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1 | (66) |
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1 | (1) |
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1 | (1) |
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2 | (1) |
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What is e-learning design? |
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2 | (6) |
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Start with good instructional design |
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3 | (2) |
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Apply design to all units of e-learning |
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5 | (3) |
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Design quickly and reliably |
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8 | (56) |
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Identify your underlying goal |
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10 | (3) |
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Analyze learners' needs and abilities |
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13 | (1) |
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14 | (2) |
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16 | (10) |
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26 | (9) |
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Pick the approach to meet each objective |
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35 | (7) |
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Decide the teaching sequence of your objectives |
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42 | (5) |
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Create objects to accomplish objectives |
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47 | (3) |
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50 | (1) |
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Select learning activities |
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51 | (10) |
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61 | (3) |
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Then redesign again and again |
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64 | (2) |
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Re-design but do not repeat |
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65 | (1) |
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Not your sequential ADDIE process |
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65 | (1) |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (62) |
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67 | (2) |
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Common types of Absorb activities |
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68 | (1) |
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When to feature Absorb activities |
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68 | (1) |
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69 | (24) |
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69 | (1) |
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70 | (14) |
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Best practices for presentations |
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84 | (8) |
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Extend presentation activities |
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92 | (1) |
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93 | (12) |
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93 | (2) |
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Assign individual documents |
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95 | (3) |
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98 | (1) |
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Rely on Internet resources |
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99 | (2) |
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Best practices for reading activities |
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101 | (2) |
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Extend reading activities |
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103 | (2) |
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105 | (7) |
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105 | (2) |
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Tell stories that apply to learners |
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107 | (3) |
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Best practices for stories by a teacher |
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110 | (1) |
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Extend stories by a teacher |
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111 | (1) |
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112 | (15) |
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113 | (1) |
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113 | (6) |
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119 | (4) |
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Best practices for field trips |
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123 | (3) |
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Extend field-trip activities |
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126 | (1) |
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127 | (2) |
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127 | (1) |
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Pick Absorb activities to accomplish objectives |
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127 | (1) |
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128 | (1) |
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129 | (34) |
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129 | (1) |
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Common types of Do activities |
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129 | (1) |
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When to feature Do activities |
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130 | (1) |
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130 | (16) |
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About practice activities |
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130 | (2) |
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Drill-and-practice activities |
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132 | (1) |
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133 | (4) |
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Guided-analysis activities |
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137 | (6) |
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Best practices for practice activities |
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143 | (1) |
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Extend practice activities |
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144 | (2) |
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146 | (11) |
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About discovery activities |
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146 | (1) |
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Virtual-laboratory activities |
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147 | (5) |
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152 | (3) |
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Best practices for discovery activities |
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155 | (1) |
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Extend discovery activities |
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156 | (1) |
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157 | (4) |
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Use games as single activities |
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157 | (3) |
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160 | (1) |
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161 | (2) |
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161 | (1) |
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Pick Do activity to accomplish learning objective |
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162 | (1) |
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162 | (1) |
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4 Connect-type activities |
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163 | (52) |
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163 | (3) |
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Common types of Connect activities |
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164 | (1) |
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When to feature Connect activities |
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164 | (2) |
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166 | (10) |
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166 | (1) |
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167 | (1) |
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168 | (3) |
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171 | (1) |
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172 | (2) |
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174 | (1) |
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175 | (1) |
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176 | (8) |
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Why use questioning activities? |
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177 | (1) |
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Encourage learners to ask the right people |
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177 | (2) |
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179 | (1) |
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180 | (1) |
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Best practices in questioning activities |
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181 | (1) |
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Mechanism for asking questions |
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181 | (1) |
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Enable questioning at the right time |
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182 | (1) |
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Assess learners and learning |
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182 | (1) |
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Extend questioning activities |
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183 | (1) |
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184 | (3) |
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Have learners tell stories |
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184 | (1) |
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Good stories are hard to tell |
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185 | (1) |
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Evaluate storytelling fairly |
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185 | (1) |
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Best practices for storytelling activities |
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186 | (1) |
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Extend storytelling activities |
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186 | (1) |
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187 | (9) |
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187 | (1) |
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188 | (4) |
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192 | (1) |
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193 | (1) |
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Best practices for job aids |
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194 | (1) |
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195 | (1) |
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196 | (11) |
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About research activities |
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196 | (2) |
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198 | (2) |
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200 | (3) |
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Best practices for research activities |
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203 | (3) |
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Extend research activities |
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206 | (1) |
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207 | (6) |
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About original-work activities |
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207 | (1) |
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208 | (1) |
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208 | (2) |
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210 | (1) |
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Best practices for original-work activities |
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211 | (1) |
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Extend original-work activities |
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212 | (1) |
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213 | (2) |
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213 | (1) |
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Pick Connect activities to accomplish learning objectives |
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213 | (1) |
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214 | (1) |
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215 | (70) |
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Decide why you are testing |
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215 | (4) |
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When are formal tests needed? |
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216 | (1) |
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216 | (1) |
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What do you hope to accomplish? |
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217 | (1) |
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What do you want to measure? |
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218 | (1) |
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Measure accomplishment of objectives |
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219 | (1) |
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Select the right type of "question" |
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220 | (23) |
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Consider the type question you need |
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220 | (1) |
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Common types of test questions |
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221 | (1) |
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222 | (3) |
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225 | (3) |
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228 | (3) |
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Fill-in-the-blanks questions |
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231 | (3) |
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234 | (1) |
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235 | (2) |
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237 | (3) |
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240 | (2) |
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Pick type question by type objective |
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242 | (1) |
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Write effective questions |
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243 | (17) |
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Follow the standard question format |
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243 | (1) |
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Ask questions simply and directly |
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244 | (11) |
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Make answering meaningful |
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255 | (3) |
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258 | (2) |
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Combine questions effectively |
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260 | (3) |
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261 | (1) |
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Make sure one question does not answer another |
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261 | (1) |
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Sequence test questions effectively |
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262 | (1) |
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Vary the form of questions and answers |
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262 | (1) |
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Give significant feedback |
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263 | (6) |
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Report test scores simply |
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263 | (1) |
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Provide complete information |
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263 | (2) |
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Gently correct wrong answers |
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265 | (1) |
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266 | (1) |
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Give feedback at the right time |
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266 | (3) |
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269 | (11) |
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269 | (1) |
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Use advanced testing capabilities |
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269 | (4) |
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273 | (1) |
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Make tests fair to all learners |
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273 | (2) |
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275 | (1) |
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Set the right passing score |
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276 | (2) |
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278 | (1) |
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Pre-test to propel learners |
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278 | (2) |
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280 | (1) |
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Prepare learners to take the test |
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280 | (1) |
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281 | (1) |
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Consider alternatives to formal tests |
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281 | (2) |
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Use more than formal, graded tests |
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282 | (1) |
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Help learners build portfolios |
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282 | (1) |
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Have learners collect tokens |
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282 | (1) |
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Adapt testing to social learning |
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282 | (1) |
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Adapt testing to mobile learning |
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283 | (1) |
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283 | (2) |
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283 | (1) |
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284 | (1) |
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285 | (38) |
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285 | (9) |
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Topics are learning objects |
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285 | (1) |
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286 | (7) |
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293 | (1) |
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Design the components of the topic |
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294 | (19) |
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294 | (2) |
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296 | (3) |
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Test learning in the topic |
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299 | (2) |
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Specify learning activities for the topic |
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301 | (2) |
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303 | (2) |
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305 | (2) |
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307 | (3) |
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Design components logically and economically |
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310 | (3) |
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313 | (2) |
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Craft recombinant building blocks |
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313 | (1) |
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314 | (1) |
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Avoid the "as-shown-above" syndrome |
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314 | (1) |
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Integrate foreign modules |
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315 | (3) |
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Example of a docking module |
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316 | (1) |
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What to include in a docking module |
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317 | (1) |
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318 | (1) |
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318 | (1) |
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319 | (4) |
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322 | (1) |
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323 | (76) |
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Games and simulations for learning |
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323 | (5) |
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Example of a learning game |
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324 | (1) |
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How are games, tests, and simulations related? |
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325 | (1) |
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Do you call it a game or a simulation? |
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325 | (1) |
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Demos are not true simulations |
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326 | (1) |
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How do games and simulations work? |
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327 | (1) |
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328 | (1) |
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328 | (2) |
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What can games do for us? |
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328 | (1) |
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329 | (1) |
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330 | (12) |
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331 | (1) |
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332 | (1) |
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333 | (1) |
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334 | (1) |
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335 | (2) |
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Personal-response simulations |
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337 | (3) |
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Environmental simulations |
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340 | (1) |
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Immersive role-playing games |
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341 | (1) |
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Design games for learning |
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342 | (4) |
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Design to accomplish learning objectives |
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342 | (2) |
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Express the goal as a specific task |
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344 | (1) |
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Pick the right sized game |
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344 | (1) |
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Emphasize learning, not just doing |
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345 | (1) |
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Specify challenge and motivation |
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345 | (1) |
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345 | (1) |
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Provide multiple ways to learn |
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345 | (1) |
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346 | (7) |
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346 | (1) |
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Specify characters and important objects |
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347 | (2) |
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349 | (1) |
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349 | (1) |
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Specify the game structure |
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350 | (1) |
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Assign the learner's role |
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350 | (1) |
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Make the game meaningfully realistic |
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350 | (1) |
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Specify rules of the game |
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351 | (1) |
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Design a rich, realistic environment |
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351 | (1) |
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Provide a deep, unifying challenge |
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352 | (1) |
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Define indicators of game state and feedback |
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352 | (1) |
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353 | (1) |
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Sketch out the user interface |
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353 | (1) |
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353 | (1) |
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Specify the graphical style |
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353 | (1) |
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354 | (1) |
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354 | (5) |
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354 | (1) |
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Ask learners to suspend disbelief |
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355 | (1) |
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356 | (1) |
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Provide real-world prompting and support |
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356 | (1) |
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Present solvable problems |
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357 | (1) |
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Adapt to the learner's needs |
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357 | (1) |
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Challenge with time limits |
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358 | (1) |
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Let learners try multiple strategies |
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359 | (1) |
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Program variety into the game |
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359 | (1) |
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359 | (1) |
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359 | (10) |
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Provide intrinsic feedback |
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359 | (2) |
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Inject educational feedback where needed |
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361 | (1) |
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Provide continual feedback |
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361 | (1) |
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But give crucial feedback immediately |
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362 | (1) |
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Confront bad behavior and choices |
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363 | (1) |
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364 | (1) |
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Anticipate feedback (feedforward?) |
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364 | (1) |
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Enable learning through a variety of experiences |
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365 | (1) |
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Provide complete, detailed feedback |
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366 | (1) |
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Help learners correct mistakes |
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367 | (1) |
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367 | (1) |
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368 | (1) |
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Progressively challenge learners |
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369 | (4) |
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369 | (1) |
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370 | (1) |
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Give closure between phases |
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371 | (1) |
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Control the rhythm of difficulty |
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372 | (1) |
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Require consolidating small steps |
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372 | (1) |
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373 | (7) |
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Beware combinatorial explosion |
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373 | (1) |
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374 | (2) |
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Mission-sequential structure |
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376 | (1) |
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377 | (1) |
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378 | (1) |
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378 | (2) |
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Simplify learning the game |
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380 | (6) |
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Guide actions with instructions |
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380 | (1) |
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380 | (1) |
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Start with training wheels |
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381 | (1) |
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382 | (1) |
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Show solution after a few attempts |
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383 | (1) |
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Let learners request assistance |
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384 | (1) |
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384 | (1) |
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Simplify the display for quick response |
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385 | (1) |
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385 | (1) |
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Accept all successful actions |
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386 | (1) |
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Design coached task simulations |
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386 | (4) |
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Plan progressive interactivity |
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387 | (1) |
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Architecture of coach-me activities |
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387 | (2) |
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Let the learner control coaching |
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389 | (1) |
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Design branching-scenario games |
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390 | (6) |
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390 | (1) |
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390 | (1) |
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391 | (1) |
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Derive specific objectives to teach |
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391 | (1) |
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Translate objectives to a story |
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392 | (2) |
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394 | (1) |
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Thread together the scenes |
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395 | (1) |
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Add context-setting scenes |
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396 | (1) |
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Use games as e-learning courses |
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396 | (2) |
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398 | (1) |
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398 | (1) |
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398 | (1) |
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399 | (102) |
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399 | (3) |
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399 | (1) |
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400 | (1) |
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Consider the varieties of social learning |
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400 | (1) |
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What is not social learning? |
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401 | (1) |
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401 | (1) |
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How do we "design" social learning? |
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402 | (2) |
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What do we mean by design? |
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402 | (1) |
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402 | (2) |
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Decide where and when to use social learning |
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404 | (2) |
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Make learning more reliable |
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404 | (1) |
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Make learning more enjoyable |
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404 | (1) |
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405 | (1) |
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Implement learning quickly and inexpensively |
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405 | (1) |
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Build a network to support the learning in the future |
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406 | (1) |
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What social learning requires |
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406 | (4) |
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What is required of learners |
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406 | (2) |
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What is required of the organization |
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408 | (2) |
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410 | (5) |
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The elements of social learning |
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410 | (4) |
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Combine patterns for complete activities |
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414 | (1) |
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Social capabilities of software |
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415 | (39) |
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416 | (2) |
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418 | (7) |
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425 | (1) |
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Broadcast sporadic messages |
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426 | (2) |
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428 | (5) |
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Collaboratively create documents |
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433 | (7) |
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440 | (6) |
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446 | (4) |
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450 | (1) |
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Establish a point of contact |
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450 | (3) |
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Set up and administer a team or other group |
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453 | (1) |
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Facilitate rather than teach |
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454 | (9) |
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Define the duties of the facilitator |
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454 | (1) |
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Establish a code of conduct |
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455 | (1) |
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Intervene in cases of bad behavior |
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456 | (7) |
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Grade fairly in social learning |
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463 | (3) |
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Assess against objectives |
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464 | (1) |
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464 | (1) |
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464 | (1) |
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Set criteria for messages and posts |
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465 | (1) |
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Or, forego individual assessment |
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466 | (1) |
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Extend conventional activities for social learning |
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466 | (2) |
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Extend Absorb activities for social learning |
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466 | (1) |
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Extend Do activities for social learning |
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467 | (1) |
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Extend Connect activities for social learning |
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467 | (1) |
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Use proven social activities |
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468 | (15) |
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468 | (1) |
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Back channel for presentations |
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469 | (3) |
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472 | (2) |
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474 | (2) |
|
|
|
476 | (4) |
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|
|
480 | (1) |
|
Group-critique activities |
|
|
481 | (2) |
|
Encourage meaningful discussions |
|
|
483 | (7) |
|
Design discussion activities |
|
|
484 | (2) |
|
Ensure learners have necessary skills |
|
|
486 | (1) |
|
Moderate discussion activities |
|
|
487 | (3) |
|
Perform message maintenance |
|
|
490 | (1) |
|
|
|
490 | (10) |
|
Meet the requirements of a successful team |
|
|
491 | (1) |
|
Form a team from individuals |
|
|
492 | (1) |
|
Align goals of team members |
|
|
492 | (1) |
|
|
|
493 | (2) |
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|
|
495 | (1) |
|
Pick a leader, at least to start |
|
|
496 | (1) |
|
|
|
497 | (1) |
|
|
|
497 | (1) |
|
|
|
497 | (1) |
|
|
|
498 | (1) |
|
Design activities for teams |
|
|
498 | (1) |
|
|
|
499 | (1) |
|
|
|
500 | (1) |
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|
|
500 | (1) |
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|
|
500 | (1) |
|
|
|
501 | (38) |
|
|
|
501 | (1) |
|
|
|
501 | (4) |
|
Learn from the whole world |
|
|
502 | (1) |
|
Take advantage of teachable moments |
|
|
502 | (1) |
|
Teach in the context of application |
|
|
502 | (1) |
|
|
|
502 | (1) |
|
|
|
503 | (1) |
|
|
|
503 | (1) |
|
Enable virtual attendance |
|
|
504 | (1) |
|
Reduce infrastructure costs |
|
|
504 | (1) |
|
Prepare for an increasingly mobile world |
|
|
504 | (1) |
|
Adapt existing learning for mobile learners |
|
|
505 | (2) |
|
Enable participation in classroom learning |
|
|
505 | (1) |
|
Accommodate mobile learners in the virtual classroom |
|
|
506 | (1) |
|
Let mobile learners take standalone e-learning |
|
|
506 | (1) |
|
Make social learning mobile |
|
|
506 | (1) |
|
|
|
507 | (1) |
|
Use the capabilities of the device |
|
|
507 | (8) |
|
Design for the learner, environment, and device |
|
|
515 | (5) |
|
Design for the mobile learner |
|
|
516 | (1) |
|
Design for the environment where learning occurs |
|
|
517 | (2) |
|
Design for the mobile device |
|
|
519 | (1) |
|
Design guidelines for overcoming limitations |
|
|
520 | (8) |
|
|
|
520 | (1) |
|
Maintain contact with learners |
|
|
521 | (1) |
|
Design for the devices learners already have |
|
|
522 | (1) |
|
Use learners' time efficiently |
|
|
522 | (1) |
|
Fit text and graphics to the display |
|
|
523 | (1) |
|
Provide low-bandwidth alternatives |
|
|
524 | (1) |
|
Design for imperfect network connections |
|
|
525 | (1) |
|
|
|
525 | (1) |
|
|
|
526 | (1) |
|
Follow established user-interface guidelines |
|
|
526 | (1) |
|
Remember, paper is a mobile device |
|
|
526 | (1) |
|
|
|
527 | (1) |
|
|
|
528 | (8) |
|
Mobile discovery learning |
|
|
528 | (2) |
|
Distance apprenticeship program |
|
|
530 | (2) |
|
|
|
532 | (4) |
|
Inject mobile activities into other forms of learning |
|
|
536 | (1) |
|
Extend conventional activities for mobile learning |
|
|
536 | (2) |
|
Extend Absorb activities for mobile learning |
|
|
536 | (1) |
|
Extend Do activities for mobile learning |
|
|
537 | (1) |
|
Extend Connect activities for mobile learning |
|
|
537 | (1) |
|
|
|
538 | (1) |
|
|
|
538 | (1) |
|
|
|
538 | (1) |
|
10 Design for the virtual classroom |
|
|
539 | (44) |
|
Create a virtual classroom |
|
|
540 | (2) |
|
Why create a virtual classroom? |
|
|
540 | (1) |
|
What are Webinars and virtual-classroom courses? |
|
|
540 | (1) |
|
Decide whether you need a live meeting |
|
|
541 | (1) |
|
Select and use collaboration tools |
|
|
542 | (6) |
|
Select your collaboration tools |
|
|
542 | (3) |
|
|
|
545 | (2) |
|
|
|
547 | (1) |
|
|
|
548 | (12) |
|
|
|
548 | (4) |
|
|
|
552 | (4) |
|
|
|
556 | (1) |
|
Manage the live online meeting |
|
|
556 | (2) |
|
|
|
558 | (2) |
|
Include follow-up activities |
|
|
560 | (1) |
|
|
|
560 | (3) |
|
|
|
561 | (1) |
|
|
|
561 | (2) |
|
Design virtual-classroom courses |
|
|
563 | (18) |
|
Select a qualified teacher |
|
|
563 | (2) |
|
Teach the class, don't just let it happen |
|
|
565 | (1) |
|
Plan predictable learning cycles |
|
|
566 | (2) |
|
|
|
568 | (1) |
|
Provide complete instructions |
|
|
568 | (7) |
|
Simplify tasks for learners |
|
|
575 | (2) |
|
Deal with problem learners |
|
|
577 | (3) |
|
Follow up after the course |
|
|
580 | (1) |
|
|
|
581 | (2) |
|
|
|
581 | (1) |
|
|
|
582 | (1) |
|
|
|
583 | (4) |
|
|
|
583 | (2) |
|
|
|
583 | (1) |
|
|
|
584 | (1) |
|
|
|
585 | (1) |
|
Secrets of e-learning design |
|
|
585 | (1) |
|
|
|
586 | (1) |
|
|
|
587 | (12) |
|
|
|
587 | (1) |
|
|
|
588 | (1) |
|
|
|
588 | (3) |
|
The role of test subjects |
|
|
589 | (1) |
|
|
|
590 | (1) |
|
Role of the test conductor |
|
|
591 | (1) |
|
|
|
591 | (4) |
|
|
|
591 | (2) |
|
Identify the learning approach |
|
|
593 | (1) |
|
|
|
594 | (1) |
|
|
|
595 | (3) |
|
Overcome the Hawthorne effect |
|
|
595 | (1) |
|
Leave the lab-coat behind |
|
|
595 | (1) |
|
|
|
596 | (1) |
|
Provide all real resources |
|
|
596 | (1) |
|
|
|
597 | (1) |
|
|
|
597 | (1) |
|
|
|
597 | (1) |
|
|
|
598 | (1) |
|
Recap: Master the essentials of essentialism |
|
|
598 | (1) |
| Index |
|
599 | |
