Resources for finding out how long it takes to develop eLearning — from kaplaneduneering.com by Karl Kapp
From DSC:
One resource mentioned was from the Chapman Alliance, from September 2010, of which these figures are from:
On 09/07/2011,
in budgets, business side of he, corporate / business world, corporate universities / corporate training, elearning, higher education, instructional design, new business models, online learning,
by Daniel Christian
On 09/07/2011,
in blended learning, CMS/LMS, hybrid learning, instructional design, productivity / tips and tricks, teaching & learning, teaching online, tools,
by Daniel Christian
On 09/01/2011,
in accessibility / UDL, elearning, instructional design, online learning, special needs,
by Daniel Christian
E-Learning expands for special-needs students — from edweek.org by Nirvi Shah
But obstacles to greater participation remain, and questions persist about what works best for students with disabilities.
On 08/23/2011,
in instructional design, mobile learning,
by Daniel Christian
Instructional Design questions? There’s an app for that! …You need to check it out. — by Karl Kapp who points to a new app from Connie Malamed
On 08/17/2011,
in blended learning, corporate / business world, corporate universities / corporate training, face-to-face, hybrid learning, instructional design, learning, learning ecosystem, online learning, training / L&D,
by Daniel Christian
Finding the right learning mix — from Chief Learning Officer by Lance Dublin
Learning organizations are experiencing a kind of renaissance, with new technology prompting new thinking about how to enhance, extend and enable learning.
On 08/12/2011,
in 21st century, accessibility / UDL, assessment, engagement / engaging students, higher education, instructional design, K-12 related, learning, multimedia, pedagogy, personalized/customized learning, student-related, teachers, teaching & learning,
by Daniel Christian
My thanks to Mrs. Krista Spahr, Calvin College, for this resource and the quote below:
Universal Design for Learning (UDL) is meant to minimize barriers and to maximize learning.
…
Reflections from DSC:
Though I still have much to learn about Universal Design for Learning (UDL), my initial thought is that I really like this approach, as it moves us away from the one-size-fits-all approach and towards a teaching and learning environment that offers more choice, more selection, and more opportunities for customization and personalization. Plus, as companies such as Apple and Microsoft have seen, functionality that started out trying to address accessibility-related needs ended up helping everyone!
Along these lines, I created this graphic years ago — with the idea that students would have a choice on which media they might prefer to use to absorb the information:
Again, the idea being that we could provide the same content in 3-5 different ways and let the students select what works best for them. Plus, in the example above, we could even see how other students are describing/making meaning of something.
But it goes further than this as I’m understanding UDL. For example, the methods for achieving a learning outcome can be greatly varied, as the assignments for a particular outcome might be reaching via watching a video clip, or reading a book, or doing a project, or writing a story, or creating music, or ___(fill in the blank) ____.
Also see:
On 08/07/2011,
in flipping -- inverted learning, instructional design, teaching & learning,
by Daniel Christian
Some items re: the flipped classroom from John R. Sowash, M.Ed
On 07/06/2011,
in CMS/LMS, instructional design, online learning, pedagogy, teaching & learning,
by Daniel Christian
Five common pitfalls of online course design — from Faculty Focus by Elizabeth St. Germain
On 06/14/2011,
in 21st century, career development, corporate universities / corporate training, educational games / serious games, instructional design, simulations, training / L&D, transmedia, workplace,
by Daniel Christian
Instructional Design for Simulations — from the University of Central Florida
Training and educational programs are now incorporating stand-alone and PC-based simulations and instructional (video) games to enhance human performance. The result has been a growing demand for simulation, game-based training, and instructional systems in corporate, government, and education sectors. The Graduate Certificate in Instructional Design for Simulations takes an interdisciplinary approach to prepare educators, instructional designers, human resource personnel, and training specialists in corporate, industry, and educational settings. Students will acquire the skills to successfully work with engineers, graphic artists, computer programmers, and game developers to design training and instructional systems, focusing on the pedagogical aspects of stand-alone and PC-based desktop training and educational simulations and games. To learn more, visit the Instructional Technology website at: http://education.ucf.edu/insttech.
Required Courses: 15 Total Credit Hours
Courses are available both in Web-based and mixed mode (reduced seat time) formats. This program may be completed entirely online.
EME 6613 Instructional System Design
EME 6601 Instructional Simulation Design for Training and Education
EME 6614 Instructional Game Design for Training and Education
IDS5717C Introduction to Modeling and Simulation
DIG 6432 Transmedia Story Creation
For information contact:
Atsusi Hirumi, Ph.D., Associate Professor
College of Education…
On 06/10/2011,
in 21st century, 24x7x365 access, A/V -- audio/visual, attention, Augmented Reality (AR), business, communications, corporate / business world, design, economics, engagement / engaging students, higher education, ideas, innovation, instructional design, internet, leadership, MBA, online learning, online media, strategy, trends, using teams, vision/possibilities, visualizing information,
by Daniel Christian
Reinventing the Technology of Human Accomplishment — by Gary Hamel; from the University of Phoenix Distinguished Guest Video Lecture Series.
From DSC:
No matter whether you agree with what Gary is saying or not, can you imagine if every lecture contained this type of team-based assistance in creating the motion graphics, recording the video, editing the video, executing proper sound design principles, etc.? Most likely such an endeavor would be more achievable/successful when producing content in a controlled, studio type of environment — and then presenting it online (vs. trying to do this in front of a live classroom/audience/face-to-face.)
Anyway, very powerful communication channels here! Excellent use of motion graphics to backup his message. A transcript with bolded headings and colored main points would be great too. By the way, wouldn’t it be cool for “call outs” to appear — somewhat in an augmented reality sort of way — when a main point was just made?!
Description of video:
Watch Gary Hamel, celebrated management thinker and author and co-founder of the Management Innovation eXchange (MIX), make the case for reinventing management for the 21st century. In this fast-paced, idea-packed, 15-minute video essay, Hamel paints a vivid picture of what it means to build organizations that are fundamentally fit for the future—and genuinely fit for human beings. It’s time to radically rethink how we mobilize people and organize resources to productive ends. Here’s how we start.
This video is an excerpt from the University of Phoenix Distinguished Guest Video Lecture Series.
Sample screen shots:
From DSC:
Again, can you imagine the bump in engagement/attention spans if a faculty member could be backed up by these types of motion graphics!?
From DSC:
I realize that many of the for-profits are already using teams of specialists…but many others are not.
–Originally saw this at the
Higher Education Management blog by Keith Hampson
The ID Litany — from cats-pyjamas.net by Joyce Seitzinger
Excerpt:
Working as an eLearning Advisor in higher education, a large part of my role is instructional design. In course design meetings with academic staff, I find myself asking the same questions over and over again. For each element of the course, I have the same questions. I thought I’d share it with you here, in an instructional design litany.
The ID Litany
What will your students do?
How will your students know what to do?
How will you know what they’re doing?
How will your students learn?
How will you know what they’re learning?
How will your students get support?
How will you support them?
How will they support each other?
How will you & your students communicate with each other?
How will your students communicate with each other?
How will your students learn from each other?
Why are you using this activity?
Why are you using this resource?
Why are you using this technology?
How does this activity/technology/resource relate to their current or future work, learning and life?
On 06/07/2011,
in 24x7x365 access, content development, aggregation, repositories, corporate universities / corporate training, formal learning, informal learning, instructional design, social learning / networks, strategy, streams of content, training / L&D,
by Daniel Christian
Why we need less instruction — from Clive on Learning by Clive Sheperd
Excerpt:
Another reason you might back away from instruction as a strategy is because it is more efficient to provide how-to materials at the point-of-need – it isn’t learning that’s required, it’s performance support:
