How to integrate multimedia for effective learning — from theelearningcoach.com

.

Integrating the multimedia assets of a course can raise a host of issues. In my world, this can be as simple as explaining to a client why screens of text with an out-of-sync voice over will not be effective—to more complex issues, such as determining whether an animation will promote greater comprehension than a series of stills.

Although we know it can be advantageous to present content through multiple forms of media, the big question is how to integrate the mediums.

When deciding on these issues, I use two principles from cognitive science as guidelines that I think you’ll find helpful too. One is known as the Split-attention Effect and the other is the Redundancy Principle. Both principles are important.

Also see:

Related Articles:
Using Graphics To Improve Learning
Learning Theory And Multimedia

Book Recommendation:
Multimedia Learning by Richard E. Mayer

30 under 30 — per Learning TRENDS by Elliott Masie – August 24, 2010.
#632 – Updates on Learning, Business & Technology.
55,106 Readers – http://www.masie.com – The MASIE Center

We have completed the assembly of the 30 Under 30 Learning Leadership Team for Learning 2010.  We are proud to announce these high energy learning leaders (all under the age of 30) that will be leading sessions and helping to articulate a view of the future of learning.  They include colleagues from Google, Verizon Wireless, Disney, Volkswagen, Farmers Insurance, General Mills, FM Global, IBM, Westinghouse and many more.  Check out their aspirations about learning.

A top ten list for successful online courses – from JOLT by Richard J. Wagner, Jeff P. Vanevenhoven, and James W. Bronson (University of Wisconsin-Whitewater)

Abstract
Many of us have been teaching online courses for several years. In that time we have learned what works and what doesn’t from a mix of hands-on-experience, fellow online faculty, platform specific training, and exposure to pedagogical research. While training and research have their value, we learned the most about preparing an effective online course from personal experience and working with our peers. When asked to prepare a presentation for new online faculty we sat down and pooled our knowledge with respect to course design and course management. The result of this collaborative session was a list of pragmatic practices required for a successful online course. While the list could be longer, and certainly doesn’t include all our favorite practices, we believe we have included those practices that are the key to success.

Keywords: course design, course management, online, module, training

[Original posting via Ray Schroeder]

Top 70 eLearning Articles – Hot Topics: iPad Adobe Captivate – July 2010 — from elearninglearning.com by Tony Karrer
The following are the top items based on social signals…

Tagged with:  

22 books for beginner Instructional Designers –from The Upside Learning Solutions Blog by Amit Garg

Connectivism in the Enterprise — G. Siemens (July 2010)

Organizations are today faced with continually evolving markets, rapid knowledge growth, competitive pressures from emerging countries, and increased complexity in business development and strategy execution. This climate requires an evaluation of how existing learning, knowledge management, and capacity building activities support organizations in fulfilling their mandate and vision.

Traditional course-based learning and development is not sufficiently agile, flexible, or context-driven to address the pressures facing the enterprise. Three primary concerns exist with course-based learning and instructional design…

Moving the social networked learning (the Landing) forward — George Siemens

To foster these types of interactions, programs need to think about social networking tools at a higher level than an individual course (for obvious reasons – a course is a short-term construct whereas social spaces have greater permanence). Designers, deans, and faculty should plan for social interaction at the program-level: design for social interaction between courses much in the same way that social interaction (in Moodle) is often designed into courses).

Most learners tend to the social. They seek interactions, connectedness. Sometimes, however, these interactions require a bit of social lubrication. To this end, a program director (or designer) should plan to include social events and activities in their Landing group: planned conversations, Q & A, recorded tutorials, live interactions (in Elluminate or on Skype), treasure hunts, etc.

Social connectedness needs nurturing. While we are still at the early stages or research on this, my bias is that successful uses of the Landing at a program level will be determined by fostering intentional and planned social activities. But this isn’t really anything new, is it? Any successful community has regular social events and activities – concerts, festivals, and community suppers. Finding out how to best lubricate social interactions is an important area of research.

In Designing e-Learning Motivation Makes all the Difference — from Allen Interactions

What was deeply personal to one group was irrelevant and pointless to another.

This is exactly the problem we face so often as designers of e-learning.  Our subject matter experts or project owners live and breathe the content we are to teach. And they expect that the same values that have given significance to the content for them over many years can be directly transferred to the learners.  Unfortunately, that’s impossible.  To get learners engaged in understanding new content and performing new skills, we as designers need to tie the content to some motivation existing in the learner, or to manufacture an urgency (using game design, networking, or simulation aspects) that the learners buy into.  This is important in all learning, but particularly so in e-learning where learners are, for the most part, working entirely on their own.

So equal to the task of analyzing content and designing instruction is the challenge of understanding our learners and designing interactivity that will provide personal motivation.

Here are some ideas for designing for motivation:

  • Ensure learners are aware of meaningful consequences
  • Develop a sense of risk
  • Ensure the learner benefits from adaptive content and branching
  • Draw the learner in by expert storytelling and creation of suspense
  • Appreciate the aesthetic appeal of graphics and media
  • Engage in meta-thinking with questions whose importance is elevated through multiple-step tasks and delayed judgment

Learning to change report — from Learning Conversations by Mark Berthelemy

“We’ve just published a research report, based on the opinions of senior decision makers among the UK’s largest 500 firms. Here are some of the findings.”

  • The majority (70%) of business leaders fear that inadequate staff skills are the greatest threat to their ability to capitalise on the recovery.
  • More than two thirds of business leaders admit that their under-trained workforce is struggling to cope with expanded job remits following waves of job cuts during recession.
  • … as the economy moves out of the downturn, two fifths (40%) of leaders estimate that at least half of employee skills risk becoming obsolete.
  • Over a third of leaders (36%) lack confidence that their employees have the skills required to deliver the firm’s upturn strategy, with close to half (46%) casting doubt on their L&D department’s ability to provide these learning services.
  • Over half (55%) claim that their firm is failing to deliver the necessary training for recovery.
  • Around half fear for their company’s ability to respond to surges in demand (51%), retrain and redeploy people where required (47%) and identify where current skills are becoming obsolete (49%).
  • More than two thirds (67%) of business leaders are concerned their employees are struggling to cope with expanded remits following job cuts.
  • More than half (52%) describe their L&D function as slow to respond to the changing requirements of their business during economic turbulence.
  • As strategic objectives have evolved, close to half (46%) of senior managers report no significant change in the training delivery to their workforce. Going forward, almost as many (43%) expect no significant change to L&D delivery over the next 2-3 years.
  • The vast majority (82%) of leaders lack confidence that their firm’s L&D strategy and delivery are aligned to the company’s operational strategy.
  • Half (50%) believe that their L&D function is stuck in a ‘business as usual’ mindset.

Another interesting quote here:

“Perhaps L&D needs to rebrand – towards performance consulting… Often performance problems are more around culture, systems, processes and communication. Solve those, and you won’t need to provide training in a lot of cases.”

An introduction to Robert Gagnes' 9 events -- by Christopher Pappass

Checklist for Evaluating Online Courses (2006).
Southern Regional Education Board.
http://publications.sreb.org/2006/06T06_Checklist_for_Evaluating-Online-Courses.pdf
Online course evaluation rubric. (2007).
The online course evaluation project (OCEP) criteria. Monterey Institute for Technology and Education.
http://alt.usg.edu/collaborative/templates/OnlineCourseEvaluationRubric.pdf
The online course evaluation project (OCEP) overview. (2006).
http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.pdf

Instructional Design Ideas for Engaging Courses — from Learning Objects by Dr. Nancy Rubin

The future of instructional design – or my heart belongs to ADDIE — by Tony Bates

On Sunday, I attended a very interesting meeting of about 50 instructional designers from across British Columbia, at Camosun College, Victoria. This was a pre-conference workshop before the Educational Technology Users Group of BC’s Spring Workshop. The group discussed several questions, and I’ve pulled together what I heard…

Tagged with:  

Designing e-learning for IMPACT — from Lars is Learning
Creating an engaging, effective e-learning experience can be a daunting task.

Interaction

Multimedia

Personal

Actionable

Challenging

Timing

© 2025 | Daniel Christian