E-learning by design /

• Κύριος συγγραφέας: Horton, William K. (William Kendall)
• Μορφή: Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: San Francisco, CA : Pfeiffer, [2012]
• Έκδοση: 2nd ed.
• Σειρά: Pfeiffer essential resources for training and HR professionals.
• Θέματα: Employees > Training of > Computer-assisted instruction.; Computer-assisted instruction > Design.; BUSINESS & ECONOMICS > Training.; Electronic books.

 "E-Learning by Design provides a comprehensive, detailed look at the concepts and processes of developing, creating and implementing a successful e-Learning program. Horton's practical, down-to-earth approach offers clear information and instruction without over simplifying. Readers will learn to build customized e-Learning programs from scratch, building on core principles of instructional design to:[bullet] develop meaningful activities and lessons[bullet] create and administer online tests and assessments[bullet] design learning games and simulations, and[bullet] effectively implement an individualized program. The second edition will feature chapter-by-chapter revisions and add new sections and updates that address: new delivery technologies, including social networking, mobile learning, and the use of other new mobile devices; learning from available content; repurposing content; setting and following quality Standards, a revised Catalyst Model and Examples, How We Will Learn Model and Examples, and designing for International and Multi-cultural Audiences, as well as all-new contemporary case studies, examples, and activities. New edition will also include two free online resources: a downloadable instructor's manual, and a premium content site featuring additional examples and case studies, tools and resources"--Provided by publisher. 

 Machine generated contents note: 1.Designing e-learning -- What is e-learning? -- Definition of e-learning -- Varieties of e-learning -- What is e-learning design? -- Start with good instructional design -- Apply design to all units of e-learning -- Design quickly and reliably -- Identify your underlying goal -- Analyze learners' needs and abilities -- Identify what to teach -- Set learning objectives -- Identify prerequisites -- Pick the approach to meet each objective -- Decide the teaching sequence of your objectives -- Create objects to accomplish objectives -- Create tests -- Select learning activities -- Choose media -- Then redesign again and again -- Re-design but do not repeat -- Not your sequential ADDIE process -- Make steady progress -- In closing ... -- Summary -- For more ... -- 2.Absorb-type activities -- About Absorb activities -- Common types of Absorb activities -- When to feature Absorb activities -- Presentations -- About presentations -- Types of presentations -- Best practices for presentations -- Extend presentation activities -- Readings -- About reading activities -- Assign individual documents -- Create an online library -- Rely on Internet resources -- Best practices for reading activities -- Extend reading activities -- Stories by a teacher -- About sharing stories -- Tell stories that apply to learners -- Best practices for stories by a teacher -- Extend stories by a teacher -- Field trips -- About field trips -- Guided tours -- Virtual museums -- Best practices for field trips -- Extend field-trip activities -- In closing ... -- Summary -- Pick Absorb activities to accomplish objectives -- For more ... -- 3.Do-type activities -- About Do activities -- Common types of Do activities -- When to feature Do activities -- Practice activities -- About practice activities -- Drill-and-practice activities -- Hands-on activities -- Guided-analysis activities -- Best practices for practice activities -- Extend practice activities -- Discovery activities -- About discovery activities -- Virtual-laboratory activities -- Case studies -- Best practices for discovery activities -- Extend discovery activities -- Games and simulations -- Use games as single activities -- Extend game activities -- In closing ... -- Summary -- Pick Do activity to accomplish learning objective -- For more ... -- 4.Connect-type activities -- About Connect activities -- Common types of Connect activities -- When to feature Connect activities -- Ponder activities -- About ponder activities -- Rhetorical questions -- Meditation activities -- Cite-example activities -- Evaluation activities -- Summary activities -- Extend ponder activities -- Questioning activities -- Why use questioning activities? -- Encourage learners to ask the right people -- Encourage good questions -- Insist on good answers -- Best practices in questioning activities -- Mechanism for asking questions -- Enable questioning at the right time -- Assess learners and learning -- Extend questioning activities -- Stories by learners -- Have learners tell stories -- Good stories are hard to tell -- Evaluate storytelling fairly -- Best practices for storytelling activities -- Extend storytelling activities -- Job aids -- About job aids -- Glossaries -- Calculators -- E-consultants -- Best practices for job aids -- Extend job aids -- Research activities -- About research activities -- Scavenger hunts -- Guided research -- Best practices for research activities -- Extend research activities -- Original-work activities -- About original-work activities -- Decision activities -- Work-document activities -- Journal activities -- Best practices for original-work activities -- Extend original-work activities -- In closing ... -- Summary -- Pick Connect activities to accomplish learning objectives -- For more ... -- 5.Tests -- Decide why you are testing -- When are formal tests needed? -- Why are you testing? -- What do you hope to accomplish? -- What do you want to measure? -- Measure accomplishment of objectives -- Select the right type of "question" -- Consider the type question you need -- Common types of test questions -- True/false questions -- Pick-one questions -- Pick-multiple questions -- Fill-in-the-blanks questions -- Matching-list questions -- Sequence-type questions -- Composition questions -- Performance questions -- Pick type question by type objective -- Write effective questions -- Follow the standard question format -- Ask questions simply and directly -- Make answering meaningful -- Challenge test-takers -- Combine questions effectively -- Ask enough questions -- Make sure one question does not answer another -- Sequence test questions effectively -- Vary the form of questions and answers -- Give significant feedback -- Report test scores simply -- Provide complete information -- Gently correct wrong answers -- Avoid wimpy feedback -- Give feedback at the right time -- Advance your testing -- Hint first -- Use advanced testing capabilities -- Monitor results -- Make tests fair to all learners -- Test early and often -- Set the right passing score -- Define a scale of grades -- Pre-test to propel learners -- Explain the test -- Prepare learners to take the test -- Keep learners in control -- Consider alternatives to formal tests -- Use more than formal, graded tests -- Help learners build portfolios -- Have learners collect tokens -- Adapt testing to social learning -- Adapt testing to mobile learning -- In closing ... -- Summary -- For more ... -- 6.Topics -- What are topics? -- Topics are learning objects -- Examples of topics -- Anatomy of a topic -- Design the components of the topic -- Title the topic -- Introduce the topic -- Test learning in the topic -- Specify learning activities for the topic -- Summarize the topic -- Link to related material -- Write metadata -- Design components logically and economically -- Design reusable topics -- Craft recombinant building blocks -- Design consistent topics -- Avoid the "as-shown-above" syndrome -- Integrate foreign modules -- Example of a docking module -- What to include in a docking module -- In closing ... -- Summary -- Templates for topics -- For more ...