147 pages pdf - ICT Digital Literacy

Content, Content (Not To Mention Content) … How To Best Design & Deliver It
#184: The Power Of Influence
While top management may fully endorse e-Learning and encourage its use, many top-level
officers may lack technical prowess and inadvertently send mixed signals to employees about
their commitment to e-Learning. Thus, consider designing e-Learning modules that show toplevel
officers engaged in the process via a simulated scenario so that learners receive a visual
endorsement from top management that drives an e-Learning culture and reinforces the
likelihood that employees will embrace e-Learning. For example: an orientation course that was
developed for a global non-profit organization presented a simulated video teleconference
hosted by a technical "savvy" CEO. The CEO, however, was unfamiliar with many technical
skills but recognized the importance of an e-Learning culture. The module helped to solidify topmanagement
commitment and encouraged learners toward adopting e-Learning.
Joyce Power
Power Performance Consulting
#185: "E"(ssence) Marks The Spot
Not everything will translate to e-Learning but that which does, needs to capture the "essence"
of the topic through engaging and interactive methods such as as audio, video, Flash, etc.
Todd Stephens
Booz Allen Hamilton
#186: Reality Bytes
Make sure to always (or at least whenever possible) incorporate real life business examples
and exercises in all e-Learning sessions. This keeps the students interested, helps retention,
and eases frustrations of learning in a distant environment. All examples should tie directly to
the business goals of the organization.
Pam Weining
AIG Agency Auto
#187: No Such Thing As Fool Proof Navigation
There will always be some who are totally new to the Internet to whom traditional ways of
navigating are meaningless. Visual thinkers who can read but tend to skim over any and all text
no matter how self explanatory it seems, and verbal thinkers who will look at an arrow and never
even wonder if that image has any meaning, or people whose English skills are not up to what
seems so obvious to you. So you should construct your navigation to have multiple ways of
getting to the same thing, or at least your arrows and buttons should have meaningful text built
into them, add more meaningful text in the mouseover commands, and consider making new
learners go through an orientation training before the real class.
Forrest Washburn
Texas Commission of Environmental Quality
#188: A Design Primer
Have hands-on practice sessions available to supplement each topic (particularly in the more
technical courses); Make sure your basic template for CBT or WBT includes a glossary of
information provided for new terminology (embed linked words in the courseware to the glossary
for easy access); Provide bookmarking to allow a student to pick up where they left off; Make
sure the course is more than just a page turner -- add interactivity and simulations etc.; Sample
test a design of your graphical user interface -- Is it easy to understand and use by the average
user in the audience?; Make interactive case studies simulating situations in which the learner
applies previously acquired knowledge; Make sure evaluations are more than true/false and
multiple choice - allow for simulations or interactive questions where appropriate.
Michael Tucker
Compuware Corporation
701 e-Learning Tips by The MASIE Center www.masie.com 39