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 l...

Πίνακας περιεχομένων:

• 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 ...
• -- 7.Games and simulations
• Games and simulations for learning
• Example of a learning game
• How are games, tests, and simulations related?
• Do you call it a game or a simulation?
• Demos are not true simulations
• How do games and simulations work?
• What do we mean design?
• Why games?
• What can games do for us?
• When to use games
• Types of learning games
• Quiz-show games
• Word games
• Jigsaw puzzles
• Branching scenarios
• Task simulations
• Personal-response simulations
• Environmental simulations
• Immersive role-playing games
• Design games for learning
• Design to accomplish learning objectives
• Express the goal as a specific task
• Pick the right sized game
• Emphasize learning, not just doing
• Specify challenge and motivation
• Manage competitiveness
• Provide multiple ways to learn
• Create a micro-world
• Specify the game's world
• Specify characters and important objects
• Create a storyline
• Create a back story
• Specify the game structure
• Assign the learner's role
• Make the game meaningfully realistic
• Specify rules of the game
• Design a rich, realistic environment
• Provide a deep, unifying challenge
• Define indicators of game state and feedback
• Specify the details
• Sketch out the user interface
• Write the words
• Specify the graphical style
• Specify other media
• Engage learners
• Hook the learner
• Ask learners to suspend disbelief
• Set the context
• Provide real-world prompting and support
• Present solvable problems
• Adapt to the learner's needs
• Challenge with time limits
• Let learners try multiple strategies
• Program variety into the game
• Involve the learner
• Teach through feedback
• Provide intrinsic feedback
• Inject educational feedback where needed
• Provide continual feedback
• But give crucial feedback immediately
• Confront bad behavior and choices
• Defer lengthy feedback
• Anticipate feedback (feedforward?)
• Enable learning through a variety of experiences
• Provide complete, detailed feedback
• Help learners correct mistakes
• Offer abundant practice
• Acknowledge achievement
• Progressively challenge learners
• Challenge learners
• Ratchet up the challenge
• Give closure between phases
• Control the rhythm of difficulty
• Require consolidating small steps
• Manage game complexity
• Beware combinatorial explosion
• Menu excursions
• Mission-sequential structure
• Short-leash strategy
• Safari structure
• Breakthrough structure
• Simplify learning the game
• Guide actions with instructions
• Explain the game clearly
• Start with training wheels
• Assist when needed
• Show solution after a few attempts
• Let learners request assistance
• Include pertinent hints
• Simplify the display for quick response
• Minimize distractions
• Accept all successful actions
• Design coached task simulations
• Plan progressive interactivity
• Architecture of coach-me activities
• Let the learner control coaching
• Design branching-scenario games
• Harvest storyline ideas
• Pick a situation
• Map objectives to scenes
• Derive specific objectives to teach
• Translate objectives to a story
• Specify each scene
• Thread together the scenes
• Add context-setting scenes
• Use games as e-learning courses
• In closing ...
• Summary
• For more ...
• 8.Social learning
• What is social learning?
• A definition, sort of
• So what?
• Consider the varieties of social learning
• What is not social learning?
• What is the group?
• How do we "design" social learning?
• What do we mean by design?
• The role of the designer
• Decide where and when to use social learning
• Make learning more reliable
• Make learning more enjoyable
• Teach difficult subjects
• Note continued: Implement learning quickly and inexpensively
• Build a network to support the learning in the future
• What social learning requires
• What is required of learners
• What is required of the organization
• Patterns of interaction
• The elements of social learning
• Combine patterns for complete activities
• Social capabilities of software
• Send targeted messages
• Meet real-time
• Discuss asynchronously
• Broadcast sporadic messages
• Post message sequences
• Collaboratively create documents
• Share creations
• Vote and rate
• Filter messages
• Establish a point of contact
• Set up and administer a team or other group
• Facilitate rather than teach
• Define the duties of the facilitator
• Establish a code of conduct
• Intervene in cases of bad behavior
• Grade fairly in social learning
• Assess against objectives
• Use available evidence
• Ways to assess learners
• Set criteria for messages and posts
• Or, forego individual assessment
• Extend conventional activities for social learning
• Extend Absorb activities for social learning
• Extend Do activities for social learning
• Extend Connect activities for social learning
• Use proven social activities
• Share what you learn
• Back channel for presentations
• Brainstorming activities
• Team-task activities
• Role-playing scenarios
• Comparison activities
• Group-critique activities
• Encourage meaningful discussions
• Design discussion activities
• Ensure learners have necessary skills
• Moderate discussion activities
• Perform message maintenance
• Promote team learning
• Meet the requirements of a successful team
• Form a team from individuals
• Align goals of team members
• Learn who can do what
• Adopt team roles
• Pick a leader, at least to start
• Team processes
• Set norms of behavior
• Team warm-up activities
• Fade out support
• Design activities for teams
• Engage in open inquiry
• In closing ...
• Summary
• For more ...
• 9.Mobile learning
• What is mobile learning?
• Start with worthy goals
• Learn from the whole world
• Take advantage of teachable moments
• Teach in the context of application
• Teach "outdoor" subjects
• Make learning healthier
• Learn more of the time
• Enable virtual attendance
• Reduce infrastructure costs
• Prepare for an increasingly mobile world
• Adapt existing learning for mobile learners
• Enable participation in classroom learning
• Accommodate mobile learners in the virtual classroom
• Let mobile learners take standalone e-learning
• Make social learning mobile
• Performance support
• Use the capabilities of the device
• Design for the learner, environment, and device
• Design for the mobile learner
• Design for the environment where learning occurs
• Design for the mobile device
• Design guidelines for overcoming limitations
• Design for easy reading
• Maintain contact with learners
• Design for the devices learners already have
• Use learners' time efficiently
• Fit text and graphics to the display
• Provide low-bandwidth alternatives
• Design for imperfect network connections
• Enable "download and go"
• Simplify entering text
• Follow established user-interface guidelines
• Remember, paper is a mobile device
• Reuse existing content
• Real mobile learning
• Mobile discovery learning
• Distance apprenticeship program
• Architecture tour
• Inject mobile activities into other forms of learning
• Extend conventional activities for mobile learning
• Extend Absorb activities for mobile learning
• Extend Do activities for mobile learning
• Extend Connect activities for mobile learning
• In closing ...
• Summary
• For more ...
• 10.Design for the virtual classroom
• Create a virtual classroom
• Why create a virtual classroom?
• What are Webinars and virtual-classroom courses?
• Decide whether you need a live meeting
• Select and use collaboration tools
• Select your collaboration tools
• Slide shows
• Breakout rooms
• Conduct online meetings
• Plan the meeting
• Prepare for the meeting
• Announce the meeting
• Manage the live online meeting
• Activate meetings
• Include follow-up activities
• Design Webinars
• When to use Webinars
• Pick activities to teach
• Design virtual-classroom courses
• Select a qualified teacher
• Teach the class, don't just let it happen
• Plan predictable learning cycles
• Respond to learners
• Provide complete instructions
• Simplify tasks for learners
• Deal with problem learners
• Follow up after the course
• In closing ...
• Summary
• For more ...
• 11.Conclusion
• How we will learn
• Where we are headed
• How we will get there
• What has to happen
• Secrets of e-learning design
• Just the beginning
• APPENDIX ESSENTIALISM
• Essential essentialism
• Set up the test
• Supervise the test
• The role of test subjects
• The role of the expert
• Role of the test conductor
• Analyze test results
• Record needed learning
• Identify the learning approach
• Infer design principles
• Make testing better
• Overcome the Hawthorne effect
• Leave the lab-coat behind
• Test a twosome
• Provide all real resources
• Reassure test subjects
• Watch the video fully
• Conduct enough tests
• Pick valid test subjects
• Recap: Master the essentials of essentialism.