When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
This webinar explored:
- What you’ve been getting wrong in building your learning culture
- Why you should be thinking like an eco-system designer
- How the 70:20:10 learning model and learning ecosystems are linked
- The relationship between learning ecosystems, learning design and learning technologies
When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
This webinar explored:
- What you’ve been getting wrong in building your learning culture
- Why you should be thinking like an eco-system designer
- How the 70:20:10 learning model and learning ecosystems are linked
- The relationship between learning ecosystems, learning design and learning technologies
Getting started in digital learning for trainersSprout Labs
The world of work and learning is changing. Employees and organisations are demanding more-flexible, shorter learning experiences. There is also a shift away from learning towards capability development. There is a continuing demand for digitally-enabled learning.
For businesses and people who have been involved in more traditional training, these shifts can be challenging. At a personal level, as delivery modes change, new skills around digital learning design, development and delivery need to be learned. At an organisational level it often means a change of business model.
This webinar will explored solutions and approaches to these challenges. Topics to be covered include:
- Different approaches to getting started in digital learning
- Business models beyond just providing content
- The 70:20:10 learning model and digital learning
- Moving beyond delivering courses and beginning to work at the capability development level
The nature of work and learning is changing. The growth of the 70:20:10 learning model and the rapid uptake of virtual reality in learning are examples of these shifts. This webinar will explore what these shifts and changes mean for instructional designers.
Topics to be covered:
- What does the 70:20:10 learning model mean for instructional design?
- Should we be using the term ‘Learning Designer’ instead of ‘Instructional Designer’?
- The effect of learning analytics on instructional design
- What such emerging technologies mean for instructional design
- What the move to cloud e-learning authoring systems means for instructional designers
Our rapid blended learning design method is ACE! Clive Young
ALT-C conference, liverpool
Thu, Sep 7 2017, 10:45am – 12:00pm
Authors: Natasa Perovic, and Clive Young
Room: Harold Wilson (2)
Theme: Moving from the practical to the ‘publishable’
Type: 20-minute session
Overview of Scenario-Based Learning by the Destination: Problem-Based Learning Project http://learnpbl.com
aka Getting Your Students to Think for Themselves.
Electronic Performance Support Workshopguest76aa795
This workshop was conducted at the 10th Annual Corporate University Week in November 2008. In the three-hour workshop, participants learned how to design and develop “point-of-need” self-instruction for an EPSS via blended, experiential, and hands-on learning methodologies. During the workshop, we discussed when an EPSS solution is the right deployment choice over or in addition to other forms of learning to increase speed to competency and reduce errors/misinformation. Participants also learned how to create EPSS solutions to improve learner retention and job performance, and reduce training and support costs.
This presentation explorde some of the big trends in digital learning at the moment.
- the use of artificial intelligence in L&D
- the maturation of xAPI and how L&D is becoming more data driven
- the relationship between microlearning and learning while working, and personalisation of learning
- the rise of digital workplaces and what this means for L&D
virtual reality and augmented reality
- the new role of the LMS in a learning ecosystem and the growth of learning experience platforms.
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
Getting started in digital learning for trainersSprout Labs
The world of work and learning is changing. Employees and organisations are demanding more-flexible, shorter learning experiences. There is also a shift away from learning towards capability development. There is a continuing demand for digitally-enabled learning.
For businesses and people who have been involved in more traditional training, these shifts can be challenging. At a personal level, as delivery modes change, new skills around digital learning design, development and delivery need to be learned. At an organisational level it often means a change of business model.
This webinar will explored solutions and approaches to these challenges. Topics to be covered include:
- Different approaches to getting started in digital learning
- Business models beyond just providing content
- The 70:20:10 learning model and digital learning
- Moving beyond delivering courses and beginning to work at the capability development level
The nature of work and learning is changing. The growth of the 70:20:10 learning model and the rapid uptake of virtual reality in learning are examples of these shifts. This webinar will explore what these shifts and changes mean for instructional designers.
Topics to be covered:
- What does the 70:20:10 learning model mean for instructional design?
- Should we be using the term ‘Learning Designer’ instead of ‘Instructional Designer’?
- The effect of learning analytics on instructional design
- What such emerging technologies mean for instructional design
- What the move to cloud e-learning authoring systems means for instructional designers
Our rapid blended learning design method is ACE! Clive Young
ALT-C conference, liverpool
Thu, Sep 7 2017, 10:45am – 12:00pm
Authors: Natasa Perovic, and Clive Young
Room: Harold Wilson (2)
Theme: Moving from the practical to the ‘publishable’
Type: 20-minute session
Overview of Scenario-Based Learning by the Destination: Problem-Based Learning Project http://learnpbl.com
aka Getting Your Students to Think for Themselves.
Electronic Performance Support Workshopguest76aa795
This workshop was conducted at the 10th Annual Corporate University Week in November 2008. In the three-hour workshop, participants learned how to design and develop “point-of-need” self-instruction for an EPSS via blended, experiential, and hands-on learning methodologies. During the workshop, we discussed when an EPSS solution is the right deployment choice over or in addition to other forms of learning to increase speed to competency and reduce errors/misinformation. Participants also learned how to create EPSS solutions to improve learner retention and job performance, and reduce training and support costs.
This presentation explorde some of the big trends in digital learning at the moment.
- the use of artificial intelligence in L&D
- the maturation of xAPI and how L&D is becoming more data driven
- the relationship between microlearning and learning while working, and personalisation of learning
- the rise of digital workplaces and what this means for L&D
virtual reality and augmented reality
- the new role of the LMS in a learning ecosystem and the growth of learning experience platforms.
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
A 5E Lesson Plan to Promote the Use of Reflective-Reflexive Practices by In...Brehaniea Wight
EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. BEFORE e-Learning
Before Elements of My Unit Instruction
❖ Kindergarten Senses Unit
❖ Books
❖ Read-Alouds
❖ Pictures
❖ Work Books
❖ Worksheets
❖ Internet Sound Examples
❖ Discovery Works-Curriculum Guide
3. BEFORE e-Learning
Before Elements of My Unit Instruction
• Kindergarten Math Concepts
• Everyday Math Curriculum Guide
• Math Manipulatives (Blocks, Counting Bears)
• Poster Boards (Calendar)
• Read-Aloud Story Problems
• Listening Center
4. Inadequate Retrieval Cues &
Surface Visuals
Is That Picture Backwards???
Old School Listening Center. Students
have difficulty stopping for discussion
or finding their page.
5. No Support of Attention or
Building Procedural Skills
Waterford Computers
Class Number Grid
11. Four valuable
instructional methods
unique to e-learning
"To get a return on investment, all training initiatives, including e-learning, must improve job performances that lead to achievement of
organizational operational goals.” (Operational goals = bottom line indicators of organizational success.)
• Practice with Feedback (automated, tailored)
• Social Software & Collaboration - integration of collaboration with self-study
• Tailored Instruction (adaptive instruction) - dynamic adjustment of instruction based
on learning
• Simulations & Games - (not all games are equally effective)
12. How Graphics Promote Learning:
Application Guidelines Using a SMART
Board
Match visuals to the instructional goals.
Avoid unrelated visuals that activate wrong memory.
Use visuals for spatial content.
Use visuals that show cause and effect relationships.
Engage learners with your visuals.
http://smarttech.com/
13. PLAN GRAPHICS THAT
AWAKEN PRIOR
KNOWLEDGE
Use comparative advance organizers when learners
have relevant prior knowledge (concrete graphics &
visual analogies)
Use expository advance organizers when learners
lack relevant prior knowledge (visual summaries)
Avoid seductive details in lesson introductions
24. START BY USING
Five Basic Content Types Found
in Organizational Training
Procedures Concepts
Facts
Processes Principles
25. #1 Define Instructional Goals
These goals will probably be taken
from your district trifold, guaranteed
viable curriculum and state standards.
26. PROCEDURES
• USE TRANSFORMATIONAL VISUALS
TO ILLUSTRATE THE STEPS THE
LEARNER TAKES TO PERFORM A
PROCEDURAL TASK.
• EMPHASIZES HOW TO SUPPORT
TRANSFER OF LEARNING AND
MANAGE COGNITIVE LOAD.
27. How To Visualize
Procedures
• Provide demonstrations that combine
transformational and representational
visuals
http://education.smarttech.com/ste/en-US/Ed+Resource/
28. CONCEPTS
USE VISUALS TO HELP LEARNERS BUILD MENTAL MODELS OF
CONCEPTS THAT WILL ENABLE THEM TO MAKE
DISCRIMINATIONS ON THE JOB.
29. How To Visualize
Concepts
TWO or MORE Representational Graphic
Examples
http://nlvm.usu.edu/en/nav/grade_g_1.html
30. FACTS
USE REPRESENTATIONAL AND
ORGANIZATIONAL VISUALS TO
ILLUSTRATE CONCRETE AND DISCRETE
FACTUAL INFORMATION.
EMPHASIZES THE DESIGN AND
PLACEMENT OF MEMORY AIDS TO HELP
WORKERS RETRIEVE FACTS WHEN
NEEDED.
31. Use Organizational
Visuals Door
Clock
See
Rug Friend
http://nlvm.usu.edu/en/nav/
grade_g_1.html
32. PROCESSES
USE TRANSFORMATIONAL VISUALS
THAT INCORPORATE
REPRESENTATIONAL VISUALS FOR
CONCRETE PROCESSES AND
ANALOGICAL VISUALS FOR
ABSTRACT PROCESSES TO HELP
WORKERS BUILD MENTAL MODELS
OF HOW SYSTEMS WORK.
33. Design transformational visuals that show
activity flows from the performers'
perspective
• Shows Movement
• Different Surface Features
• Communicates Action
http://streaming.discoveryeducation.com/
38. SET GOALS
PLAN ACTIVITIES
Originality & Inventiveness
EVALUATE
RESULTS
MONITOR PROGRESS
39. COMMON MISTAKES TO AVOID
Using visuals that do not accurately
reflect the work environment
Omitting important concepts or
providing only a brief definition
without supporting examples
Including unrelated facts and never
integrating them into the lesson
40. COMMON MISTAKES TO AVOID
Failing to teach the process at all or not
using visuals to illustrate the process
Failing to promote learner engagement
with interpretive visuals