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How much to charge as a consultant?
How much to charge as a consultant?
Presentation on pricing for e-learning businesses and consultants. Slides 7 & 8 show a sample calculation of how to figure out how much to charge per hour. The formatting is awful, at least in FF, but the information is good. Overhead seems a little high to me--it makes sense if you are renting an office, but that should be much less if you're an individual working from home.
Imported from Diigo#freelance#hourlyrate#elearning
·plattecanyon.com·
How much to charge as a consultant?
How [not] to Design an Online Course | online learning insights
How [not] to Design an Online Course | online learning insights
5 common mistakes faculty make when converting courses to online
Use the same face-to-face course syllabus
<em>Implement </em><em>Course grading that relies heavily on exam assessments</em>
Assignments that lack detailed instructions
<em>Utilize the same </em><em>course materials as used in F2F class</em>
Underestimate the amount of time needed for course transition
Imported from Diigo#highered#education#elearning
·onlinelearninginsights.wordpress.com·
How [not] to Design an Online Course | online learning insights
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
Ray Pastore from UNCW provides a checklist of 10 things to consider for ID masters programs. He doesn't include creating a portfolio here, although he does talk about getting real experience. What's the point of real experience with a client if you don't have a portfolio to prove it?
Imported from Diigo#instructionaldesign#newid#idprograms
·raypastore.com·
What to look for in an Instructional Design and Technology Master’s Degree Program « Dr. Ray Pastore's Instructional Technology Blog
Doodle: easy scheduling
Doodle: easy scheduling
Free tool, no registration required. Create an event and some suggested times and send the link out to participants. Let everyone choose which times they are available. With registration, you can connect it to your calendar. I do sometimes miss enterprise Outlook for the simplicity of seeing everyone's availability when scheduling meetings, but this would probably work for most of my needs now.
Imported from Diigo#tools#productivity
·doodle.com·
Doodle: easy scheduling
Are You Meeting All Five Moments of Learning Need? by Conrad Gottfredson & Bob Mosher : Learning Solutions Magazine
Are You Meeting All Five Moments of Learning Need? by Conrad Gottfredson & Bob Mosher : Learning Solutions Magazine
Looking at the role of performance support at different places in the workflow, what the author calls the "five moments of need": New, More, Apply, Solve, and Change
<p> These “Five Moments of Need” provide an overarching framework for helping learners become and remain competent in their individual and collective work.</p> <p>Here they are:</p> <ol> <li>When people are learning how to do something for the first time (<b>New</b>);</li> <li>When people are expanding the breadth and depth of what they have learned (<b>More</b>);</li> <li>When they need to act upon what they have learned, which includes planning what they will do, remembering what they may have forgotten, or adapting their performance to a unique situation (<b>Apply</b>);</li> <li>When problems arise, or things break or don’t work the way they were intended (<b>Solve</b>); and,</li> <li>When people need to learn a new way of doing something, which requires them to change skills that are deeply ingrained in their performance practices (<b>Change</b>).</li></ol>
Imported from Diigo#performancesupport#elearning
·learningsolutionsmag.com·
Are You Meeting All Five Moments of Learning Need? by Conrad Gottfredson & Bob Mosher : Learning Solutions Magazine
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Research on the effectiveness of concept mapping, answering retrieval questions, and reading in multiple sessions. I like the presentation of this in a scenario where you are asked to predict the results of research rather than simply summarizing the study.
Imported from Diigo#instructionaldesign#research#elearning#scenario
·willatworklearning.com·
Will at Work Learning: Case Question -- Concept Mapping, Question Answering, Multiple Sessions
Games Teach! | Kapp Notes
Games Teach! | Kapp Notes
Karl Kapp responds to Ruth Clark's claim that "games don't teach" and Richard Clark's claim that no research supports gaming with a review of the research and what it actually does and doesn't tell us.
Instructional games seem to foster higher-order thinking such as planning and reasoning more than factual or verbal knowledge.
Specifically, learning from simulation games was maximized when trainees actively rather than passively learned work-related competencies during game play, trainees could choose to play as many times as desired, and simulation games were embedded in an instructional program rather than serving as stand-alone instruction.
Challenge, interactivity and continual feedback can be applied to a classroom exercises, a paper and pencil activity or used online. The design is universal while the delivery vehicle can change. It is not technology that makes a game a game—it’s the design, the inclusion of a challenge and interactivity that make a game a game.
Imported from Diigo#games#research#elearning
·karlkapp.com·
Games Teach! | Kapp Notes
Reset? - Games In Learning | EPPIC - Pursuing Performance
Reset? - Games In Learning | EPPIC - Pursuing Performance
Guy Wallace makes some ad hominem attacks against me for my criticism of Ruth Clark's claim that "games don't teach" (although he doesn't mention me by name or link to me, it's pretty clear that he is talking about my post). Once you get past the part where he says that Clark has made so many contributions to the field that it's not fair to attack her, especially if you're someone like me who isn't a "star," there are some valid points. He's correct that "popularity is not evidence" and that games can be more expensive than other solutions that might be just as effective.
Imported from Diigo#games#research#ROI#elearning
·eppic.biz·
Reset? - Games In Learning | EPPIC - Pursuing Performance
Why Games Don't Teach
Why Games Don't Teach

Ruth Clark claims that "games don't teach," an obviously false statement. She has some legitimate points about matching the game design to the learning outcomes, but her claim that no research supports using games for anything other than "drill and practice" type activities is clearly incorrect. She makes this claim without addressing any work by Squire, Aldrich, etc., so it appears she didn't do a literature review prior to writing.

She cites one study with two games that were less effective at helping learners remember, and she believes that discounts the dozens of other studies on the topic. First, maybe those games were poorly designed. Second, if you're just measuring "transfer and retention" rather than application, I wouldn't be surprised that a game didn't do as well. Games are often better at moving from recall to application--but of course, she didn't measure application.

The goal of the research was to compare learning efficiency and effectiveness from a narrative game to a slide presentation of the content. Students who played the Crystal Island game learned less and rated the lesson more difficult than students who viewed a slide presentation without any game narrative or hands on activities. Results were similar with the Cache 17 game. The authors conclude that their findings “show that the two well-designed narrative discovery games…were less effective than corresponding slideshows in promoting learning outcomes based on transfer and retention of the games’ academic content” (p. 246).
Often the features of a game are at counter-purposes to the learning objectives. For example, many games incorporate an onscreen clock requiring the learner to achieve the goal in seconds or minutes. For learning outcomes that are based on understanding and critical thinking, games with time goals that reinforce fast responses are a poor match.
Despite the uncontested popularity of commercial games and a lot of hype in the training community, the reality is that there is scarce credible evidence on how and when to best use games to improve instructional outcomes and motivation. At this stage, I recommend games to implement drill and practice exercises for tasks that require immediate and accurate responses.
Imported from Diigo#games#research#elearning
·astd.org·
Why Games Don't Teach