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ATD Midlands
AnnualConference
& Expo
Kà{Kà{
ATD POWERHOUSEPutting a JOLT in Training
ATD POWERHOUSEPutting a JOLT in Training
The Art and Science of eLearning
Michael WestLearning Solutions Developer
Columbia, SC
Adult learners…
• Are internally motivated and self-directed.
• Bring life experiences and knowledge to learning experiences.
• Like to be respected.
• Are goal-oriented.
• Are relevancy-oriented.
• Are practical.
Knowles’ Adult Learning Principles
Malcolm Knowles, 1990
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Technology, no matter how advanced, cannot compensate for its MISAPPLICATION.
George SiemensAuthor of Connectivism: A Learning Theory for the Digital Age
• Articulate Studio• Articulate Storyline• Adobe Captivate• Lectora• Camtasia• iSpring
eLearning tools to consider…
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The Science of eLearning
2003 Ruth Clark, Richard Mayer
E-Learning and the Science of Instruction
Principles of eLearning
Test groups
Experiments per hypothesis
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(Clark & Mayer, 2003)
eLearning Principle #1
Use both words & pictures.
Multimedia
55-121%
As the rod is pulled out, air passes through the piston and fills the area between the piston and the outlet valve. As the rod is pushed in, the inlet valve closes and the piston forces air through the outlet valve.
(Adapted from Clark & Mayer, 2003)
How a Bicycle Pump Works
Principle 1: Test Group 1
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HANDLE
As the rod is pulled out,
air passes through the piston
PISTON
INLET VALVEand fills the area between the piston and the valve.
(Adapted from Clark & Mayer, 2003)
Principle 1: Test Group 2
55-121%
eLearning Principle #2
Present corresponding words and graphics at the same time and within close proximity of one another.
Contiguity
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(Adapted from Clark & Mayer, 2003)
Principle #2:
Test Group 1 Test Group 2
• Text and graphics separated• Feedback displayed on separate screen• Links open to new browser window• Instructions placed on a separate screen
eLearning Principle #2 Contiguity
four typical violations
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• Audio resonates better
• Avoid overload of the visual channel
eLearning Principle #3
Present words in spoken format.
Modality
Two reasons to use narration
MULTIMEDIA
PrintedWords
Pictures
LEARNINGCHANNELS
eLearning Principle #3
Present words in spoken format.
Modality
Without narration…
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eLearning Principle #3
Present words in spoken format.
Modality
With narration…MULTIMEDIA
SpokenWords
Pictures
LEARNINGCHANNELS
eLearning Principle #4
When using animation and narration, limit the use of on-screen text.
Redundancy
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Redundancy Principle
MULTIMEDIA
PrintedWords
Pictures
LEARNINGCHANNELS
SpokenWords
Redundancy Principle
MULTIMEDIA
Pictures
LEARNINGCHANNELS
SpokenWords
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• No graphics
• Ample opportunity to process
• Learner has difficulty with spoken words
However
eLearning Principle #4 Redundancy
it’s permissible, however, if…
DistractDisruptSeduce
eLearning Principle #5
Avoid extraneous graphics, video and audio.
Coherence
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Learning is more positively impacted when extraneous graphics, videos, and audio are omitted.
Coherence Principle
eLearning Principle #5
Present words and narration in a conversational manner.
Personalization
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This program is about what type of plants survive on different planets. For each planet, a plant will be designed. The goal is to learn what type of roots, stem and leaves allow the plant to survive in each environment. Some hints are provided throughout the program.
Formal Version
(Adapted from Moreno and Mayer, 2000)
You are about to start a journey where you will be visiting different planets. For each planet, you will need to design a plant. Your mission is to learn what type of roots, stem and leaves will allow your plant to survive in each environment. I will be guiding you through by giving out some hints.
Personalized Version
(Adapted from Moreno and Mayer, 2000)
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eLearning Principle #5 Personalization
a few other items to consider…
• Use onscreen coaches or avatars
• Give them hints
• Let them self-direct
• Utilize Case studies or real-world examples
The Art of eLearning
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• Contrast
• Repetition
• Alignment
• Proximity
The Art of eLearning Basic Design Concepts
• Creates visual interest
• Organizes information
Contrast
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Contrast
• Fonts
• Font size
• Lines or borders of different thickness
• Colors
• Don’t be a wimp!
Ways to Create ContrastContrast
The Rules of LifeYour attitude is your altitudeMaximize your optionsNever take anything too seriouslyDon’t let the seeds stop you from enjoying the watermelonBe nice
The Rules of LifeYour attitude is your altitudeMaximize your optionsNever take anything too seriouslyDon’t let the seeds stop you from enjoying the watermelonBe nice
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• Repeat some aspect of the design throughout the entire piece
• Conscious effort to unify all of the parts
• Consistent font and sizes for headings, body text
• Consistent colors
Forms of repetitionRepetition
• Nothing should be placed on the screen arbitrarily
• Left or right justification provides stronger, cleaner look
Rules of AlignmentAlignment
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When you put multiple items on a screen, align their edges with other edges on the page...
0
2
4
6
Series 1
Series 2
Series 3
Alignment
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...like this. Notice how the text aligns
with some images using imaginary lines?
Alignment
0
2
4
6
Series 1
Series 2
Series 3
Alignment
• Group related items together
• One unit
• Proximity provides organization
Creating Visual UnitsProximity
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From The Non-Designer’s Design Book, Robin Williams
Proximity
Proximity
From The Non-Designer’s Design Book, Robin Williams
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References & Bibliography
• Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. (1st ed.). San Francisco: Jossey Bass/Pfeiffer.
• Hext, J. (2012). “Adult learning principles in elearning. “ Bonline.com. Retrieved from http://bonlinelearningcom.web10.hubspot.com/elearning-blog/bid/124822/Adult-Learning-Principles-in-eLearning
• Kuhlman, T. (2008, July). “Three graphic design principles for instructional design success.” The Rapid e-Learning Blog.. Retrieved from http://www.articulate.com/rapid-elearning/3-graphic-design-principles-for-instructional-design-success/ .
• Mayer, R. E. & Moreno, R. (1998, April). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles. “ Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf. Paper presented at ACM SIGCHI Conference on Human Factors in Computing Systems, Los Angeles.
• Mayer, R. (2003). “Elements of a science of e-learning. “ Journal of Educational Computing Research, 29(3), 297-313.
• Scivally, A. (2012, February). “Ten online training do's and don'ts. “ Elearningbrothers.com. Retrieved from http://elearningbrothers.com/ten-online-training-dos-and-donts .
• Siemens, G. (2002, September).. “Instructional Design in Elearning”. ElearnSpace.Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm .
References & Bibliography
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• Siemens, G. (2004, December). “Connectivism: A Learning Theory for the Digital Age.” Elearnspace.org. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm .
• Stoltovitch, Harold. (2011). Telling Ain’t Training. (2nd Edition). Association for Talent Development.
• Williams, R. (1994). The Non-designers Design Book. (1st ed.). Berkeley: Peachpit Press.
• Zemke, R., & Zemke, S. (1984, March). Thirty things we know for sure about adult learning. Innovation Abstracts, VI(8). Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/m-files/m-adult3.htm .
• (2003). Adult learning principles. Retrieved from http://www.coe.unt.edu/clinical-practice-office/mentoring/mentor-teacher-resources/principles-adult-learning .
• (2003). Principles of adult learning. Retrieved from http://www.teachermentors.com/adultLrng.php .
References & Bibliography continued