Showing posts with label e-learning. Show all posts
Showing posts with label e-learning. Show all posts

Designing Successful e-Learning, Michael Allen's Online Learning Library: Forget What You Know About Instructional Design and Do Something Interesting (Essential Tools Resource) Review

Designing Successful e-Learning, Michael Allen's Online Learning Library: Forget What You Know About Instructional Design and Do Something Interesting (Essential Tools Resource)
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Designing Successful e-Learning, Michael Allen's Online Learning Library: Forget What You Know About Instructional Design and Do Something Interesting (Essential Tools Resource) ReviewThe second book in Michael Allen's series on E-Learning jumps right into the design aspect of E-Learning. The book assumes that you have read the first book in the series and is taking you along the path to the next logical step. It goes into more depth on the skills necessary not only to design a successful E-Learning program but any training or instructional program.
The author is writes in a very familiar style and tone. Reading the book feels more like a conversation with the author than a standard instructional text, which, in keeping with the theme of the book, makes a certain amount of sense. It takes a little getting used to, but once past the feeling of familiarity, the ideas were presented very well.
The subtitle: Forget what you know about instructional design and do something interesting, is the key aspect of the book. The author gives many examples of the tried-and-true and boring training and instructional programs that are used today. There are several key elements necessary in effective Instructional Design. The author suggest, and rightly so, that instructional programs need to be Meaningful, Memorable, and Motivational. Within each element there are four factors involved: feedback, activity, challenge, and context. When the design encompasses all of these elements and factors, it is useful, functioning design. Instructional programs that fail in any one category tend to fail overall.
Several real-world examples are used to help the reader understand the concepts that are being conveyed. The author gives examples of each key and factor throughout the book to drive home the concepts presented on Instructional Design.
As a basic book on training and instructional design, this book does a good job in getting key points across and holds some components and interesting ideas in training and development, applicable to E-learning and other areas.
Armchair Interviews says: Good basic information.Designing Successful e-Learning, Michael Allen's Online Learning Library: Forget What You Know About Instructional Design and Do Something Interesting (Essential Tools Resource) OverviewThis is the second volume of six in Michael Allen's e-Learning Library—a comprehensive collection of proven techniques for creating e-learning applications that achieve targeted behavioral outcomes through meaningful, memorable, and motivational learning experiences. This book examines common instructional design practices with a critical eye and recommends substituting success rather than tradition as a guide. Drawing from theory, research, and experience in learning and behavioral change, the author provides a framework for addressing a broader range of learner needs and achieving superior performance outcomes.

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Multimedia Learning Review

Multimedia Learning
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Multimedia Learning ReviewThis is a very well presented description of Mayer's research on whether people learn better using multimedia (as opposed to just reading text). He describes the tests he and colleagues have performed to see how much learners are able to remember (retention) and how much learned information they can apply to new situations (transfer), and presents the results in manner that is relatively easy to understand (you have to know a little something about statistics, but not too much). The number of subjects tested is small, and Mayer is sure to point that out - but the basic research should lay groundwork for others to conduct similar tests on larger groups. The design principles Mayer puts forth (e.g. "contiguity") are very much in keeping with the general principles of good visual design (esposed by design notables such as Robin Williams (not the actor)). It's both a good read and good research.Multimedia Learning OverviewFor hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer examines whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews 12 principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory first developed in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.

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The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) Review

The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology)
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The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) ReviewThis is the single best collection of articles from today's leading researchers in multimedia learning available to date. The book provides an excellent sampling of research associated with how people learn through the combination of words (text and/or audio) and images (still illustrations or photos, animations, and/or video) available. Anyone working in multimedia learning will benefit from gaining a firm understanding of the principles presented throughout this book.
The book is divided into five parts:
Theoretical Foundations: Foundational learning theories, including cognitive load and how multi-modal message delivery (text/audio and graphics) support learning.
Basic Principles of Multimedia Learning: Research supporting key principles in the development of multimedia instruction and achieving multimedia learning, including split-attention principle, modality principle, redundancy, segmentation, coherence, signaling, spatial & temporal contiguity, and personalization.
Advanced Principles of Multimedia Learning: Research on the incorporation of multimedia products into a learning approach, including guided discovery, worked-out examples, collaboration, self-explanation, navigation, and prior knowledge.
Multimedia in Content Areas: Articles containing guidance for developing multimedia learning environments in various content areas, including reading, history, mathematics, chemistry, meteorology, physical systems, second language acquisition, and cognitive skills.
Multimedia Learning in Advanced Computer-Based Contexts: Focuses on multimedia in emerging technologies, including pedagogical agents; virtual reality; games, simulations, & microworlds; hypermedia; and e-courses.The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) OverviewDuring the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized. This reference constitutes an original work devoted to comprehensive coverage of research and theory in the field of multimedia learning. It focuses on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class presentations.

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Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions Review

Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions
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Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions ReviewWilliam Rice, in Moodle Teaching Techniques, has created a resource that goes beyond the basic "keystroke and click directions" provided by many introductory manuals. Rice provides a variety of practical suggestions for teachers and trainers and avoids the discussion of technical issues which are often irrelevant to Moodle course creators.
The book begins by introducing the instructional principles he uses as the basis for the ideas and activities shared throughout the book. Those without formal educational training will find these few pages informative and helpful, while those with an instructional design or educational background benefit from a reinforcement of those principles we learned, but sometimes forget when the development begins. For example, Rice discusses the value of forums and collaboration among course participants, an important element in good course design, but one which is lacking in many Moodle courses. I was pleased to see this principle reinforced and think it is helpful for readers to be reminded.
The core of the book consists of chapters dedicated to various Moodle tools and specific applications; all presented with the expectation that the reader is familiar with Moodle basics. As I started reading, I was skeptical that Rice was going to present any unique ideas that I had not seen or thought of before--I've been using Moodle for over four years and have worked with hundreds of schools, companies, and organizations through which I've heard many interesting and unusual ideas for the implementation of Moodle activities. As I read, however, I found some ideas that really made me think again about how I had been doing things. In some cases, there was new information that I didn't realize was useful until after the fact. For instance, there are several pages dedicated to network or IP addresses as they relate to proctoring quizzes. As I read the information, I thought initially that too much space was dedicated to the concept; thinking that most readers would contact their network director or that they would know the information themselves. A few days later though, as I was conducting a training and discussing IP addresses, I realized that the information I picked up made me aware of some nuances surrounding proctored quizzes and activity tracking that I had not considered before.
In addition to the ideas Rice presents for the application of the various modules, one of the biggest strengths of the book is that he includes instructions for "real" teacher tasks. Readers will find one section of the book dedicated to tracking participant activity, which is a skill that many teachers and trainers will utilize. Rice mentions using everything from the activity logs to course reports to see what learners are doing. The book also addresses more obscure, under-used features such as splitting forums, using groups and custom scales. Rice hit the mark here in identifying these more advanced topics as being especially valuable.
The other feature that will benefit readers is that Rice presents the "why" behind his choices. For example, he explains his selection of a forum over a wiki for one activity. In another section, he explains why he would use a wiki instead of an assignment, blog, forum, or journal. In my experience, course creators do not struggle as much with which button to click, but rather more in deciding which tool is best for a specific learning activity. Rice's explanations provide the reader insight to help guide them through those decision-making processes.
While Moodle Teaching Techniques is a valuable resource for Moodle users, there are some caveats that should be mentioned. First, as Moodle 1.9 is released later this month, I recognize that many readers will be looking for information to help them make the transition. Though this book makes mention of being based on 1.9, it is really based on 1.8 functionality. For most of the content, the version is not significant as the information is true for both 1.8 and 1.9 and the book is more about big ideas than buttons. However, there are a few pages that mention groups and the gradebook, both of which have seen large changes in 1.9. The good news is that the suggestions still apply and the functionality exists in both 1.8 and 1.9, but the steps will be a bit different. In the case of the gradebook example, the reader will likely have to spend some time finding their own solution to the suggested implementation.
Aside from the version difference, my only other complaint is that while Rice professed that this book was not going to go step-by-step and was going to make some assumptions about prior knowledge, it seemed a bit inconsistent. In many places the instructions were detailed and very clear; I had no doubts that even a fairly novice Moodle user would be able to follow along. In other places though, I found myself wanting more information. For example, the lesson and the workshop are pretty complex tools and while the information presented was helpful, it could have been more so. While Rice generally follows his premise throughout the book, the lesson and workshop are tools that many people struggle with and readers may have benefited from a bit more detail about them.
Despite these minor complaints, I recommend this book without reservation. Moodle Teaching Techniques is a great companion resource to other more basic Moodle texts and manuals and provides many ideas to help teachers and trainers take their Moodle courses to the next level.Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions OverviewMoodle is a free, open-source Learning Management System (LMS). Moodle is designed to help educators and trainers create online courses with opportunities for rich interaction. It is the world's most popular online learning system. It has many modules, which you can use to make your course unique and create an environment where your students will get maximum benefit. If you are a teacher or a corporate trainer with a desire to design effective and innovative Moodle courses, then this book is your best choice. The book assumes that you have a basic understanding of Moodle, but it does not need any programming knowledge. It's all about teaching and not programming. If you are new to Moodle, start with Moodle E-Learning Course Development by the same author.

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Entrepreneur Magazine's Start Your Own e-Learning Business (The Startup Series) Review

Entrepreneur Magazine's Start Your Own e-Learning Business (The Startup Series)
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Entrepreneur Magazine's Start Your Own e-Learning Business (The Startup Series) Review
[Below is the review I wrote and posted for "Start Your Own Online Education Business" © 2007 (ISBN: 1599181207). That book is the same book as "Start Your Own eLearning Business" © 2004 (ISBN: 1932531238).]
I loved this book. I really liked it a lot! I'm in the process of putting together a virtual business that will provide a distance learning programs, some publications, and a coaching service. Having this book to read was wonderful because it discusses the ins and outs of putting together an online education business that is what distance learning programs are.
There are a number of books available today regarding infopreneurship and being an infopreneur. Creating articles, booklets, books, and reducing them to PDF files is the simplest way to be an infopreneur. But putting together teaching programs and providing the PDF files coupled with back and forth interaction through email and/or telephone is a bit more involved. It's still infopreneurship, but it is also distance learning or an online education business. This book explains what online education is about. And it gives you lots of resources and things to think about if you decide to take the plunge and start your own online education business. It has 14 chapters and two lists of resources in its appendix:
1. Learning for a Better Life
2. Entering the Online Learning Market
3. Start-up strategies
4. Online education goes to school
5. Tuning up knowledge workers
6. Lifelong online learning
7. Course planning and offerings
8. Solid foundations for virtual firms
9. Putting your money down
10. Content and delivery
11. It's all about the software
12. Finding the financing
13. Spreading the word
14. Failure and success
A1. Online education resources
A2. Glossary
I was disappointed with Chapter 8 that discussed Choice of Entity (COE) issues and Business Plans. The COE material was VERY poor, and even wrong at times. LLCs don't dissolve just because an owner dies. The author simply did not know what he was talking about. Consider getting a copy of "Structuring Your Business" (ISBN: 1593371772) to get good information about COE. I've posted a book review for that book on Amazon, too. I think there should have been a full chapter devoted to business plans in this book. But there wasn't. Consider getting a copy of "Business Models Made Easy" (ISBN: 1599180413). I've posted a book review for that book on Amazon, too.
If you are wanting to build and run an online education business like me, then definitely get a copy of "Four Steps to Building a Profitable Coaching Practice" (ISBN: 0595296602). I've posted a book review for that book on Amazon, too. Three other book s I highly recommend you read to supplement Mr. Mintzer's book are: "Mastering Online Marketing" (ISBN: 1599181517), "Web Business Success" (ISBN: 0974924504), and "The Web Savvy Writer" (ISBN: 0977830403). This last book is not currently being sold on Amazon. Google "websavvywriter" to find the author's site and you can buy it from her directly.
What I liked the most about this book was the number and quality of URLs provided of real life distance learning Web sites. They can be found in the body of the book and in the appendix (A1). The Glossary was a disappointment. Also, I found the expenses listed in starting and running an online education business to be high. In fact, very high! If you do the research necessary to write a sound 25-35 page business plan, then you will realize how off the mark the expenses listed in this book really are. It is possible to start such a business for next to nothing except for your time in creating your business plan and your product(s). 5 stars!Entrepreneur Magazine's Start Your Own e-Learning Business (The Startup Series) Overview
Using computers for education and training, an industry that barely existed a decade ago, is a fast-growing business opportunity for enterprising people who enjoy helping others learn and who are comfortable with computers.

Start Your Own E-Learning Business, part of Entrepreneur magazine's popular StartUp series, is based on extensive interviews with industry experts and educators, market analysts, and founders of e-learning ventures large and small.


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Hybrid Learning: The Perils and Promise of Blending Online and Face-to-Face Instruction in Higher Education Review

Hybrid Learning: The Perils and Promise of Blending Online and Face-to-Face Instruction in Higher Education
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Hybrid Learning: The Perils and Promise of Blending Online and Face-to-Face Instruction in Higher Education ReviewJason covers everything that is going on in hybrid learning today. Particularly useful was the chapter "Hybrids in Action" and the inclusion of the international perspective. This book makes you really think in depth about the challenges that teaching hybrid classes presents... it's not just splitting the curriculum. Highly recommended.Hybrid Learning: The Perils and Promise of Blending Online and Face-to-Face Instruction in Higher Education Overview

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Designing Effective Instruction Review

Designing Effective Instruction
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Designing Effective Instruction ReviewThis time-tested resource has been updated to include reference to current paradigmatic trends and issues in the field of instructional design, and current "Expert Edge" inserts offer new instructional designers the experience of small cases of interest in practice today. The authors are recognized in the field of educational technology, and there are many inserts from the leaders in field and design practice in the text to provide instructors and learners with contextual examples of design issues.
By using a non-linear design model as a vehicle from which learners can generate an understanding of the systems approach to design, constructivist instructors and learners can create their own understanding of the design process. The business context of the work might distract some, but a closer look reveals many principles of good design that apply to any systematic or recursive design approach to a cognitive learning design process. It would be great to see topics on the leadership of instruction design in the organizational sense added as a chapter to this book, or to see the book integrate with web based information for use in online graduate programs, but the reference is already pretty substantial, in a good way. I intend to use this book in both my online and face to face graduate courses on instructional design - and I think I will use some of it with my undergraduate teacher preparation and education leadership students, as it is a great resource to introduce the instructional design process and roles to administrators in the knowledge era.
In my opinion, this book remains helpful as a good part of a quality, updated resource for online graduate course work targeted primarily for beginning instructional designers. An innovative conceptual framework is offered by these authors, one that allows the instructor and student to choose their approach to this exciting field of study in times when good design is essential to cost effective, meaningful training and learning in both the public and private sector.Designing Effective Instruction OverviewUpdated and revised, the sixth edition equips educators with practical skills for successful instructional design. Two new chapters have been added to offer the most current information in the field. One addresses the unique design challenges and opportunities when working with different technologies. It also illustrates how to apply and adapt the design model when working with these technologies. The other presents a combination of information on the ID proposal and project management. A new section also discusses the alternatives to the traditional design process. In addition, educators will find more information about the role of the designer, which they'll be able to apply in the classroom.

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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource) Review

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource)
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e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource) ReviewAs someone who has been designing multimedia elearning programs since '95, I found this book simply the most useful book on this subject for anyone serious about getting multimedia learning right.
The book is full of references to well designed studies published in refereed jounals where the principles discussed were meticulously examined by learning researchers.
This is refreshing in a field where most books are anecdotes written by programmers (ala Michael Allen) or website designers. This book actually gives you design principles to follow to increase student learning while debunking many (too)popular theories about good design (such as the usefulness of extra tidbits of information, how to mix pictures and text, when to use audio in an animation, whether a self-playing presentation is better than one where the user clicks through, etc, whether all learners learn best from non-linear presentation, etc.).
I'd highly recomend this book to anyone serious about getting educational multimedia design and elearning right.e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (Essential Knowledge Resource) Overview

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What the Best College Teachers Do Review

What the Best College Teachers Do
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What the Best College Teachers Do ReviewKen Bain has written precisely the sort of book I wish someone had shared with me during my graduate school days. Like many of my colleagues, I was left to my own devices inside the college classroom. My solution was to emulate those professors I respected as a student. Other than a few days of preparation in 1990, I never had any sort of systematic training about good classroom performance or how students learn.
Ken Bain, Director for the Center of Teaching Excellence at New York University, has provided a valuable resource for all of us in a similar situation. Perhaps the most striking feature of Bain's book is that it is not a how-to approach. If you are looking for a host of specific techniques to apply, then other teaching resources will better suit your needs. Instead, Bain's book looks at the best college teaching from a more bird's eye view to identify the essential characteristics of our best teachers. Some of the key themes include:
- How the best teachers connect content knowledge with real-world practice so that students exhibit learning (change).
- How the best teachers exhibit some combination of 13 goals or targets for preparing to teach.
- What the best teachers expect of their students.
- How the best teachers draw from seven unifying principles to deliver a course.
- The types of invitations that the best teachers extend to their students when attempting to draw them into a learning community.
- How we can learn more about our teaching, and improve, by pursuing a robost course evaluation system.
These are the key themes. Each is developed with a variety of examples that the author has gathered over the years while working at Vandebilt, Northwestern, and now NYU. The book unquestionably draws from a variety of important research articles, but in no way is this a dry read about pedagogical research. Ken Bain tells a good story in each chapter and uses both his experiential base and the literature to bolster his conclusions. What emerges is a practical, wise, and intelligent discussion of the best college teaching that is written in plain English. I read the book in two evenings quite easily. It is unusual to find such a well-written book containing a wealth of knowledge you can take back to the job.
This book is suitable for anyone teaching at the college level. Regardless of whether you are a graduate student preparing to teach for the first time, an experienced educator at the undergraduate level, or a top-flight researcher delivering graduate seminars, I have no doubt there is something we can all learn from each chapter.
Maybe as my final point I will share that I found the book so useful I purchased a copy for all new faculty arriving at my university this year. I can only hope my colleagues find the book as engaging as I do.What the Best College Teachers Do Overview

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