All posts tagged "instructional design"

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Making Your Learner Think, Part I: Be Subtle

Subtlety works... In advertising, in movies, in arguments, and in learning material.

How to ensure your learner doesn’t drift off!

Making a course interesting, engaging and interactive is the subject of instructional design. Here, we’ll do a quick round-up of dos and don’ts that can save your course from being clicked straight through to the end! 

Declutter!

Probably the most common complaint about e-learning courses is "long, boring bullet lists."

7 Little Things about Knowledge Checks

By “knowledge checks,” I’m referring to the short evaluations that punctuate a learning package. They’re also called recall screens, recall exercises, quizzes, or something else. Here’s a mix of ideas, random thoughts, and tips about knowledge checks.

Levels of Interactivity

If you’ve decided to use an e-learning course for your training needs, you might hear the terms “Level 1 course,” … up to Level 4. These numbers indicate many things — the level of interactivity in the course, the complexity, the sophistication. Maybe you’ve been told that a Level 3 course is the best, while being the most expensive to develop. Or, maybe you’re just wondering what “level of interactivity” means. Here’s a primer. (We’re leaving out Level 4 because you won’t often hear it within the context of e-learning.)

Using Colour — In Learning?

Ask “What is the role of colour in our lives” and you’ll get one of two responses -- “Yes, colours influence us in many ways,” and “Hmm, perhaps they do… I don’t really know.”

A Picture is Worth a Certain Number of Words

A long time ago, illustrations and photos—in magazines, newspapers, books—used to be pretty much a straightforward affair.

Completing the Feedback Loop: Quizzes in Learning Material

What is the importance of feedback after a quiz or test? Here’s a useful analogy: What quizzes are to the material, feedback is to the quiz.

Audio And Pace

Is text plus audio really reinforcement—even when they convey the same thing?

Learning Objects and Learning Objectives

The dichotomy presents itself at many levels, and for a variety of people. Learners are different, so how can the courseware be the same? Tailoring courseware for individuals is possible, aren’t people different even within a small group?