This Week’s Learning Hero is Christy Tucker! | Growth Engineering
A very flattering article about me and my work
Report Card: Gamification in Learning (What Works?) by Carol Leaman : Learning Solutions Magazine
Lessons learned on what works for gamification: multiple levels, fun, variety, leaderboards, tangible rewards, virtual coaches, progress tracking, social connectivity.
Feedback | Allen Interactions
Free white paper on learner-centered design, focusing on activities with intrinsic feedback rather than content-heavy presentation
In other words, get the learner into a task quickly, and then provide content instruction through the feedback.
Cognitive Load Theory: Failure? « EdTechDev
Explanation of cognitive load theory and the problems with it, both conceptual and methodological. Lots of sources to dig into deeper if you want more research on this issue.
Numerous contradictions of cognitive load theory’s predictions have been found, but with germane cognitive load, they can still be explained away. de Jong does not use this term (unfalsifiable) but instead states that germane cognitive load is a <em>post-hoc</em> explanation with no theoretical basis: “there seems to be no grounds for asserting that processes that lead to (correct) schema acquisition will impose a higher cognitive load than learning processes that do not lead to (correct) schemas” (2009).
2. <span style="text-decoration: underline;">Poor external validity of lab-based studies</span>. Moreno doesn’t touch on something in the de Jong article – the fact that most cognitive load (and multimedia learning) studies are conducted in labs that “includes participants who have no specific interest in learning the domain involved and who are also given a very short study time” (de Jong, 2009), often only a few minutes. Quite a number of findings from these studies have not held up as strongly when tested in classrooms or real-world scenarios, or have even reversed (<a href="http://www.txwes.edu/professionaldevelopment/materials/Multimedia%20Instructions.pdf">such as the modality effect</a>, but see <a href="http://dx.doi.org/10.1016/j.learninstruc.2007.09.010">this refutation</a> and this <a href="http://cat.inist.fr/?aModele=afficheN&cpsidt=5135499">other example of a reverse effect</a>).
10 Qualities of the Ideal Instructional Designer : The eLearning Coach
Brief discussion about whether instructional designers need degrees, followed by a list of qualities for successful instructional designers like "Be obsessed with learning everything."
In the Middle of the Curve: Deeper Instructional Design
Wendy Wickham's liveblogged notes from Clark Quinn's presentation on Deeper Instructional Design. Lots of ideas in this post--create models that actually help people understand the content and recognize patterns, pay attention to motivation and emotion, give learners the least they need to get them to do what's needed, create learner-centered objectives instead of designer-centered objectives, use stories and active practice.
We can't "create" learning<br>- We can design environments conducive to learning.<br>- We design learning experiences.
Don't design CONTENT, design EXPERIENCES<br>- Design the "Flow".<br>- Start bringing in emotions and the actions they take
E-Learning Queen: The Best Way to Learn in an Online Course
Advice for online learners to get the most out of their courses. Includes cognitive, behavioral, and self-regulation strategies. Even though this is geared towards learners, instructional designers can also benefit from thinking about how to teach and model these strategies.
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
Scaffolding skills for learning online to support the development of lifelong learning skills. The authors identify 4 aspects of "learning to learn": articulation, self regulation, repertoir of learning strategies, and self-evaluation skills. Design principles to support these 4 component skills are covered.
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Samples of e-learning content about Bloom's taxonomy and instructional design. I don't agree with everything in the content or how it's presented, but there's always something to learn from looking at other people's interactive learning.
Donald Clark Plan B: Gagne's Nine Dull Commandments
<strong>2 Stating the objective</strong><br>Now bore the learner stupid with a list of learning objectives (really trainerspeak). Give the plot away and remind them of how really boring this course is going to be.
Instructional Design Models
Extensive list of instructional design models and theories
Link has moved:http://carbon.ucdenver.edu/~mryder/itc/idmodels.html