147 pages pdf - ICT Digital Literacy

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Content, Content (Not To Mention Content) … How To Best Design & Deliver It #274: Hmmmn, How Did You Get 120% Correct? Randomize questions in all assessments. This is especially helpful when the user decides to re-do a course. Otherwise, the user will most probably get a 100% in his second attempt. Linda Al Ansari Emirates #275: ISO - A Blueprint For Usability When designing e-Learning, emanate from the standard of usability. Plan and design according to the ”Guidance on Usability” (ISO9241-11) with adaptation to the learning context: ”… to the extent to which a learning resource can be used by specified learner, to achieve the learning objectives with effectiveness, efficiency and satisfaction in a specified learning context.” Ulf Söderberg Framehouse #276: Recording - Take 1 (& Hopefully The Last) Before you record the audio script for the e-Learning project, schedule a meeting with the SMEs and have someone read the script out loud. This will hopefully save time in the long run and avoid multiple recordings after the course has been built. Peggy Ferguson Veritude #277: Forecast: A Blurry & Gray Future, No Thanks Remember that the population is aging and ensure that the typefont is legible -- large and clear. Remember also that some folks have color blindness. Naomi Sussman Sussman Training Assoc. #278: Which Skills & Practices Are Needed When Teaching Online? You need to type fast when chatting and recording on the white board; use an energetic, strong voice and speak slowly; be able to multitask (e.g. reading personal chats to you at the same time you are presenting or continuing to read the script when trying to reboot your computer because it crashed!); be able to do basic troubleshooting and help participants with the virtual clasroom; have the ability to manage time as everything online is tight on time; know your content inside and out (of course!); know what you can cut out if you get behind; stick to the script as you have little room for stories or unrelated musings; and take notes of which participants are involved so you can call on any that aren't speaking up. Pheew! Carmela Southers Ken Blanchard Companies #279: Communicate & Reward, Reward & Communicate A comprehensive communications plan should be in place to assist in the cultural change needed to move employees on-line. Incentives and rewards should be a part of this plan as encouragement to move to on-line learning. Bill Kurolvech DaimlerChrysler Corporation #280: Dancing Bullets Can Be Distracting When animating bullet points, don't let learners get distracted wondering how many facts they'll have to absorb. Put all the blank bullets on the screen, then animate the text entry. This gives learners a framework in which to understand the information rather than asking them to decide between thinking about the current bullet and getting ready for the next one. Dennis MacQuilken 701 e-Learning Tips by The MASIE Center www.masie.com 56
Content, Content (Not To Mention Content) … How To Best Design & Deliver It #281: Make It Easier On Yourself Use Style Sheets when developing to make updates easier. Kathy Lents HouseHold International, Inc. #282: From Incorrect to Correct, Show Me In WBT or in simulations, consider how incorrect user actions are processed. Most products I've seen merely tell you you're wrong. Depending upon learner style and level of mastery needed, maybe the error isn't immediately detected and the WBT lets you continue but the error is discovered later. Maybe the WBT lets you know you made a mistake, and then asks you how to correct the error. The same information sets up a flag to present the points that were missed during the final summary. Tom Swider #283: Avoiding The Graphics & Animation Trap When preparing e-Learning content, graphics and animations are not the first things that you should think of. Study the content in a very detailed way to determine the concepts that should be given to the user. Then decide which concepts can be supported by which graphics and animations (or not). Graphics and animations that have no effect on the learning quality of the user experience add no value to the e-Learning content. Aysenur T. Akman Oyak Technology #284: Activity, Not Passivity Be clear on the distinction between education and entertainment and know your audience. So called "Edutainment" may be fine for children but is unlikely to satisfy adults. As the NY Times has reported, "TV isn't teaching" and this applies particularly to adults. Bottom line: Don't teach "down" to adults in an attempt to entertain them. Wendell Laidley New Media Learning LLC #285: Test Placement Matters For required training, include a "no fault" test immediately after the module and a graded test after completion of all modules. Perry E. D'Antonio Sandia National Laboratories #286: Design Prescriptions Develop to the lowest common denominator of your audience. This includes elements such as color choice ("web-safe" colors), text size, screen resolution, etc. Especially with text, try to use CSS stylesheets to more closely assure consistency and your desired output. And be sure to include some type of interactivity every few <strong>pages</strong> to avoid just a "page-turner," even if it is just having the user rollover an image or text to get more information or to move forward. Instant feedback "what do you think's" are great to insert throughout a module. These don't have to include scoring, they are just spot checks for the user. Mario Cruz John Hancock Financial Services, Inc. #287: Think Small Our e-Learners don't have a long attention span or much time for learning at their desks. Try to keep the learning modules below 20 minutes in length (usually 9-15 slides). Patricia Nicholson Sun Life Financial 701 e-Learning Tips by The MASIE Center www.masie.com 57
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