1. Text, graphics, audio and other media should be used appropriately
1.1. The Six Principles of Effective eLearning by Richard Mayer / Ruth Clark
1.1.1. Don't use stories, suspense or drama??? What about people's emotions?
1.1.1.1. Emotion as a memory hook - a song evoking vivid feelings and memories from years before, a story sticking in your head for years.
1.2. Content accessibility and flexibility is critical
1.2.1. This is ideally built into the content creation tool (eg Xerte) since tutors won't be experts
2. Which e-learning theories are worth their salt?
2.1. Connectivism
2.2. Andragogy - yes
2.3. Constructivism - yes
2.4. Behaviourism - maybe not
2.5. Cognitivism - maybe not
2.6. more useful to look at models of learning not overall schools of thought
2.6.1. Kolb, Honey & Mumford Learning Styles
2.6.2. Gagne
2.6.3. Zone of proximal development
2.6.4. Visual, Auditory, Kinesthetic
2.6.5. use of metaphor
2.7. None of them?
2.7.1. Intead look at how the brain works
2.7.2. depends on the content & context
2.7.3. not if you use them prescriptively
2.7.4. See John Hattie work on Value Added of different interventions.
3. What part can social media play?
3.1. Means of delivery?
3.2. Reinforcement?
3.3. Peer-to-peer interaction
3.4. Controlled chaos
3.5. Evolving technology
3.5.1. What will stay?
3.5.2. How to keep up?
3.6. Control?
3.7. Clarity of use in e-l strategy
3.8. Cascading use of
3.9. in controlled environment
3.10. not a learning tool
3.11. pontification
3.12. Informal learning
3.13. Reinforcing and supporting learning
4. Serious games
4.1. Generation Y
4.2. Gaming culture
4.3. Immersive 3D
4.3.1. Virtual patients
4.3.2. Health & safety
4.4. Exciting
4.5. Finding the right use
4.6. Control?
4.7. Cultural shift
4.8. Need good underlying learninig
4.9. Risk of interface as a barrier
4.10. Scenario
4.11. if you are going to shoot at least have blood
4.12. don't learn to play the game
4.13. Distracting from the learning
4.14. Accessibility?
5. AMcN What tools are affordable, available and easy to use?
5.1. Xerte
5.2. eXe
5.3. Yugma
6. the use of media and interactivity
6.1. media
6.1.1. Audio
6.1.1.1. why audio?
6.1.1.2. limitations from pc's
6.1.1.2.1. can you rely on sound because of this?
6.1.1.3. pod casts in conjunction with lectures
6.1.1.4. sound replicating what is on screen or used in conjuction with text.
6.1.1.4.1. Guidance suggests you should not read out what is on screen
6.1.1.5. Transcript
6.1.1.6. rules
6.1.2. Video
6.1.2.1. caters for different learning styles and language skills when used in conjuction with transcript.
6.1.2.2. suits scenario based training in combination with branching
6.1.3. images
6.1.3.1. use of images vary depending on audience
6.1.3.2. should serve a purpose
6.1.3.3. adds interest
6.2. interactivity
6.2.1. needs to be purpose full
6.2.1.1. Gives Feedback
6.2.1.2. Allows collaboration
6.2.1.3. Encourages creativity
6.2.2. social networking
6.2.2.1. allowing students to discuss learning
6.2.3. if tool training it will be crucial
6.2.4. open ended scenarios (explore/find out)
6.2.5. Needs to be accessible - eg Xerte allows drag and drop for non-mouse users.
7. LGT
7.1. TNA
7.1.1. How do we do a TNA?
8. Plain English
9. Content must be easy to understand
9.1. Well structured
9.2. Or should we challenge learners - why should we spoon-feed them?
9.2.1. John Hattie research suggests getting things wrong & working out why is critical to value added
9.3. In a style of language the learner speaks
9.4. Meaningful and memorable
9.5. Learner has to work with each new idea through practice exercises, cases, sims, etc.
9.6. Reduce barriers - eg accessibility good practice
9.6.1. Accessibility awareness
9.6.2. Good practice with Dcuments, PPTs, Audio, Video
10. Who are the leading thinkers on this?
10.1. Michael Allen
10.2. What books would people recommend?
10.3. Patrick Dunn - speaker at the event
10.4. Cathy Moore - Dump the Drone
10.4.1. Action mapping
10.5. The 60 - minute masters - Clive Shepherd
10.6. Ruth Clark
10.7. Neil Lasher
10.8. Nick Shackelton-Jones
11. The use of emotion and storytelling
11.1. Emotion
11.1.1. Positive
11.1.1.1. Doesn't have to be shocking to be effective
11.1.2. Negative
11.1.2.1. Challenging feeling
11.1.2.2. Fear
11.1.2.2.1. Used as a motivator to do something
11.1.3. Have to be extreme
11.1.3.1. E.g. NSPCC Adverts
11.1.3.1.1. Build on feelings about children
11.1.3.1.2. Use of things like fonts/styles
11.1.3.1.3. Use of language
11.1.3.2. Shock expectations
11.1.3.2.1. FCUK
11.1.3.3. Provoke emotions to...
11.1.3.3.1. Increase retention
11.1.3.4. Issues
11.1.3.4.1. Can be challenged
11.1.4. Goals
11.1.4.1. Memorable content
11.1.4.2. Learners clear they have learnt something
11.1.4.3. Learners feel safe making mistakes
11.1.4.3.1. Needs to be directed
11.1.4.4. About wording
11.1.4.4.1. You 'will' be able to
11.1.4.4.2. Rather than 'should' be able to
11.2. Storytelling
11.2.1. Episodic memory - easy to remember
11.2.2. Relate to past experiences
11.2.3. Have learners work together to create own stories
11.2.4. Use of interactive scenarios
11.2.5. The use of the same characters throughout a course
11.2.6. Use of cliffhangers
11.2.7. Elicit stories, anecdotes and jokes from subject experts
11.2.8. Not always necessary - use it sparingly
11.2.9. Real stories/experience
11.2.9.1. People pay attention
12. Buchs, Quellenweg 21
12.1. Haus
12.1.1. How do we find out their learning styles and needs?
12.2. 2.5 Zi
12.3. Study times/Run times
12.3.1. Don't reward for longevity, reward for brevity - Get rid of the price per hour metrics - they encourage bad design and poor learner engagement
12.4. (AMcN) Learner's contributing to content creation
12.4.1. It requires more understanding to create good content than consume it.