees, effective communication processes and strategies, and tips for different types of business writing and presentations. The document is divided into 8 sections that cover topics such as oral and written communication, ethical communication, intercultural communication, writing tips, use of digital media, dealing with positive and negative messages, creating multimedia presentations, and writing business reports, plans and proposals.
The document reflects on using various tools to promote reflection and assessment in the classroom. It discusses moving from teacher-driven reflection using basic tools like photo albums to giving students more ownership over reflection using technologies like wikis, word clouds, and video/audio recording. The focus has shifted to daily reflection not just assessment and using technologies like voice threads and online brainstorming tools to scaffold student ideas and make thinking more visible across subjects.
Week portfolio project best practices in business writing and communication_kleeKate Lee
This document provides an overview of best practices in business writing and communication. It discusses what employers want in employees, effective communication processes and strategies, dealing with conflict, and tips for written, oral, intercultural, and electronic business communication. The document also covers developing ethical business communication, professionalism in the workplace, creating multimedia presentations, writing business reports, plans and proposals.
Feeling stuck in your career? Not sure what your next step should be? Or perhaps you're starting a new job and want to know how to make a great first impression? No matter which pathway you choose, hurdles are inevitable. You can achieve greater success only by challenging those hurdles and overcoming them.
For more information, watch my Youtube Video by clicking the link in the description box:
https://www.youtube.com/watch?v=zIG4XILJVvA
This document provides guidance for educators on using cartoons and animated videos to engage students and improve learning. It discusses why cartoons are so powerful at capturing attention, as people are conditioned to enjoy and absorb messages from cartoons differently than other media. The document then offers tips for educators on how to use cartoons, including maintaining student attention, telling compelling stories, and creating animated video clips. It recommends the optimal length for video clips is between 63-92 seconds and that educators should aim to grab student attention within the first 7 seconds. Overall, the document provides a framework to help educators harness the engaging power of cartoons to improve lessons and student achievement.
The document discusses using technology to promote higher-order thinking in students. It suggests asking open-ended questions to encourage creative problem solving rather than fact memorization. Specific strategies mentioned include project-based learning, using different modes of expression, and creating student-centered stories to make learning meaningful.
The document discusses designing effective eLearning programs. It provides examples of learning models to use such as information and communications models, knowledge and skills models, and behavior and attitude change models. It emphasizes the importance of gaining learner attention, setting direction, using appropriate learning models, summarizing key points, and specifying next steps or actions for learners. The document also discusses best practices for content design such as using scenarios and examples, focusing on learner goals and outcomes, and incorporating different media like video and interactions.
This document provides an overview of Week 4 for an instructional design course. It includes the reading and learning outcomes for the week, which focus on influences on learning and techniques to make learning memorable. It also includes discussions on effective and ineffective training messages, with examples. Characteristics of effective training include clear details, summaries, and testimonials. Ineffective training is overwhelmed by text, lacks clear navigation, and does not provide context for tutorials. The document recommends considering learning objectives to guide activities and assessments, and shares two TED talks on storytelling approaches to instructional design.
Primo Michele Levi turns 24 years old and records it in his diary, noting that he was born in Turin, Italy and has one sibling named Anne Maria Levi. Levi excelled academically from a young age and had a passion for chemistry, though he was small, shy, and frequently bullied as a child for being Jewish.
Immersive Learning: The Core of the Padagogy WheelAllan Carrington
The document discusses immersive learning and its role as the core of the Padagogy Wheel model of education. It presents a quote advocating for a return to more collaborative, community-focused learning approaches. The goal is to create an authentic, human-centered curriculum that better serves students and society. The document contains snippets from a presentation on immersive learning, including quotes supporting how simulation and virtual environments can improve understanding and build empathy. It also lists contact information for the presenter and references online resources related to immersive learning design.
The roots of a great digital learning projectSprout Labs
The document discusses different approaches to starting a digital learning project, including building your own programs, buying an off-the-shelf solution, or commissioning custom content. It then outlines Max's project to create a pilot digital learning program on report writing, including interviewing subject matter experts, developing storyboards, designing visuals and interactions, building modules in an authoring tool, and planning virtual classroom sessions to allow practice. Common pitfalls discussed include underestimating technology complexity, lacking subject expert involvement, and not providing enough learner support.
The document outlines an agenda for a design workshop day focused on elearning. The workshop will cover conceptualizing elearning design, demonstrations of elearning examples, and a discussion of next steps. During the day, participants will learn about elearning processes and models, how to engage and direct learners, and tips for designing engaging elearning content, such as keeping it light, conversational, and focused on actions. The workshop aims to help participants understand how to design effective and compelling elearning experiences.
This document provides an overview of a technology training conference for library staff. It includes questions that will be addressed, such as the skills needed for technology trainers and how to create an engaging learning environment. Details are given about the conference agenda, which will discuss best practices for organizing workshops, dealing with difficult situations, and techniques for active learning activities. Information is also provided about the audience for the training and tips for presenters to reduce nerves.
Epic's Tin Can expert Andrew Downes presented at the eLearning Network's event, 'LMSs and the Tin Can API', explaining the impact Tin Can has on learning design. This presentation covers how Tin Can influences the way we create e-learning and what we need to take into consideration when we use this new learning technology.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
From strategic issues to practical usage of social media (c) FOMFriends of Media
How you can add value with social media for strategic organisational issues.
Facilitate adoption of internal social media platform with practical user scenarios.
Brom Kim is an instructional designer and consultant who is motivated to continuously improve methods and break routines. He has a diverse educational and work background, including as a ski instructor, which he sees as important preparation. Brom takes a practical approach to instructional design, focusing on analysis, design and making small, informed decisions. He is motivated to make changes out of boredom and sees potential to improve popular methods. Brom advises newcomers to prioritize practical skills over flashy technologies.
Social Learning And The Recession Five Survival TipsMzinga
The document summarizes a webinar on using social learning strategies to survive economic recessions. It outlines 5 challenges learning organizations may face during recessions and suggests addressing them by expanding social learning approaches. These involve including external partners and customers, focusing on facilitation over content creation, collaborating across departments, developing personal learning networks, and prioritizing collaboration over measurement. Resources for further information on social learning are also provided.
AI is transforming learning in two main ways: 1) it is changing the capabilities that L&D needs to focus on through automation and personalization of learning experiences, and 2) it is changing how L&D works by providing insights into learning data. Ruby's day as a L&D professional demonstrates how AI tools can be used to gain insights from data, automate tasks like developing chatbots, and personalize learning for employees. While AI brings opportunities, issues around complexity of learning and lack of a "buy button" mean it cannot fully replace human judgment in L&D.
Developing a digital mindset - recordingSprout Labs
This webinar is based on our free eBook Developing a digital mindset: Powerful methods to disrupt learning. Digital technologies are disrupting business. But it’s not the technologies themselves that are causing the disruption, it’s what we do with them that’s creating change. It’s the thinking processes and mindsets around using technologies that hold the key. It’s about having a digital mindset.
A Better Way to Design & Build Immersive E Learningnarchambeau
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.
E-Learning Balancing Act: Good vs Efficient development-web_version092010tmharpster
Is faster always cheaper? What's the hallmark of truly EFFECTIVE e-learning? What does the research say about what's effective? This presentation outlines what makes e-learning effective and offerideas on ways to balance good design with efficient development that yields "good" results.
Mark Edwards, Leadership and Strategy Programme Director at London Business School, considers ways of improving the stickiness of learning by examining a range of aspects, from the desire to learn to the ways the learned lessons can be applied.
Mark will be hosting a webinar, on 7 October, in which he will explain how you can embed effective learning and understand employees’ motivations. Sign-up: http://www.changeboard.com/events/exclusive-changeboard-webinar-the-stickiness-of-learning-how-to-ensure-your-learning-strategy-makes-an-impact
This document outlines an agenda for a entrepreneurship training program run by Founder Centric. The day includes sessions on iterative teaching, workshops and assignments, the design process and goals, getting feedback, and managing risks. Assignments described include developing personal inventories of skills and resources, conducting customer interviews, optimizing an MVP, and launching constrained startup projects over 1-2 weeks. The document emphasizes adapting curriculum flexibly to student needs, using peer support and optional modules, and avoiding common pitfalls like getting stuck on inconsequential details.
Designing Effective Technology Learning Experiences for NonprofitsBeth Kanter
The document provides guidance on designing effective learning experiences for technology training. It discusses common reasons why training fails, such as reading slides verbatim and lacking interactivity. It then covers seven principles of learning theory to apply: 1) engage learners, 2) use visuals, 3) chunk information, 4) vary pacing, 5) include variety, 6) leverage emotions, and 7) encourage two-way participation. The document demonstrates how to blend technology content with activities tailored to different learning styles. It also provides an example anatomy of a 90-minute workshop structure.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Collaborative rapid authoring suite
PowerPoint import
Systems training import
Issue management
Accessible output
Sound, video and image editing
Content manageable Flash interactions
SCORM publishing
http://www.kaplanit.com
KaplanITLearning@kaplan.com
3. What am I talking about?
A model for categorising rapid content
Action mapping to give space for creativity
Adding interaction that sticks
Creative design for non-designers
Writing stories that engage learner emotions
3 things to remember and 1 to avoid
4. Ask the audience...
What holds you back most from
being creative when building
your rapid e-learning?
5. What are developers thinking?
Rigid
development
process
Rapid e-
learning is the
standard
Budgets are
squeezed
Timelines are
ridiculous
Limited
creative skills
How do I take
my courses to
the ‘next
level’
Stressed?
Moi?
6. What are learners thinking?
It’s pretty
dull
It’s a
predictable
format
Too much
knowledge
How can I
skip?
Which bits
do I actually
need?
Bored?
Moi?
9. Pareto principle
Application
Retrieval of information to solve
problems, make connections & apply
to practical situations
Understanding
Retrieval of information & restating
in own words
Knowledge
Retrieval of information but not
necessarily understanding
Performance
outcomes & key
ideas
Processes, tasks,
steps & procedures
Tools, references &
forms
People
relationships &
coordination
11. Example: Pareto principle
How to prepare an incident report
How to stay calm
How to use the reference guide to
report the incident
Who to call or report to if you notice
anything suspicious
How to assess potential bank robbers
How to call the police
How to trigger the alarm
How to help customers stay calm
What the bank insurance covers in this
type of incident
How to make sure everyone is safe,
including you
Performance
outcomes & key ideas
Processes, tasks,
steps & procedures
Tools, references &
forms
People relationships
& coordination
12. Ask the audience...
If you are under pressure to
delivery knowledge-based
courses, how does this affect
the quality of your e-learning?
17. Interaction basics
Contain: context > challenge > activity > feedback
Focus on the application content
Test the learner’s brain not your competence with an
authoring tool
Include interaction every few minutes
Basic tools, storytelling, creativity and imagination
are as effective as games and flashy effects
http://www.engaginginteractions.com
18. When to use interaction?
Use interaction when...
Content is complex and difficult to
understand
Errors are costly or difficult to remedy
Information needs to be internalised
Change to existing skill is major and
requires practice
Learners need to differentiate
between good and poor performance
Use presentation when...
Content is readily understood by
learners
Errors are harmless
Information is available for late
retrieval and reference
Change to existing skill is minor and
can be achieved without practice
Learners can differentiate between
good and poor performance
19. Holistic interaction
Linking interaction together
Make learners as intrigued about the next page as
the current page
Techniques:
Create suspense
Delay feedback
Benefits:
Better course completion
Improved retention
20. Examples: Holistic interaction
At the start, you thought
you were an effective
communicator. What do
you think now?
You have to make a critical
purchasing decision. You
need to justify this decision
to the board. What would
you do first?
Answer reassessment Branching story
Do you need help with
that? I think I know what
you are trying to do.
Investigative
Was there anything wrong
with that transaction?
Character / agent
32. Why use stories?
Stories
Engage &
inspire
Aid
understanding
& retrieval
Are fun &
entertaining
Encourage
creativity
Bring
information to
life
Get us
thinking
Help us to
organise
information
37. Managing conflict: metaphor
We are all different. With our own
values, opinions and cultures.
Together, our differences can help
to build a great team. A team
where we draw on our individual
strengths, complement each other,
and share in our motivation.
Just like one, big, happy family.
At least, that’s the theory...
38. Managing conflict: scenario
It wasn’t supposed to be like this.
You chose Bob and Tanya for this
project team because they usually
work so well together. Poles apart in
their strengths and personalities,
they somehow just seem to fit.
But it’s different this time. Relations
seem frosty and it’s affecting
everyone’s morale. Soon, your
business critical project will start to
suffer.
What do you do now?
39. Managing conflict: case study
Kate Young had been verbally abused by
another manager for 6 months.
Close to a nervous breakdown, she took a
month off work.
When she returned she was determined to
meet the problem head on.
But she didn’t. She is now on long term
sick leave.
This is why we train you on how to manage
conflict in the workplace.
Hello. I’m Richard Hyde from Mind Click.
Our company supplies a full range of e-learning tools and services to corporate and educational customers. Our passion is creativity in learning, and it underpins everything we do.
This strategy was consolidated this year when we consulted with many organisations about the status of rapid e-learning in their businesses. Across the board we found internal development teams were frustrated with time pressures for development, the quantity of content they were being forced to convert to e-learning and the corresponding (or even inevitable) lack of creativity in their courses.
But even with these constraints, rapid e-learning doesn’t have to be template-driven PowerPoint with a multiple choice quiz tagged on the end. It can look good, it can be entertaining and it can work extremely well. But adding creativity to rapid content means a lot more than dipping into some clip art. It's about using techniques that allow creative design to be added to e-learning despite all the pressures that developers are currently experiencing.
In this webinar, I’ll explain and give examples of key techniques that have worked for us, on how to add more creativity to your rapid e-learning.
My presentation is about 40 minutes long, which will leave about 20 minutes for questions and feedback at the end.
I’d like to thank the Learning Skills Group for inviting me to give this webinar.
Also, I’m presenting today by invitation from Mind Click’s partner organisation Kaplan IT.
Kaplan are a major player in the e-learning space and they acquired my previous organisation Atlantic Link earlier this year to add the Atlantic rapid e-learning suite to their portfolio.
So it’s based on my experience of developing and heavily using an enterprise authoring suite that I’ve put together these thoughts on adding creativity to rapid e-learning.
If you would like more information on the Kaplan product suite, there are details here.
So, these are the areas we’ll be looking at today.
I’m going to cover five key areas of creative design.
First we’ll stand back and look at a model for categorising rapid content
Based on that model, we’ll then extend it to explore how action mapping can be used to give space for creativity
We’ll then look at how and when to add interaction to e-learning
Then we’ll dig into a couple of more practical skills:
We’ll look at creative design for non-designers
And finally we’ll explore ideas for writing stories in e-learning to engage with learner emotions.
To summarise at the end, I’ll give you some key do’s and don’t to take away.
I’ll be asking you a few questions throughout this talk to get your feedback and this is the first one.
What holds you back most from being creative when building your rapid e-learning?
If you can type your feedback in the chat window, I’ll wait a few moments and read out the responses.
I hope this slide summarises the responses I’ve just received. As I mentioned at the start, our impression is that creative design has been shoved into a back seat.
This is because of the pressures you’ve mentioned, as well as those shown here. It’s clear that creative design has been sidelined, as efficient authoring software and standardised processes have increased content delivery as a positive outcome but reduced creativity as a clear negative.
Our experience is that learning developers are under immense pressure nowadays to deliver courses quicker and quicker, as management seek to get more and more efficiency out of rapid e-learning.
Also, we’ve had numerous feedback from developers who are frustrated with management who have decreed that rapid e-learning is the de-facto standard for content delivery, regardless of suitability.
The stressed developer is left chasing their tail... Trying to deliver creative solutions against a rigid development model.
Also, we often get asked ‘How do I take my e-learning to the next level?’.
I hope some of the ideas I’m about to go through will help with this situation.
Just a moment. It’s easy to forget the poor learner. What’s the consequence of this situation for them?
Again, from talking with organisations, the learner impression of rapid e-learning is often that it is a dull necessity.
Rapid e-learning is seen as a predictable conveyor belt of knowledge that does not engage them.
They are being bombarded with information, within which it is hard to pull out the critical application-based material that they need on the job.
They end up looking for ways of skipping through or even not completing courses.
We’ve heard that this is a major issue in many organisations. Consequently, return on investment is being questioned.
And so to the first technique to readdress our approach to creative e-learning development.
To start with, we need to look at the underlying model for defining what we put in a course.
By refining this, we can streamline that amount of content we include in a course in the first place and give more time to add creative design to the critical material.
In essence, what we must try to do is break free of the security blanket of information dump.
The Pareto principle (which actually originates from economics) is being used as a strategy for rapid e-learning development.
As we know, the biggest problem we face with content is the pure quantity of it.
The principle states that 20% of activities can give 80% of the results.
For example, 20% of salesmen will produce 80% of the sales in an organisation.
So we can begin looking at content with this in mind, by thinking that 20% of the content can potentially achieve 80% of the objectives of the course.
This is obviously not a hard and fast rule and will not always apply.
However, it’s a change in mind set and a far more pragmatic starting point for rapid development.
So how do we apply this principle to content categorisation of e-learning?
Well, hopefully we are all familiar with Bloom’s cognitive skill pyramid of Application, Understanding and Knowledge.
This is commonly used to categorise content for learning.
The Application content contains the performance outcomes and key ideas, i.e. the behavioural change that we are trying to achieve.
The Understanding and Knowledge is the associated processes, tools, references, and people related information.
By applying the Pareto principle, we can start with the assumption that the Application content is the 20% that will achieve 80% of the objectives.
This mind set is the first step towards more creativity. It’s giving us focus on the critical material and getting us away from information dump.
So let’s look at a worked example of categorising content, based on the approach we’ve just explained.
We are designing a course for bank tellers, telling them what to do in the event of a bank robbery.
I’d like your input here.
We have a list of content for the course.
We also have a list of the content categories I’ve just explained.
From the top, what category does the first item belong in?
The second? The third? The fourth?
So, this is content categorisation in action. We’ve identified the Application content and we now know where to focus our creativity.
Before we move on, I’ve another question for you.
If you are under pressure to delivery knowledge-based courses, how does this affect the quality of your e-learning?
Please type your thoughts in the chat window.
Ok, once we’ve categorised our content, we then need an efficient and creative way to define activities to support each of the Application-based objectives.
This is where action mapping comes in.
Action mapping is an approach to rapid development that has been promoted by Cathy Moore.
There’s a link to Cathy’s blog at the end of this presentation where she explains the approach in more detail than I will here.
Action mapping is focussed on the critical business goals of a course. So the content categorisation exercise we’ve just been through has helped us define these.
There are four steps involved so let’s see how the process works.
The first step is to identify the business goal, i.e. what business change do we want to create?
This measurable goal helps you design relevant activities, identify the crucial content, evaluate the success of the project and show how your work supports the business.
2. Next, we identify the actions people need to do to meet the goal.
Note that there may be one or more actions for each goal.
3. Then we design a practice activity for each action that a person must do on the job.
Each practice activity should mirror the real world as far as possible. So we avoid facts and trivial games as these are not reality!
4. Finally, we identify what people really, really need to know to complete each practice activity.
So, if information does not directly support an activity, we don’t include it.
We often use a mind map approach for action mapping as it allows multiple links between different parts.
The map that’s created can then be used as a development outline and could even be the course menu.
The benefit of this approach is a set of tightly focussed materials, realistic and compelling activities, no irrelevant information and the course is more likely to have a measurable business impact.
To put action mapping in context, here’s a quick example of a map for a financial training course.
We have a goal in the middle, surrounded by actions and activities.
We use Mind Meister to create these maps, which is an online mind mapping tool.
Now we’ll move on to look at adding interaction to e-learning.
In particular, what is the best way to add meaningful interaction to a course in a creative way, given the constraints that rapid production places on us?
There are many, many resources and tools available for making e-learning what is often called ‘highly interactive’.
So, I’m not going to dwell on what you probably already know.
But a quick summary of interaction is probably useful.
First of all, an effective interaction contains four components:
Context – which provides the framework the makes the interaction meaningful.
Challenge – which is a stimulus to exhibit effective behaviour from the learner.
Activity – which is the learner’s response to the context and challenge.
Feedback – that provides information about the effectiveness of what the learner did.
If one of these components is omitted, the learner will lose focus and not gain the required objective.
The interaction we add should focus on the Application content, that we have discussed already.
This allows us to put our creative efforts into the content that really matters.
Next, it’s very tempting to add games, crosswords, drag and drop quizzes, etc to courses. But this approach often leads to interaction without context. They may show off your prowess with an authoring tool but the content will most likely be lost in the mire of technology.
There is no hard and fast rule as to how often to include interaction, but a good measure is every few minutes. This is obviously dependant on the nature of the content.
And if you’re not skilled in creating highly complex interaction, remember that basic interaction coupled with a good story can be as if not more effective.
There is a very good reference to creating interactions at the bottom. This includes a long of list of interaction types and how and when to use them.
One of the hardest decisions is when to include interaction.
Even when you’ve determined the application content for a course, it can still be a skilful exercise to know what content needs what level of interaction.
If we separate interaction from presentation, the factors shown here can help with that process.
Essentially, interactive content should be complex and costly in terms of learner errors. It should also require immediate retrieval on the part of the learner. It will most likely be a change to an existing skill and finally learners should need to differentiate between good and poor performance.
As with categorising content, this approach allows us to put our valuable creative effort in to the interactions that really matter, and not waste it on meaningless and potentially confusing activities.
So we understand what interaction is and when to use it.
But how can we use it more creatively and re-engage learners with our courses?
I think a big problem with rapid e-learning is that we don’t link interaction together enough in a course.
So I’ve titled this slide Holistic interaction.
What I’ve been thinking about is ways to make learners as intrigued about the next page in a course (and in effect the whole course) as the current page.
Are there techniques we can use to link interaction together in a more meaningful and holistic way?
Can we use techniques like suspense and delayed feedback to increase engagement, improve course completion and retention of information?
So I think this is a more creative approach to developing the interaction in a course.
I’ve come up with a few examples of interaction based on this idea of linkage. I’m sure there are many more.
We have answer reassessment, where a learner is asked a question or rates something at the start of a course and reassesses their opinion later on.
We have a branching story, where individual interactions introduce a new part of a story, with decisions to be made that affect progress through the course.
A character or agent can be used to link content together, provide feedback, give clues and extra information. They could also ask questions at relevant points – as an alternative to the standard multiple choice quiz.
Finally, an investigative approach could be used in, for example, a money laundering course. The learner would be told to spot any suspect activities that could be money laundering. So again, this is an interaction that is constantly available throughout the course.
These ideas don’t necessarily demand more time or skill, just a rethink in the approach to creating interaction – and linking interaction together across the course.
So now to creative design. In particular, this section looks at techniques of design for non-creative people.
Before we delve into creative design, I’d like to know what type of designer you are. We have:
The Nervous wreck – thinks everything is bad and the learner will always be unhappy.
The Creative mess – runs many projects simultaneously and has personal creative dreams.
The Over-worker – spends a lot of time on small projects and doesn’t know when to stop.
Mr average – has basic skills and doesn’t take any risks.
The Trend setter – hand picks their projects, has latest software and keeps their skills highly polished.
The Copycat – uses others work and claims it is theirs.
Which of these are you? If you fit one of these categories, please type it in the chat window.
Lack of creativity is a real bottle neck for rapid e-learning authors.
Often people are highly technically competent but lack real creativity.
We cannot make non-creative people into great designers.
Also, good design takes time and costs money, and this doesn’t sit well with the constraints of rapid e-learning.
However, I think we can teach people the principles of ‘design sense’.
This is basically the ability to recognise good and bad design.
I would hope that you can all recognise the classic design amongst this pair of albums.
I know which one I would be proudest of in my collection.
So, here we have an underlying principle of creative design that I find very useful.
C R A P is an acronym for a very simple set of graphic design rules.
Let’s see an example of this in action.
This is a very poorly laid out screen.
It is quite stressful on the eye. Nothing is aligned, the fonts are very similar and the button is floating in space on the right.
The eye automatically tries to line things up and the learner is loosing focus on the content.
Here is the same content but now adhering to the design rule.
Contrast simply states that if things are meant to be different, make them different. Note the page title and body text.
Repetition is to repeat elements consistently. Notice how I have repeated the company logo at a larger size.
Alignment is to arrange elements in correct or relative positions. Notice how everything is aligned up and across the page.
Proximity is placing similar elements in a relationship or space. Notice that the begin button is now with the text that describes it.
This is a simple set of rules but if adhered to, it tells the learner that a course has been designed, not just thrown together.
On that basis they are far more likely to enjoy and trust the content it contains.
Clip art is often dismissed, and quite rightly so in many cases.
However, if you have no scope to create custom graphics they are ways that it can be repurposed for e-learning.
Clip art can be ungrouped, reshaped and re-coloured and so reused in many different ways.
For example, if I was designing a diversity course I could start with these two images.
I can ungroup them and remove the background and unwanted elements.
I can then re-colour, add speech and bring them together.
This is a basic technique and I’m not saying that it should be used as standard.
But if budgets and creative skills are in short supply then it can improve the quality and consistency of your output.
So, we’ve looked at a couple of techniques that can be used to improve your creative output.
The final discussion for today is on writing stories for e-learning.
A good instructional designer will usually approach content with a story in mind.
Stories provide the context and life blood for passing on knowledge.
So in this section, we’ll explain about story writing and give a few examples to show how they can add creativity to your e-learning.
A final question for today is this.
When was the last time you wrote a hand written letter? Was it weeks, or months, or years?
If you could type a response in the chat window I’ll give some feedback.
So why did I ask that? Well I think that creative writing is a bit of a forgotten art.
I remember writing long letters home from University. They weren’t a list of facts, they were stories. Not good stories but stories all the same.
If we wrote facts in letters no one would read them. People want to be entertained.
The age of email has changed things. We can edit and re-edit, copy, paste and forward.
With a letter we had one chance to get it right so we were far more focussed on making it perfect.
So why should we use stories in rapid e-learning?
Stories have many, many benefits to e-learning. Some of them are listed here.
We also need to say that it’s not only the learner that benefits from stories...
The author will enjoy the experience more and a story-based approach can help with organising content.
Also, storytelling is fast becoming the holy grail of both internal and external communications within large organisations.
Advertising for example, has a strong history of highly effective storytelling.
Stories come in many forms, from anecdotes to simple illustrations.
The type of story you create will depend on the content, the time you have available, the audience and the culture of the organisation.
So have this list in mind when you are working through content as it will help determine the most appropriate technique.
Scenarios are the most commonly used type of story and are quite easy to create. Essentially they are projected stories or stories that occur in the future. Very useful for presenting a dilemma to a learner as part of an interaction and giving feedback.
What about taking stories a step further by carrying them across an entire course.
So the course becomes a script and the content to be learnt is slotted in throughout.
Let’s think about how a classic film script is put together.
There’s a beginning, middle and end with crisis points, tension, a climax and a final resolution. Happy or sad.
It’s an exciting idea but the reality is that we haven’t got the time in a rapid e-learning course to develop a story like this.
However, the key to engagement with a film is emotional attachment. We care what happens to people.
So, this format is certainly worth keeping at the back of our minds when writing stories.
Why the picture of Britt Ekland in a Scottish croft?
Well this is the story of a true story.
Reading Thomas the Tank Engine to my kids became a laborious experience after 2 months of reading the same book.
So I extended the story to include a story about the author, who’s name was Britt Allcroft.
I made up a story of Britt Ekland living in a Scottish croft.
The power of the story is that I still remember this useless fact now.
To finish off I’ve got a number of examples of stories on the subject of managing conflict.
So the content is the same but the story type is different.
The reason for the film ratings?
Well, this is to emphasise that writing stories has similarities to writing for film.
But also, I anticipate that the type of writing you will get away with will be dependent on the culture of your organisation.
So, let’s start with the U certificate.
This is an example of a metaphor being used to explain how to manage conflict in the workplace.
This example is a scenario. A conflict situation is described and a question is asked.
This is a case study being used to set the scene before more detailed content is presented.
Sorry, but Mary Whitehouse would not allow this level of story.
The message here is be cautious of different cultures and backgrounds to avoid offending people when writing your stories.
Before I finish, here are some things to remember and avoid, based on what I’ve covered today.
With content, I would urge you to avoid information dump in your rapid e-learning courses.
Investigate some of the ideas I’ve presented to reassess how you categorise and define content.
With interaction, as well as adding interaction at relevant points, also think of ways to link interaction together in a course.
Try some of the ideas I’ve suggested and come up with your own novel approaches.
With creative design, remember the tips I gave you but also never underestimate the power of empty space.
This is another key component of creative design.
It’s a classic case of less is more. Single words or images can be very powerful.
And one final thing to avoid.
Today’s authoring tools are extremely powerful but there’s a danger of becoming too focussed on their rich capabilities.
Creativity when building e-learning starts with your mind so don’t constrain that process from the outset.
Open your mind to different media, films you’ve seen, books you’ve read, experiences you’ve had and your creative output will improve.
There are many, many excellent e-learning blogs now available on creative design for e-learning.
For pragmatic advice on technical authoring skills and content design, I would highly recommend that you subscribe to Gabe Anderson’s and Cathy Moore’s blogs.
Many of the ideas I’ve shown today have come from these two resources. I’m sure you can find many more that will fill gaps in your knowledge or help you work through road blocks when designing content.
Thank you very much for listening today and thanks again to the Learning Skills Group for facilitating this session and for Kaplan IT for inviting me to give this talk.
I’m happy to take questions and comments.