What is learning?
"the acquisition of knowledge or skills through study, experience, or being taught", in other words it is transformative, i.e. leading to a change in attitudes and behaviours; change that over time can be become "permanent", embedded.
How eLearning is different from learning?
Tools to create eLearning (authoring tools) and learning platforms
"E-learning typically refers to the online interaction between you as a student and the teacher. Basically, you receive the training through an online medium..."
- Online interaction is different from F2F
Elearning can be synchronous (live online) or asynchronous (self-paced, independent) -
Synchronous:
- Real time - personal and professional connections with the tutor/peers and the content, i.e. learning from each other and developing network of support
Asynchronous:
- No real time interaction with a tutor or peers
- No immediate feedback
- Less collaborative
- Can feel more isolating
however, it can be well suited to mature adult learners who are used to operating (in their professional lives) at higher levels of autonomy, have well developed skills of problem solving, time management and who need to pick up skills quickly. This category of learners appreciate an opportunity to make own decisions of how, when and what to learn.
https://thebestschools.org/magazine/synchronous-vs-asynchronous-education/
Tools to create eLearning eLearning formats
PowerPoint presentations
Word documents
/Interactive PDF documents
Video recordings
Authoring tools: Adobe Captivator, EasyGenerator
Learning platforms: https://www.techradar.com/uk/best/best-online-learning-platforms
Tools to design user-centred learning experience
Empathy map Empathy map - tool to design learning experience.docx
Accessible at
http://theelearningcoach.com/lxd/empathy-maps-for-learning-experience-design/
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Support leaners' autonomy - I need to make navigation throughout the session/module easy so that people can choose what to learn and how much time to spend on each topic - depending on their levels of proficiency
How do I start? Planning suggestions
Create course/module overview
| What to consider | How to action | To include in |
|---|---|---|
This course/module is about ...
| Do a brief description | Module/course overview |
Target audience: what do I know about them? 1) who this is for (job roles, skills, experiences)? 2) Any pre-requisites What skills and experience may they already have? What skills and experience will help to learn this particular subject | Do a brief description: |
1) who this is for (job roles, skills, experiences)?
2) Any pre-requisites
| Module/course overview | ||
Structure/navigation of the module (how the sub-topics are organised and linked together | Do a brief description | Module/course overview |
Context: if this is part of the training programme - how is it linked to previous subject and related subject | Do a brief statement | Module/course overview |
Any other useful information for a learner: |
Navigation
Estimated duration - learning hours Who to contact for help | Do a brief statement | Module/course overview |
Course overview template:
- Course title
- Introduce the subject - what it is about and what issues it is aimed at addressing ("what is the "pain"?)
- What is the target audience? Who will benefit from the course?
- Course structure
- How to navigate, i.e. pick and choose or need to do all the sections in the order they are presented
- If any quizzes or assessment - mention it and say what the benefits of doing the assessment activities are.
- Estimated course duration
- The course place in the "bigger picture" - refer to the "road map" (i.e. it is recommended that you do the module XYZ first before you start this course"
- What people will learn - do not just list the subjects, use action verbs indicating that learning has practical impact, e.g. "... learn how to recognise..." "how to identify...", etc.
- How to get help
- What is next?
- Please do not forget to tag your course - this is important to enable the "search" facility in the future.
eAcademy (GEANT Moodle)
To access the live site: https://e-academy.geant.org/moodle/course/ - to log in use the "Log in" in the top right corner
To access the test site: https://test-academy.geant.org/moodle/
First step with Moodle - short video tutorial: https://screencast-o-matic.com/watch/cY6V2iKeNc
How to start:
- Access the site and let Irina know. Irina will assign you a rile of a "Teacher" - it allows course creation and editing
- Practice/start creating your course using templates, currently labelled "OAV - course 1, 2. 3 etc" (watch the video tutorial first!)
- As this is the start of the process GLAD will arrange live online tutorials with Marcel
Design and Develop - tips and suggestions
E-Learning-Storyboarding-and-Design-Tips.pdf
Writing_for_Instructional_Design.pdf
Structure
Template: 1) Introduction (what issues will training address)
2) Main body
3) Summary )/main body/summary (takeaways, what next, close with a prompt for action)
- Try to avoid linear design, i.e. do not force learners (unless it is necessary) to go from A to Z making a stop at each letter of alphabet. Create opportunities for learners to choose how and what to do.
- Use a cascade of topics: multiple-sections, sub-sections to break content into logically organised "digestible" chunks
Use clear and logical navigation:
Use header sections with course titles, section titles, page numbers, etc - be consistent
Use (consistently) identifies that help learners to navigate and know which part of the module they are.
- Keep reminding learners of how what they are doing (reading, observing, testing, trying) supports the aim of the module
- Colour code headings, if appropriate
Designing tips
- Write in the present tense, ie. "the page displays" rather than "the page will display" - it helps visualisation
- Helpful semantics:
Be concise and brief
Use "connecting words": "and" instead of "but" (where appropriate), as well as "us", "ours". "we"
Keep sentences short: one idea per sentence
...
; mix shorter and slightly longer sentences
...
Keep reminding learners of how what they are doing (reading, observing, testing, trying) supports the aim of the module
Use clear and logical navigation:
Use header sections with course titles, section titles, page numbers, etc - be consistent
...
.
Colour code headings, if appropriate
Consider usability
- Do not crowd the screen - allow learners to see content on one movement of a scroll bar
- Keep text/images in balance so that they enhance content without unnecessary distraction
- Provide adequate number of examples - optimised for different scenarios, avoid lengthy descriptions, i.e. do not overcomplicate them - instead provide several examples in increasing levels of complexity.
- Provide clear instructions/explanation to allow learners to make own decisions as to what examples, what activities will be beneficial for them to do.
- Choose carefully effective combination of font sizes and colours
- Consider effective use of images, ie. that they support content and have meaningful captions
...
Test
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