This mindmap will form the basis for facilitated discussions at the eLearning Network conference on 'Creating Engaging and Effective Content' on 8 May, London UK. Follow the link for more info. Feel free to add to it even if you won't be attending the conference.
John Hattie research suggests getting things wrong & working out why is critical to value added
Accessibility awareness
Good practice with Dcuments, PPTs, Audio, Video
Don't use stories, suspense or drama??? What about people's emotions?, Emotion as a memory hook - a song evoking vivid feelings and memories from years before, a story sticking in your head for years.
This is ideally built into the content creation tool (eg Xerte) since tutors won't be experts
Kolb, Honey & Mumford Learning Styles
Gagne
Zone of proximal development
Visual, Auditory, Kinesthetic
use of metaphor
Intead look at how the brain works
depends on the content & context
not if you use them prescriptively
See John Hattie work on Value Added of different interventions.
Action mapping
Positive, Doesn't have to be shocking to be effective
Negative, Challenging feeling, Fear, Used as a motivator to do something
Have to be extreme, E.g. NSPCC Adverts, Build on feelings about children, Use of things like fonts/styles, Use of language, Shock expectations, FCUK, Provoke emotions to..., Increase retention, Issues, Can be challenged, Don't want to upset, Do want to make people uncomfortable
Goals, Memorable content, Learners clear they have learnt something, Learners feel safe making mistakes, Needs to be directed, About wording, You 'will' be able to, Rather than 'should' be able to
Episodic memory - easy to remember
Relate to past experiences
Have learners work together to create own stories
Use of interactive scenarios
The use of the same characters throughout a course
Use of cliffhangers
Elicit stories, anecdotes and jokes from subject experts
Not always necessary - use it sparingly
Real stories/experience, People pay attention
How do we find out their learning styles and needs?
TNA, How do we do a TNA?
It requires more understanding to create good content than consume it.
What will stay?
How to keep up?
Virtual patients
Health & safety
Audio, why audio?, limitations from pc's, can you rely on sound because of this?, pod casts in conjunction with lectures, sound replicating what is on screen or used in conjuction with text., Guidance suggests you should not read out what is on screen, Transcript, rules
Video, caters for different learning styles and language skills when used in conjuction with transcript., suits scenario based training in combination with branching
images, use of images vary depending on audience, should serve a purpose, adds interest
needs to be purpose full, Gives Feedback, Allows collaboration, Encourages creativity
social networking, allowing students to discuss learning
if tool training it will be crucial
open ended scenarios (explore/find out)
Needs to be accessible - eg Xerte allows drag and drop for non-mouse users.
