147 pages pdf - ICT Digital Literacy

Content, Content (Not To Mention Content) … How To Best Design & Deliver It
#247: Design e-Learning To Coincide With Learner's Limitations
Remember the limitations that learners work under. For example, amount of time available to
learn, workspace privacy, technology know-how, learning obstacles and preferences, and
technology compatibility to name a few.
Bob Huebner
Virginia Credit Union, Inc.
#248: Design-O-Rama
Break e-Learning into "chunks" and increase retention with practical examples; Include interactive practice
exercises to illustrate difficult or complex concepts; Provide frequent feedback to students by using interactive
examples and/or online "mini tests" to build confidence and reinforce skills; Include quick reference guides that
students can view online (or print) featuring step-by-step how-to illustrations; Provide students the ability to
download practice files to refer to after e-classes.
Joy Frederick
American Electric Power
#249: Sometimes It Is Best To Just Start From Scratch
When should you consider setting aside the original design document when you are asked to convert or
rewrite a course?
1. You can’t understand the material yourself. If you can’t learn the way the current material is organized,
what makes you think others will?
2. There are no learning objectives stated or they are very vague. Learning objectives are, in my opinion, a little
overwrought, but one thing they do often help with is organization and structure. If no learning objectives were
stated by the original designer, it’s possible the learning structure may not be organized well.
3. The subject is complex and the topics seem to run incoherently together. Sometimes people are tasked
with designing training for a subject they know little to nothing about. If the deadline is too close for a
thorough design, there is a tendency to cut corners to meet the timeline. This often means taking “content”
and slapping it together into a “class” or “course.” The old mish-mosh design theory. (The designer’s
thought processes run something like this, “Oh man! That class is due tomorrow. Well, here’s the content
the R&D department gave me. I’ll just follow their tech manual’s outline.”)
4. The focus appears to be on the subject rather than the learner. Clues might be overly descriptive
explanations such as technical specs, little to no interactivity, etc.
Garin Hess
Papid Intake
#250: Point, Click, Lost? Forget Them Coming Back!
The user-friendliness of the courseware - in terms of courseware navigation - is of paramount, paramount importance.
Anonymous
#251: Grab Attention & Stimulate Curiosity Within The First Minute Of Instruction
If creating a fast-paced multimedia message without learner control, present verbal explanations in
speech rather than writing. If creating a verbal explanation or description of a procedure, present
corresponding graphics (e.g. animation, video, illustrations, pictures). If creating multimedia narrated
explanations of how something works or descriptions of how to carry out a procedure, present
narration using a human voice with a standard accent and organize the narration to include a preview
summary outlining the main steps, section headings corresponding to the main steps, and pointer
words such as first, second, third, and as a result.
Rose M. Kimberley
Soldier Support Institute
701 e-Learning Tips by The MASIE Center www.masie.com 51