eLearning 101 Category

Tuesday, January 24th, 2012

Oh, No! Not Another Slide Presentation!

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When I was a child, slides were what your father used to bore the socks off family and visitors alike.  They were tiny little transparencies of the family vacation, which he presented with a slide projector (a carousel that held the little devils and frequently jammed), using a sheet hung on the wall as a screen.  He topped off the experience with an equally boring narrative of each not-so-captivating picture.

No, you’re not reading into things.  I chose my words carefully in the preceding paragraph and if you’re clever enough, you’ll get my hidden meaning.  Whether you do or not, I am begging you:

Stop thinking of training design in terms of slides!

Surely, at least some readers still remember “chalkboards” and “blackboards”.  How about “whiteboards” and “flip charts”?  In my youth, slides had nothing to do with teaching; Freelance and PowerPoint were not even ideas in someone’s brilliant mind at that time.  In my professional training career, I have used them as props, not the centerpiece of my courses.  I never, ever read the bullet points from a slide to my class.  I always paraphrased, adding my stories, my examples, my own words.  I moved around the room, I made funny faces, I waved my hands and stomped my feet.  I used other props, including toy airplanes and Styrofoam packing peanuts.

The idea of the unlimited potential of eLearning being reduced to online slides, with a one-sided narrative makes me very sad.  This was a boring and ineffective way to teach in person; it is even more so electronically.

I know it’s easy.  I know it’s rapid.  But easy and rapid are rarely used to describe something that is also great.

It seems I’m not alone in this thinking:

What?  You can’t afford to choreograph and video a dance troupe?  Even if you could, it wouldn’t be the best way to teach your subject?  That’s fine, but please don’t go running back to the slide presentation!

Now, I don’t mean to be disparaging of PowerPoint.  It’s a great program.  I’ve seen some fantastically animated presentations that I could barely tell were made with PowerPoint. Unfortunately, most of us are not terribly creative or even all that good with a computer. PowerPoint provides a “blank slate” which is great for people who know what to do with a blank sheet of paper.  For everyone else, it gives the false illusion that they’ve done something “professional”.  (Seriously, I saw that claim in a recent training course!) I have a copy of Photoshop but that does not make me a graphic designer.  Trust me, it doesn’t.

Please think in 3-D!

None of the authoring tools for eLearning content – or for business presentations, family vacation videos, or any other content you might want to share – can turn you into George Lucas.  But, they can make your presentation of any content more interesting, more compelling, and less “flat”.

Take this Prezi on Moodle by Tomaz Lasic, for instance:

Take advantage of all the options. Don’t pigeon-hole your content.

Prezi, like PowerPoint and Photoshop, is a great tool but it doesn’t magically turn a person into a creative genius.  What it does do is to provide a different blank slate, a new “dimension”, and a limitless screen similar to the physical classrooms of my youth. No matter what subject you teach, who your students are, or how “non-creative” you might feel, there are so many more options than slides sized to print on letter-paper. Prezi is just one option.  Dancing graduate students are another.  If you provide your instructional designer with good content and say “Go make this GREAT“, she’ll be able to do a lot more than if you say “Convert this to SCORM”. If you can’t afford an instructional designer, you can probably afford a starving art-school student.  Or, perhaps a starving music-school student can sing some of your audio.  Don’t just think outside the box.

Think outside the slide!

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Thursday, September 15th, 2011

Emotional Pitfalls of eLearning as a New Business

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Falling into a deep hole

In Using Moodle for Business, I put “lack of objectivity” at the top of Common Mistakes.  As with any new venture, deciding to launch an eLearning site has its risks.  There will be costs, there will need to be a great deal of time invested to make it work, and the revenue stream is never guaranteed.

No matter how excited you are about the unlimited potential of having your content online, you must harness that excitement and write a business case.  This business case must be based on facts and data from market research, financial considerations, and your own self-assessment. It should not be an emotionally-driven document.

This doesn’t mean that you should be dispassionate in the implementation of your plan.  Passion is what makes most businesses succeed.  Even the largest corporations today began as ideas of passionate people, undaunted by potential risks.

Be passionate in the work.  Be objective and calculating in the decision-making.

Another Common Mistake is the lack of a budget – a realistic budget.  I really did have one client tell me her budget was “angel’s wings”.  I’m not really sure how many dollars or euros that is, but I’m pretty sure it meant that she had no budget at all.  For a rare few, that can mean they have unlimited resources.  For most of us, it means that we will need to make some choices, based on what we can afford.  Failure to make those choices in the beginning almost always leads to overall project failure.

Even if you have narrowed your search and have decided on Moodle, it can cost from a few hundred to many thousands of dollars to construct a site.  Know what you must have and know what you can afford!

It is intuitive to most people that a building – factory, store-front, warehouse – will be a large expense for any business moving in.  There will be lease or mortgage payments, utilities, the cost of moving in and setting up.  Equipment and supplies will be needed.

Rarely do I see a sign that reads “FREE WAREHOUSE SPACE.  MOVE IN TODAY!”

But when it comes to eLearning (not just Moodle), we are teased and lured in by the promise of “free hosting”, “free downloads”, “free domains”.  This has led many people to believe that a web presence – unlike a physical presence – is free.  There is nothing to pay for; it’s all free!

As my client Kyle* says, “It doesn’t take much to do it poorly.  It is, in fact, effortless”.

Quality of Your ELearning Site =

Money You Put Into It + Time You Put Into It + Planning You Put Into It

Even if you don’t have much money, you can have a great site.  The better you plan and the more time you put in yourself, the less it will cost.  But again, don’t let your passion drive your budget.  Be realistic about your financial resources and passionate with the time you put into the planning and the building of the content.

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Tuesday, August 23rd, 2011

More Ways to Make Your eLearning GREAT

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A little creativity goes a long way.

Last month, at the Midwest Moodle Moot, I attended a workshop by Melinda Kraft of Albion College.  “The Moodle Mash – It’s a Web 2.0 Splash” covered many free (or inexpensive) and easy-to-use online applications that you can use to add more connectivity, interaction, and interest to your Moodle courses.  I’m splitting this into two posts:  this one on multi-media and a second one on collaboration and interaction.  Both build on previous posts…if you have time, read them all!

Create your own multi-media for your content. These will make your eLearning GREAT without breaking the budget on production costs.  You don’t have to be an artist, but a  little creativity helps…Here are some of the applications Melinda demonstrated, with my business content take on them.  Warning: some of these examples are, uh, rough around the edges.  I would recommend more polished versions for real courses.

  • GoAnimate.com Create cartoons for memorable lessons.  So much business training is so dry, so boring.  Lighten it up with a cartoon here and there (don’t overdo it) to highlight really critical messages you want students to remember.  Or, use them to offer a mental break after a particularly intense topic. Watch Zeb help Gerry remember the things to look for in a 10 Second Inspection in the Fort Swampy course at BeeLearn.com.
  • Xtranormal is another site that allows you to create animated movies online.  There is also a desktop version.  There is more functionality here than with GoAnimate.com, but you’ll have to pay for everything after the initial test.  Here is my first creation; crude, but not so bad for ten minutes worth of my time.
  • Aviary.com Super easy online image editing.  A picture is worth 1000 words and every eLearning course should contain some!  I have spent hours searching for just the right stock image or trying to adjust an existing image with Photoshop.

    Buzzy Made-over at Aviary.com

    I don’t recommend dressing your logo up like he’s been out on an all-night bender, but you can do it in a few minutes if you choose. You can get a free screen capture/editor as a browser extension, too.  A great time saver when you are building content.

  • Create and edit more than images with AviaryTools. Obtaining a license to use copyrighted material in a commercial project (which applies to eLearning courses used by all business, for profit or not), can be expensive or forbidden.  These online tools are affordable and useful when you want to:
    • Include music in your content.  Create your own score!
    • Add sound effects (including your own voice) to your Engage animations, GoAnimate or Xtranormal videos, or as stand-alone content in your courses.
    • Add comments or otherwise mark-up screen captures and images.
  • Snagit and Jing by TechSmith – Easily create “how-to” videos, narrated slideshows, and other objects to show your students, comment on what they’ve done, and help them collaborate with each other.
  • WidgetBox.com Mix up the way your content is presented by displaying it in a widget (copy the code into any HTML area in your course). Some ideas for displaying content in a widget:
  • BrainPOP was not covered at the Moot; Brent Schlenker tweeted this one about Hurricanes (given the current event of Hurricane Irene threatening the east coast of the US and Canada).  Very, very nice…

Most of these come with widgets and buttons that you can place in your content to direct students to create their own as part of assignments.

Mobile Widgets at WidgetBox.com. This is a fee-based service, but you can try it out for 30 days.  Offer your clients a free app that supports your training content. Even if one already exists, customize your own with your logo and contact information, specific to your training content and expertise:

  • A mobile version of a quick reference like the Pill Identifier or Seafood Watch (above).
  • Things to look for in a 10 Second Inspection; any checklist or guide that would be helpful to people when the job takes them away from their computers.
  • Calendar with important events.  Include your “office hours”, required web meetings, chats, and even assignment due dates.
  • Assignments.  This app could provide details on the assignment, links to resources, quick tip guides.  This is especially helpful if your course requires field work, whether it be in a hospital, a mall, the manufacturing floor, or literally a field.

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Friday, June 17th, 2011

Dream eLearning: No Constraints

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Earlier this week I received an inquiry about eLearning design.  This gentleman said he was interested in how I would convert his paper-based training to online training, without the constraints of any particular application.  Hmmm…. 

I thought about hanging up on this obvious crank caller.  “Everything is constrained”, I thought!  Then I remembered a video that hit the training circuit many years ago.  It documented the process used by Ideo in the design of a new style of shopping cart for stores such as Whole Foods.  Constraints were not part of that process; quite the opposite.  (Like just about everyone else who has watched that video, I think this would be the coolest place in the world to work). 

So…what would be my no-holds-barred, dream design for eLearning?  If I were approached by someone who asked me what I wanted, I would say: 

  • Interaction in meaningful ways.  I like to write, but not everyone does.  I like to joke around and get to know people, but some people can do that only in person.  I’d like to be able to communicate with them in some way that worked for all of us, even if we were continents apart. 
  • Memorable lessons.  I learn best by experience and when the topic is of interest to me.  I can remember a first-grade lesson in how to use serial commas.  The exercise used Santa’s reindeer.  What child could forget that?  Cupid, Donner, and Blitzen…  If the exercise had been about fruit – apples, pears, and bananas – I would not have been nearly as interested in getting it right. 
  • Field trips.  I like to go places and see things.  I like to put learning into context.  In grade school, we took a trip to Sturbridge Village to learn about silversmithing (among other things). There is nothing quite as convincing as seeing a silver spoon come out of a mold with only a drop of silver going in.  That lesson was so much more effective than a formula depicting the yield of pure silver. 
  • Variety.  Another lesson I remember is from ninth-grade science class.  We went outside during the afternoon – when the schoolyard was empty – to measure relative humidity.  We could have performed an experiment inside, but we did that all the time.  The mere act of walking through the quiet hallways and out those forbidden doors made the experiment memorable. 
  • Blood flow.  I know that most learning takes place between the synapses.  But my brain doesn’t fire very well if my feet and butt are still.  I like to get up, walk around, ponder, dream…

How can eLearning do all these things?

Well, it can’t completely.  At least not with old paradigms.  But it can do all those things in a new way… 

  • Every course should have multiple methods of sharing, so that every student has a chance to communicate in his own way. Include forums, chats, and if you’re using Moodle, the blocks for “online users” and “participants”; enable messaging.
  • Lessons should use examples that are meaningful to the audience.  A colleague of mine mentored young girls who saw little value in learning about math. Their interest was piqued, however, when they realized that math would enable them to get the most from their shopping dollars.  Which was a better deal: A sale offering one third off the price of one pair or a 2-for-1 special?
  • Field trips can be virtual or not.  I try to build my Moodle courses with “field trips for the mind” by including links to relevant external sites.  Whenever possible, build in actual field trips.  For a class in biology, create an assignment that takes students to a nearby lake or river, have them gather plants, take pictures or videos, and post them as their assignments along with whatever written information you’d like them to include.
  • Mix it up with videos, games, flash, and reading materials.  Add a Prezi or two. Pop in some fun quizzes or puzzles along the way.  Engage a guest speaker (live or on-demand) for some of the lessons.
  • Break up the lessons into smaller chunks so that students can get up without leaving in the middle of a topic.  At the end of each section, have a note pop up that says “time to take a break”.  This is a good place to work in your field trips (the actual kind). 

Once you’ve designed these elements into your training, find the software and experts to create them.  Don’t start with software and force your design to its abilities.  For authoring tools and ideas for using various features in your eLearning courses, check out these earlier posts: 

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Friday, March 25th, 2011

Web Accessibility Issues and Options for eLearning Text and Images

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image of a laptop with a megaphone speakerIn response to my post on why web accessibility for elearning is important and how even small businesses can achieve it, I received an email from ReadSpeaker, informing me of their free WordPress plugin.  They tell me they’re working on a plugin for Moodle.  If it works as well as the WordPress version, I can’t wait!

This post addresses how to make text and images accessible to the vision impaired by use of a screen reader such as ReadSpeaker.  Since I’m going to talk about web accessibility as it applies to elearning content only – not any particular LMS – what I learned with the WordPress installation will also apply to Moodle and other LMS content. Obviously, other eLearning elements (such as forms, games, and flash) will be more or less accessible than text and images, depending upon the specific disability. These will be covered in future posts (as I have a chance to check out the options.)

ReadSpeaker was the only screen reader I tested and I tested only their free version.  It took me about five minutes to install on my other blog, Bee-Learn.com.  I was both pleased and surprised at what I found.

What I found with ReadSpeaker, which gives me a really good idea of how my content would be read by any screen reader:

How it treats text

  • In a post on the Lean 5S, the speaker read “fives”; it never occurred to me that it could be interpreted as a plural term.  I will make a point of putting a space in terms like that so that they will be read as “five ess”, which is how it is intended.
  • Slashes are read, which is ok because we would often say it.
  • It pauses at commas, periods, and line breaks.
  • Ellipses are not read, but do result in a pause.  I suppose that’s good because I wouldn’t want it to read “dot dot dot”, but a little meaning is lost… I am not sure how to compensate for this but at least I’m aware of it now.
  • “Cool” is read Coool. Cool!
  • mmmm… is read as Em Em Em Em Not good, but ReadSpeaker has a process for submitting mispronounced words.  Although eLearning is typically more formal than emails, blogs, and text messages, I can see enormous value in adding colloquialisms and acronyms to the screen reader’s vocabulary.
  • I know that acronyms and sounds can be added to the vocabulary because it correctly reads WYSIWYG.  That’s awesome!
  • The title of the page was never spoken.  Presumably this is because it is a different element of the page, although to a sighted person, it appears as part of the same page (by design).

How it treats images

  • The title of the image is read by the screen reader.  This is the stuff that pops up when you run your mouse over the image.  (Note: In WordPress this is typically the name/title of the image file; in Moodle it is the alternate text.  Most articles on this refer to the alternate text.  Test it out on your site, just to make sure you’ve got your description in the right place to be read.)  Because the screen reader can detect it, you can improve the experience for the vision impaired by creating alternate text that is descriptive of the photo.  For example:
    • In this post on the new Moodle navigation button, I originally had titled the image “beelearncoursehome”.  I changed it to “This image represents the original home navigation button on BeeLearn.com, from 2006”, which is read by ReadSpeaker.
    • In this post on Lean 5 S, I changed the title of the image of the desk to read “shown here is an antique roll top desk, piled high with a number of unrelated items.  There are flooring samples, shorts, shirts, books, baskets… It is a mess!”
  • Image captions are also read, so make sure they say something useful – and different – than the alternate text. In the above desk example, the title is read, then the caption; this is a huge improvement over my original version which had titled the image “desk5s”.
  • Since the screen reader doesn’t distinguish image alternate text from the rest of the text, I will make it a point to begin each title with something like “this photo shows…”

Writing carefully and appropriately describing images are things we should all do anyway.  They are also not the only things we can do to make our content richer for the vision impaired.  The good news is that for the most part, good instructional design principles are also good web accessibility design principles. Some advice to improve your content for everyone:

Avoid:

  • Content embedded in images, such as those produced by saving a PowerPoint file as jpegs and simply uploading them.  The individual elements (text, for instance) are not linkable and difficult to edit.  As far as a screen reader is concerned, an image is an image; there is no text on it.
  • Content residing in desktop applications (non-HTML) such as PowerPoint, Word, or PDF.  These documents have many drawbacks as online content ; they also have their own set of accessibility issues.  This will be covered in much more detail in a future post.
  • Long, scrolling pages of nothing but text.  This makes it difficult to follow, even for the most focused student without disabilities.
  • Low content to background junk ratio.  I’ve recently seen some examples of courses written in various LMS, where less than 25% of the screen was dedicated to learning content.  The rest was for navigation, warnings, frames, and even ads!  This sends a message to everyone that your content takes a backseat and it can make it difficult for a disabled student to focus on the real content.
  • Overriding CSS formatting.  Read this post on how theme and content are two separate elements.  Then read this Moodle tip on how simple copy/paste from a web page or a file can mess up your HTML formatting and override your CSS formats.

Do:

  • Build each course with all learning styles and disabilities in mind.  Even a person without a hearing disability may prefer to read about a concept than to listen to you talk about it.
  • Lay out each course and each page with those outlining skills you learned in school.  Headings make your content more sensible for everyone.  (Note: I always add a page title to the top of each Moodle page.  Moodle 2.0 will have this as an option, eliminating the need to retype the page name.)
  • Go ahead and use pictures, graphs, and even cartoons.  Keep your content rich.  Sure, there will be some elements that someone won’t be able to access.  But if you provide that content in more than one format, you’ll reach everyone.  For instance, use the alternate text option in photos to describe the photo, rather than just giving it a name.
  • Go ahead and use color.  But don’t rely on color to get your point across.  Color is highly effective for those who can see it; it is worthless for those who can’t.  Use color and at least one other distinguishing characteristic.

For more detail on designing for web accessibility, view this page at WebAIM.org.  On their site you will also find updated information on screen readers, research on web accessibility, discussions of various disabilities and how they are affected by technology.

Another great resource I found is this page from the University of Wisconsin.

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Thursday, January 20th, 2011

Five Things to Consider When Choosing Game Creation Applications

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Using games to enhance learning has been a widely-accepted tool for many years and has gained ground in this past decade*.  Most business training workshops include at least a few team activities and “simulations”.  They serve to get people up and moving about andworking together as a team, in addition to applying concepts in a “real world” scenario.

Accepting games as a necessary part of GREAT eLearning, let’s look at them in terms of the Five Basic Things:

Will games add value to the students’ learning experience? Pilots have long been taught to fly using flight simulators. Video and computer games allow more people to “experience” more than they could in real-life or even in a mocked up scenario.

Studies have consistently shown that games can improve both memory and retention of concepts taught. As you decide the type and number of games to include in your eLearning, focus on games that teach your concept.  I have been involved in workshops (not online) where the games were more like recess than lessons. Don’t just add games; add serious games with a learning objective.

Do I have the skill? This is the million dollar question.  I have been playing around with programs to build or customize games.  If your game is based on an already designed concept, such as Tic Tac Toe, find your way out of the maze, or Jeopardy, it will be a little easier.  To design a new concept would take imagination way beyond anything I possess.  Then there’s the skill to find or build the graphical elements.  Putting the concept and the elements together will, in most cases, require some very good computer skills.

What are the options? The options are much fewer in number than in other eLearning features I have written about. For a review of just a few of the current applications available to build or customize games, check out this post.  For the elements to put into them, you can start with the options I suggested in Five Things…Graphics.  One option is to find a student programmer (at a local university) who will put your ideas into motion.

Don’t despair if you can’t find just the right game to teach your concept.  In 1984 I played with a software flight simulator on a Compaq Portable; I didn’t learn to fly but I did internalize the difference between altitude and distance above the ground.  Perhaps you can find existing games that you can use to meet your learning objectives even if they weren’t designed for that purpose.

How much functionality do you need from this tool? This really depends on your audience.  A stand-alone TicTacToe game may wow your audience; or, you may have a technically sophisticated group of students who expect Wii type games even in their training.  As the options for creating and customizing games increase, so will the expectations.  What is acceptable today is likely to be “lame” in a year or two.

Will this tool work within my LMS? As always, you have to consider whether the application you choose will run on the web, how much bandwidth it requires, and if your students will be able to access it from anywhere.  As far as I know, no LMS has built-in game blocks, so all options will have to be tested for compatibility.  Most importantly, you’ll need to work with your IT department or web hosts to make sure that your server can handle users playing games.  If you use applications such as the Engage, this isn’t going to be a problem.  But if you go all out and have sound effects, videos, complex algorithms, and students playing simultaneously in an online game, you could experience problems.

*There is so much material on this topic that it is impossible to list everything here.  These are a good place to start for both background and ideas for using games in your eLearning courses:

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Thursday, January 20th, 2011

Game Building Applications for Business eLearning

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Last year my husband started a new job.  As part of his orientation, he took several hours of online training.  He had a large bruise on his forehead from hitting it on the desk when he passed out from boredom.  There was one course, however, that really held his interest.  He said it was more like a video game than a course.

I’ve been on the hunt ever since for open source and/or other affordable applications that smaller business (non-programmers) can use to create game-like content for eLearning courses. Despite the plethora of sites that offer ready-made games for grammar, math, and other subjects for school children, I am not finding many options that allow me to create or customize (with my own content) a game, especially one that runs on a web browser.

Below are a few options that you can start using today to add variety to your eLearning content. Before choosing, read my post on Five Things to Consider When Choosing Game Creation Applications.

Tic Tac Toe built in Engage

Tic Tac Toe community interaction for Articulate Engage.  This is a real game, it runs on a web browser, it is very easy to create, and it is very professional in appearance.  It is limited, though, to concepts that lend themselves to True/False, nine at a time.  Click here for an example. There are other Engage formats that, while not really games, they might fill your needs.  Articulate offers an SDK (software developer kit) to encourage more community developed interactions like this one.  My 2011 Wish List includes more game-like Engage interactions.

PowerPoint game templates.  A web search produces a number of these for grade school children.  I have seen them in business training and they were fun for the group, but I don’t think they are up to par for online courses.  I saved one as a show (instead of a presentation), uploaded it to Moodle and played it.  One potential issue is that it downloads to the local computer’s temp folder; security settings on many computers won’t allow that.  Leaving it as a presentation won’t do for a number of reasons, which I detailed in this post.  If you want to go this route, Internet4Classrooms has a nice selection.

My first game!

Game Magic by YoYoGames.  This was recommended by a friend.  The free version works great and comes with one of the best tutorials I’ve ever seen.  I created a silly little game with apples and bananas flying around the screen reminiscent of the WPIX call-in game, circa 1980.  I uploaded it to both Moodle and WordPress.  I played it on both a desktop with DSL and an old netbook with a wireless connection.  It works in all cases, but it takes a few seconds to load.  This also requires a download to the local computer’s temp file, which might not be allowed. The biggest drawback is that while Game Magic doesn’t require any programming, the creator must have a library of objects for his topic and a talent for putting them together, both for logic flow and aesthetic appeal.

Alice.  I was all tickled about this until I realized it was for the purposes of teaching programming to college students.  (According to the site, enrollment in such coursework is down as much as 80%.  No wonder I can’t find any programs that do exactly what I want! If you have kids, tell them to major in computer science…or become baseball catchers.  Both are in short supply.)  I did not give this a test drive because the download is 281 MB.  I don’t think this will work for your average small business, but if you have a computer geek in your midst, you should definitely give this a try. It is free.

A search of SourceForge.net yields a dizzying number (~20,000) of results, most of which have descriptions that tell me I couldn’t use it if I tried. I will save a review of those options for a future post…

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Tuesday, January 18th, 2011

Beyond the Course Outline: Making Your Courses Invaluable

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A few months ago I wrote a post on how to put together a course outline.  Since then, I have seen several courses - some still in outline format - that I would classify into two categories: The Abridged Google Search and The Project Calendar.  Even though both styles have fairly good outlines, they leave me (the student) thinking “I could’ve figured this out myself”.

“The Abridged Google Search” course design

These courses are similar in nature to those websites that are nothing more than a series of links to other sites.  A course that is nothing but a series of links to other sites on the subject is more like a bibliography than a course; it is simply a list of additional reading sources.  

Courses put together in this manner suffer from disjointed material; content written by several different people with different writing styles, audiences, and objectives.  It is next to impossible for the student to know what the teacher intended to be the salient points.  There is no natural progression from one page (web link) to another and no transition between them. 

“The Project Schedule” course design

This type of course probably teaches better than the “Abridged Google Search” because at least the core content was designed for instruction.  These courses go something like this:

  1. Week/Topic 1: 
    1. Read chapters 1-3 (or watch video #1)
    2. Hand in Assignment #1 (or take Quiz #1)
  2. Week/Topic 2:
    1. Read chapters 4 & 5 (or watch Video #2)
    2. Hand in Assignment #2 (or take Quiz #2)
  3. etc.

So, after I read all of this material, on my own, take a test, and spend a couple of hours on an assignment, the instructor will get back to me on whether I got it right or not?  I might as well just get the book and read it! 

Add Value to Your Content

I believe that learning takes place in all sorts of ways; never myopically.  It is a must to include references and external links as often as possible. But I also believe that a teacher should be more than a traffic cop.  Directing people to look here and look there isn’t really what a teacher does.  Here are some ways you can teach, while still using a book, a series of videos, and external web links: 

  • Paraphrase and Summarize – Rather than linking to all those external sites, create your course content as though it is a thesis or book report.  Write your own content, referencing those external sources.  Add your own graphics or even audio, video, etc.
  • Combine ideas – If you really are an expert, you must have thought of “a better way to do this”.   Tell your students how you would do it, not how everyone else does it.  Adding tips and tricks is a good way to do this even if your subject matter doesn’t allow too much variation in method.
  • Compare ideas – There are as many versions of the truth as there are people speaking it.  This is truer with some subjects than others.  Even with a topic as based in fact as physics, there are opposing view points.  Offer your students a comparison of each of the major ideas, with the merits and pitfalls of each.
  • Tell a story, real or not, that puts it all together – A picture is worth 1000 words and an example is worth even more.  Even if you can’t write a fable that illustrates your point, provide an example or two that will give some life to your content.  Stories are easier to remember than lists of unrelated concepts.

Last year I wrote about copyrighting content and that I feel that the real value is in the teaching, not the words on the page.  You can not be copyrighted and you can not be copied.  Adding value to your content makes your courses invaluable, just as it makes you invaluable.  As a consultant, a trainer, or a business whose product success depends on excellent training, you can’t afford to be anything less.

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Thursday, December 30th, 2010

The Year in Review – Using eLearning and Moodle in a Small Business

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The needs of a small business are different from that of a big business, and different still from those of a university.  Unlike accounting and human resources, eLearning functionality has not been used in small business applications for very long.  Consequently, service providers, advice, and options are much harder to come by.  Even understanding how eLearning can work in your business might be difficult to envision.  

These posts from 2010 offer some ideas on how to use eLearning in general and Moodle specifically, in your small business.  They also provide some guidance on what to look for and what to avoid. 

My picks for best small business advice:

Here’s hoping for a safe and happy 2011. Happy New Year!

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Thursday, December 30th, 2010

The Year in Review – eLearning and Instructional Design for Business Training

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I have spent two and a half decades designing and delivering training in a corporate environment.  I’ve had the opportunity to work with and learn from some of the best in the field.  (Thanks to all of you, wherever life has taken you). The following posts from 2010 are my thoughts on how a small business can accomplish big business training goals, without a big business staff or budget. 

My favorite blog on eLearning and Instructional Design:

Here’s hoping for a safe and happy 2011. Happy New Year!

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