I’m sitting at my desk watching the rain outside and questioning when it will quit. Maybe I have to discover ways to create an ark. Seventy-five percent of Queensland has been affected by the floods so far, so it may well not be a bad notion. So, being the nerd that I am, I Google “ark.” I scroll down page right after page about Noah’s Ark, but I locate no construction plans. Let’s try “Ark developing.” Read more...
In this thoroughly revised edition of the bestselling e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer— internationally-recognized experts in the field of e-learning—offer essential information and guidelines for selecting, designing, and developing asynchronous and synchronous e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings. In addition to updating research in all chapters, two ne
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The way a course for elearning online looks affects how well content is communicated to the learners. The reality is that looks do matter, even in education because as a whole, students tend to equate a badly designed or unprofessional looking course to something that is not worth taking. The implication is that it is highly likely students won’t be interested enough to take the time to listen and pay attention, let alone learn effectively. This calls for the need to pay close attention even to little details such as choice of pictures and even fonts.
Fonts are important visual design elements that have the power to grab audience members on a deeper level and at the same time reinforce the message being communicated. However, unlike other elements like pictures and clip arts, stylized fonts are harder to replicate for and integrate into course designs. Another difficult thing about fonts is that sometimes higher-ups tend to lean towards traditional, pre-approved templates and styles. This makes it harder for instructional designers to add personality to the course and grab the attention of learners without breaking any rules. To apply fonts in a course for elearning online, it is important to remember to set the tone well, find the right font with the right personality and audition chosen fonts before committing to or finalizing a design.
Right Tone – The right tone will help create a course that connects with learners on an emotional level. More often than not, breaking style rules are overlooked if font selections are used in a proper tone of delivery. To do this, the designer must think of it as a graphic element that must be used strategically. To determine the kind of tone that’s most appropriate for the audience, it is advisable to get to know the learners. Read more...
EDUCATION: EDUCATION: EDUCATION (BUT HOW?)
‘We don’t need no education; we don’t need no thought control.
No dark sarcasm in the classroom, teachers leave them kids alone.
Hey! Teachers! Leave them kids alone!’
So goes the lyrics from the classic Pink Floyd song Another Brick in the Wall Part 2 (R. Waters)
But we all know that we do need education, and not just during our school days but throughout our lives.
In the world of project management this is just as true as any other work area. Just because you have your Prince2 standard or your PMP certificate or your IPMA certification or any such evidence of achievement this does not mean that you should stop learning or improving your skills.
Some of this can be done through experience; working with others and observing their good behaviour, or through understanding your own performance on projects through lessons learned.
Some can be and should be achieved through more formal methods of training. There are many benefits of project management training that you should exploit in order to become the best project manager that you can.
Continuing your education is proof of your involvement in your own future. By taking courses or seminars, you are showing your interest in growing, not stagnating. Putting in the effort to attend a course, seminar or conference takes planning, research (what and how are you going to study, and why), and dedication (attend, listen, think about, and come away with something).
The beauty of continuing education is that you can choose to improve your skills in a number of different and interesting ways: you may choose a formal qualification which will require you to attend classes at a university or other form of education institute and to write exams. Read more...
Making good eLearning courses is a developing art. As a trainer, your goal is to make the training memorable. As you design the course, you must design not only the “what” (or content), but also the “how” (the delivery mechanisms). Integrating funny quiz (like “Who Wants to Be a Millionaire”) into eLearning course is an easy way to capture the attention of learners and make your course memorable. Learners will interact with key concepts for your course quickly.
A funny quiz can energize almost any content and produce powerful new understanding for your learners. Funny quiz promote learning – more than revive tension, it creates opportunities for the learners to “interact” with the quiz so as to demonstrate learners’ understanding of the course. Many benefits would funny quiz holds to course:
Funny quiz entertains learners with a purpose Funny quiz gives learners valuable feedback Funny quiz givse trainers feedback Funny quiz motivates learners Funny quiz accelerates learning process
So then, there comes into the question: how to integrate the right funny quiz into your course? Let’s take a look at the following steps.
Step 1 – Identify your course objective.
Which objective you want your lesson to achieve after training, please take careful consideration. Specifically, what skills and knowledge do you want your learners take from your lesson. Then think about it how the funny quiz will help the learners meet the course objective.
Step 2 – make the course plan
After determining the objective, what you should do is making the course plan according to the course objective. Analyze and list the task you wish to cover in your lesson plan. Supposing you are going to explain the details about swine flu in one lesson, you list would look something like this:
Lesson objective for swine flu knowledge: learners will be able to master the details about H1N1 flu.
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