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Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
According to this survey, rethinking pedagogy for online takes longer than learning technology. Developing online courses does take longer, especially the first time, but as faculty gain experience, they become more efficient.
<p>In Freeman’s research, it appears that it takes an instructor a little longer to figure out what they want to do with the course pedagogically than to become comfortable with the technology. </p> <p>“That’s one of the biggest things, that the technological learning curve is shorter than the pedagogical learning curve,” Freeman says. “The technology’s not the problem. It’s not what’s making people take longer when they teach.” </p>
Freeman was able to demonstrate that, once past the first online course, there is a significant reduction of instructor time. This leads him to believe that much of the complaint of excessive time consumption probably comes from the first-time experience.
Freeman’s data doesn’t challenge the assumption that it takes longer to develop an online course than a face-to-face course. What he has established is that the teaching, as well as the development, become less time consuming, and that that change can come as early as the second or third time out.
Imported from Diigo#instructionaldesign#highered#teaching#vILT#elearning
·facultyfocus.com·
Does Teaching Online Really Take More Time? - Faculty Focus | Faculty Focus
#LSCON day 3: Scenario based assesments and Choices – Challenge to learn
#LSCON day 3: Scenario based assesments and Choices – Challenge to learn
Recap of two LSCON presentations, one on scenario-based learning and the other on limiting choices to avoid choice overload
<p>One of the practical things I took from this session is that she writes the scenario’s out divided in 5 elements:</p> <ol> <li>The <strong>tasks</strong> that you need to be able to perform</li> <li>The <strong>procedures</strong> you need to know</li> <li>The <strong>tools</strong> that you have to use</li> <li>The <strong>knowledge</strong> you need to have</li> <li>The <strong>performance</strong> you have to deliver</li> </ol> <p>A very helpful scheme to use when you set up a scenario based learning experience. She starts out with a global storyline and character description, than she defines a sequence of events that contain a number of action points. She divides the scenario into smaller parts each containing a few action points. She only scores on action points and on good choice.</p>
Imported from Diigo#instructionaldesign#elearning#scenario
·kasperspiro.com·
#LSCON day 3: Scenario based assesments and Choices – Challenge to learn
The problem with virtual training: instructional design, not distance — Online Collaboration
The problem with virtual training: instructional design, not distance — Online Collaboration
Interview with Janet Clarey responding to an article claiming you shouldn't even bother trying to do new hire orientation training virtually. As expected, Janet provides a thoughtful rebuttal, explaining that the problem with bad virtual training is that it's poorly designed, not that the technology is failing.
Imported from Diigo#vILT#synchronous#instructionaldesign#elearning
·gigaom.com·
The problem with virtual training: instructional design, not distance — Online Collaboration
Physicists Seek To Lose The Lecture As Teaching Tool : NPR
Physicists Seek To Lose The Lecture As Teaching Tool : NPR
A physics professor at Harvard discusses the improvements to learning results when he stopped lecturing and started using small group discussions and peer learning. He's using a more engaging and interactive way to teach even though he has large classes with 100+ students.
<p>At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.</p> <p>This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.</p> <p>"What we found over now close to 20 years of using this approach is that the learning gains at the end of the semester nearly triple," he says.</p>
<p>Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.</p> <p>"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."</p>
Imported from Diigo#highered#instructionaldesign#engagement
·npr.org·
Physicists Seek To Lose The Lecture As Teaching Tool : NPR
Project Management for Instructional Designers
Project Management for Instructional Designers

Students in David Wiley's Project Management class remixed a textbook with an open license to customize it for instructional designers. They added new examples, photos, video interviews, and assessments. See the blog post for information on the project: http://opencontent.org/blog/archives/2119

Moved to http://pm4id.org/

Imported from Diigo#instructionaldesign#projectmanagement#opensource
·idpm.us·
Project Management for Instructional Designers
Big Dog, Little Dog: Learning Styles are for the individual, not group
Big Dog, Little Dog: Learning Styles are for the individual, not group
Interesting and thoughtful response to the eLearn Magazine article "Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners" by Guy Wallace. Donald ultimately agrees with the idea that instructional designers don't need to spend their time worrying about learning styles, but people who work with individual learners may find them valuable.
That is, when you analyze a group, the findings often suggest that learning styles are relative unimportant, however, when you look at an individual, then the learning style often distinguishes itself as a key component of being able to learn or not.
Thus the main take-away that I get from the paper if that if you are an instructor, manager, etc. who has to help the individual learners, then learning styles make sense. On the other hand, if you are an instructional designer or someone who directs her or his efforts at the group, then learning styles are probably not that important.
Imported from Diigo#learningstyles#instructionaldesign#training
·bdld.blogspot.com·
Big Dog, Little Dog: Learning Styles are for the individual, not group
Setting the Mood — Top Tips for Adding Stock Music to Your E-Learning | E-Learning Uncovered
Setting the Mood — Top Tips for Adding Stock Music to Your E-Learning | E-Learning Uncovered
Practical ideas for adding a little stock music to e-learning. It's probably not a good idea to add it behind narration, but a little bit of music might be beneficial in some situations. It can reinforce or shape the emotional feel of a moment in learning.
Imported from Diigo#instructionaldesign#music#audio#elearning
·elearninguncovered.com·
Setting the Mood — Top Tips for Adding Stock Music to Your E-Learning | E-Learning Uncovered
Curatr - Motivate your learners to truly engage with online learning
Curatr - Motivate your learners to truly engage with online learning
Tool for curating existing resources in a gamified learning experience. Lets learners explore resources at their own pace but with some structure from levels, badges, etc. Learners can comment on resources and discuss with each other. The free edition doesn't allow uploads, but you can link to content elsewhere online. The teacher edition has limited uploading but is still free for teachers. The corporate version is has more features but is costly.
Imported from Diigo#instructionaldesign#curation#games#sociallearning#gamification#elearning
·curatr.co.uk·
Curatr - Motivate your learners to truly engage with online learning
Questions Asked & Answered: Analysis and e-Learning Design
Questions Asked & Answered: Analysis and e-Learning Design
Ethan Edwards recaps a webinar he gave on "The 5 Most Important Analysis Questions You'll Ever Ask." Suggestions on how to get what you need from SMEs
<p><b>Questions:</b></p> <ol> <li>What do you expect learners to be able to DO after completing the course that they can’t do now?</li> <li>What are the consequences TO THE LEARNER if the learner fails to master the intended outcomes?</li> <li>Can you show me an active demonstration, a detailed simulation, or provide an opportunity to directly observe the desired performance?</li> <li>What specific performance mistakes do new learners regularly make?</li> <li>What tools, resources, job aids, or help do successful performers (or even experts) use to do these tasks?</li></ol>
Imported from Diigo#instructionaldesign#sme#elearning
·info.alleninteractions.com·
Questions Asked & Answered: Analysis and e-Learning Design
elearn Magazine: Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?
elearn Magazine: Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?
Comments from a number of experts dismissing learning styles, plus discussion on why we still talk about learning styles even though the research doesn't support it
Imported from Diigo#instructionaldesign#learningstyles#research
·elearnmag.acm.org·
elearn Magazine: Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?
Animated vs. Static Learning Agents - My M.Ed. Capstone Research | onehundredfortywords
Animated vs. Static Learning Agents - My M.Ed. Capstone Research | onehundredfortywords
Judy Unrein researched animated and static learning agents and found no difference in animation. Learning agents have value, but this research points to no extra value for more expensive and time-consuming animation.
Imported from Diigo#instructionaldesign#avatar#multimedia#research#elearning
·onehundredfortywords.com·
Animated vs. Static Learning Agents - My M.Ed. Capstone Research | onehundredfortywords
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
Kirschner uses the 4C/ID model to show how to reduce cognitive load for complex tasks. Some skepticism is warranted due to the heavy reliance on cognitive load theory, but there are some solid strategies here: simple-to-complex sequencing, just-in-time information (supportive and procedural), etc.
Imported from Diigo#instructionaldesign#cognitiveload#cognition
·ou-nl.academia.edu·
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
van Merriënboer's 4C/ID Model and Instructional Design
van Merriënboer's 4C/ID Model and Instructional Design
Don Clark's overview of the 4C/ID model, outlining the four components (4C) and the four instructional strategies for different audiences and types of knowledge
The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:
<b>Learning Tasks</b> — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects.
<b>Supportive Information</b> — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks
<b>JIT Information</b> — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks
<b>Part-task Practice</b> — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill
Imported from Diigo#instructionaldesign
·nwlink.com·
van Merriënboer's 4C/ID Model and Instructional Design
The impact of instructional elements in computer-based instruction_July2007.pdf
The impact of instructional elements in computer-based instruction_July2007.pdf

Study examining what happens when you remove common elements of instruction. Practice with feedback was critical; information, objectives, examples, and review made little difference.

"This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner." "Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice."

Imported from Diigo#instructionaldesign#research#elearning
·florencemartin.net·
The impact of instructional elements in computer-based instruction_July2007.pdf
Problems with Bloom's Taxonomy
Problems with Bloom's Taxonomy
Criticism of Bloom's Taxonomy, with two alternatives for classifying objectives
The categories or “levels” of Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) are not supported by any research on learning. The only distinction that is supported by research is the distinction between declarative/conceptual knowledge (which enables recall, comprehension, or understanding) and procedural knowledge (which enables application or task performance).
Imported from Diigo#bloom#learning#instructionaldesign
·performancexpress.org·
Problems with Bloom's Taxonomy
Online Education for Instructional Designers: Picking the Right Program by Lorna Collier : Learning Solutions Magazine
Online Education for Instructional Designers: Picking the Right Program by Lorna Collier : Learning Solutions Magazine
Learning Solutions Magazine article on online education programs for instructional designers. Compares certificates to masters degrees and PhDs. Includes ideas on how to pick a program that is the right fit for you. The table at the end with a list of schools, programs, and costs is very helpful.
Imported from Diigo#newid#instructionaldesign#highered#career#idprograms#elearning
·learningsolutionsmag.com·
Online Education for Instructional Designers: Picking the Right Program by Lorna Collier : Learning Solutions Magazine
Four Steps to Effective Virtual Classroom Training by Ruth Clark : Learning Solutions Magazine
Four Steps to Effective Virtual Classroom Training by Ruth Clark : Learning Solutions Magazine
Four-step model by Ruth Clark on designing for synchronous online training via Elluminate etc. The article is from 2005 and has nothing earth shattering if you've been doing this a while, but it's a solid introduction to how to use the tools effectively and blend synchronous learning with other forms.
Imported from Diigo#synchronous#instructionaldesign#blended#elearning
·learningsolutionsmag.com·
Four Steps to Effective Virtual Classroom Training by Ruth Clark : Learning Solutions Magazine