Doing ID theory better

During a session last week at AERA on theory and practice in instructional design and elearning, I piped in with a comment about folks who I thought were doing theory better than those of us in higher education.  In fact, I thought these folks were making theory not sound like theory at all.  They are providing to a large audience of practitioners through their blog posts a wealth of applicable knowledge and skills in very digestible ways.

My comment must have struck a nerve.  After the session, I had three or four folks come up to me wanting the names of the folks I mentioned.  This morning, I got email asking for the names, too.  So, I thought I would drop these names into a post about folks that I read for instructional design and development.  Folks who I think have a lot to teach my student and myself about instructional design.  In no particular order:

Tom Kuhlmann at Articulate
Tom works for Articulate in their user community division.  He spends a lot of time writing posts about graphic, visual, and message design, particularly using Powerpoint (because Articulate is a plug-in to Powerpoint).  But he also writes some ridiculously practical posts on instructional design.  Some of my favorite posts are:

• Build Branched E-Learning Scenarios in Three Simple Steps
• 7 Tips for Better E-Learning Scenarios
• Are Your E-Learning Courses Pushed or Pulled?

Cammy Bean & Kineo
Cammy Bean works at Kineo, a firm focused on design and development.  Cammy is the VP of Learning Design and writes posts at her own blog. In fact, the last post on Cammy’s blog is an interview with Tom Kuhlmann.  Small world.  Kineo, however, writes short elearning tips.  These gems are gold.  I sometimes disagree with their interpretations of some theories, but the posts are valuable.  Ones from Kineo and Cammy that I particularely like are:

• Tip 33: A Shot of Theory – Keller’s ARCS Model
• Tip 20: Six Steps to Effective Tutorials
• New Skills for Instructional Designers

The Learning Circuits Blog
Every month The Learning Circuits Blog hosted by Tony Karrer, CEO/CTO of TechEmpower, presents a “BIG Question” to the elearning community.  Practitioners, academics, and consultants alike offer up their interpretations and responses to the “BIG Question.  I’ve used the “BIG Question” in my own classes for students to consider their responses in comparison to others in the field. Some of the most interesting and favorite questions of mine:

• Predictions and Plans for 2010
• Presenting the Value of Social Media for Learning
• Working with Subject Matter Experts

<Insert Shameless Plug>Viral-Notebook
I thought I might insert a few of my students and my own posts that really garnered some interest and interesting view points as well.

• SCORM, standards in e-learning, and the groceries truck
• The Perfect SCORM: Is there an impact to elearning or not?
• It’s finally happened…to me

That’s enough for now.  I’ll create another post with a few more later, though.  What other blogs do you read that represent theory and practice in the field of instructional design?

IDT 7095/8095 Project Showcase

Tonight is the project showcase for my IDT 7095/8095: Developing Interactive Learning Environments II course.  The overwhelming majority of this course is based in working with a “live” external client.  At the beginning of the semester, student teams select clients from proposals I have received.  Then students work all semester with the client to analyze, design, develop, implement and evaluate a solution to the proposed problem.  As part of the showcase, student teams will present an executive summary of their projects’ problems, solutions and evaluations. This semester there are four strong teams.

CBL Designs repurposed text-based instructional job aids for shortening maintenance currently in use at most Long John Silver’s restaurant locations. This redesign incorporated the use of multimedia to attract and motivate learners from 16-25 years old. Their client is Maredith Adsit, Training Developer for Long John Silver’s Restaurant, based in Louisville, Kentucky.  CBL Designs combines the expertises of Kristy Conger, Amanda Bevis, and Jeremy Larson.

Design Domicile created a Web-based course to teach written and audio medical terms in Spanish used in a clinical setting. Their client is Dr. William Brescia, the Director of Instructional Technology at the University of Tennessee Health Science Center – College of Medicine.  Design Domicile’s primaries are Carmen Weaver, Stacy Clayton, and Joey Weaver.

Innovative Design Taskforce developed Web-based, self-paced, and on-demand training that equips subject matter experts at International Paper to write adequate and well-structured assessment items.  Deborah Adams, Manager for Enterprise Learning Services, is their client.  Innovative Design Taskforce employs Terica Butler, Federico Gomez, and Dot Hale.

Top Stone created a refresher course for Leadership Values for managers to review instructional material and modeling videos through AutoZone’s learning management system.  Their client is Kevin Thorn, the LMS administrator at AutoZone.  Top Stone’s team includes Linda Sadler, Luther Bradfute, and Suha Tamim.

In addition to the primary project, students are also learning project management.  We follow Lynch and Roecker’s (2007) Project Managing e-Learning: A Handbook for Successful Design, Delivery and Management, which is based on the Project Management Body of Knowledge (PMBOK).  In addition, we supplement with the Fast Forward MBA in Project Management, which has a wealth of examples and templates built in.

On top of the instructional design models from previous courses, including Morrison, Ross and Kemp and Dick, Carey and Carey, we emphasize rapid prototyping as a development model. So, you can see that students are doing a tremendous amount of work and learning.

Bookmarks for February 9th through March 17th

These are my Jumptags for February 9th through March 17th:

• Free and legal music downloads – Jamendo – Download and listen to over 20,000 albums, legally. Use BitTorrent or download directly to discover and share new artists. All content is Creative Commons or "Art Libre" licensed.
• Philip Hutchison Talks SCORM and E-Learning — Campus Technology – In this candid and eye-opening interview, Philip Hutchison, a household name in SCORM and the man behind Pipwerks, gives his thoughts about the current state of SCORM and e-learning in general, touching on subjects such as how he became one of the go…
• BBC News – The web: vital statistics – As part of the BBC's SuperPower season, exploring the power of the internet, BBC News explores how the web works.
• The Role of Disruptive Technology in the Future of Higher Education (EDUCAUSE Quarterly) | EDUCAUSE – # Truly disruptive tools will force new thinking and new approaches to ensuring student learning in higher education.
  # Technology enables online learning, which potentially qualifies as a disruptive innovation in education.
• Free HTML/CSS Template for Download – DesignM.ag – A few weeks ago we published a tutorial How to Design a Blue Marketing Company Layout in Photoshop. Our friends at SnobbySlice have taken that design, coded it, and made it available for free download. The template includes the homepage design that w…
• 55 Latest Examples of Perfect Slideshow Presentation in Web Design | Inspiration | instantShift – As you already seen in our previous posts about slideshow presentation designs that representing the key information in slideshow presentation is a hot trend , Daily Resource for Web Designers and Developers.
• Flickr: The Library of Congress’ Photostream – Images from the Library of Congress' photostream in Flickr.
• Two Ways To Remove A Color Cast From A Photo With Photoshop – Removing color casts in Photoshop. Easy techniques.
• Color Theory for Designer, Part 3: Creating Your Own Color Palettes – Smashing Magazine – In the previous two parts of this series on color theory, we talked mostly about the meanings behind colors and color terminology. While this information is
• UsabilityPost – Does Your Website Suffer From These 7 Usability Mistakes? – Tips and insights into good design and usability
• Project Cartoon: How Projects Really Work (version 1.5) – How Projects Really Work (version 1.5) How Projects Really Work (version 1.5)
• Malcontent Blogger | bLaugh – Source: ReviewMe Domain: MalcontentBlogger.com
  <img class="comic" title="Malcontent Blogger" alt="Malcontent Blogger" …
• The Whole Internet Truth | bLaugh – Source: Wikipedia Domain: WikisGoneWild.com
  <img class="comic" title="Where is the Secret of Life?" alt="Where is…
• Applying Mathematics To Web Design – Smashing Magazine – “Mathematics is beautiful.” This may sound absurd to people who wince at numbers and equations. But some of the most beautiful things in nature and our universe…
• Here’s How to Add Personality to Your E-Learning Courses » The Rapid eLearning Blog – Tom Kuhlmann offers up advice on how to integrate script fonts into your elearning courses for personality.

Project Showcase April 22 at 6:00 pm in 301 Ball Hall

IDT 7095/8095 Project Showcase
6:00 PM – 7:30 PM,  April 22, 2009
Location: 301 Ball Hall

Dear friends,
I would like for you to add April 22 at 6:00 pm in 301 Ball Hall on the University of Memphis campus to your calendars.  Within our Instructional Design & Technology 7095/8095, project teams will be presenting synopses of their projects for this semester in a Project Showcase of live clients.  Their work represents approximately $15,000 – 20,000 worth of instructional development.  In the showcase, each team of students will present a 15-minute overview of their project and product. This is a professional presentation, and the content of this presentation will represent an executive summary of their projects.  I particularly encourage current students in our programs to attend in order to have a stronger vision of the requirements of the course and how your coursework prepares you for this course.

This semester there are four strong teams.

Design Domicile created a Web-based course to teach written and audio medical terms in Spanish used in a clinical setting. Their client is Dr. William Brescia, the Director of Instructional Technology at the University of Tennessee Health Science Center – College of Medicine.  Design Domicile’s primaries are Carmen Weaver, Stacy Clayton, and Joey Weaver.

CBL Designs repurposed text-based instructional job aids for shortening maintenance currently in use at most Long John Silver’s restaurant locations. This redesign incorporated the use of multimedia to attract and motivate learners from 16-25 years old. Their client is Maredith Adsit, Training Developer for Long John Silver’s Restaurant, based in Louisville, Kentucky.  CBL Designs combines the expertises of Kristy Conger, Amanda Bevis, and Jeremy Larson.

Innovative Design Taskforce developed Web-based, self-paced, and on-demand training that equips subject matter experts at International Paper to write adequate and well-structured assessment items.  Deborah Adams, Manager for Enterprise Learning Services, is their client.  Innovative Design Taskforce employs Terica Butler, Federico Gomez, and Dot Hale.

Top Stone created a refresher course for Leadership Values for managers to review instructional material and modeling videos through AutoZone’s learning management system.  Their client is Kevin Thorn, the LMS administrator at AutoZone.  Top Stone’s team includes Linda Sadler, Luther Bradfute, and Suha Tamim.

Along with the IDT faculty and the project clients, I hope you can make it.
~michael

K-12 Education: Moving from the Schoolhouse to the Superhighway

On March 9, Memphis Mayor A C Wharton announced via Twitter that Memphis was filing an application for Google Fiber for Communities.  This initial tweet was followed with a post on the mayor’s blog From the Mayor’s Desk. In his blog post, Wharton asks you to “Imagine a promising inner-city 7th-grader collaborating with classmates around the world while watching a live university lecture.” Wharton is asking his readers to imagine e-learning in our K-12 classrooms. This call to imagine e-learning in Memphis classrooms comes less than a week after the US Department of Education’s Office of Educational Technology released a draft of their National Educational Technology Plan 2010 titled “Transforming American Education: Learning Powered by Technology“. This plan calls for readers to embrace the use of e-learning as the catalyst that will propel our schools through the 21st century. With this political focus being put on e-learning, let’s explore how this will look in the K-12 classroom. First we will define e-learning, next we will look at a few of its benefits, then we will note a few barriers to its implementation.

E-learning Defined

From the local to the national level, there is a focus on e-learning in K-12 education. E-learning is the promotion of learning through the delivery of instruction via a computer or the Web (Clark & Mayer, 2003; Mayer, 2003). But what does this really look like? How will this change K-12 education? Perhaps it is easier to start by noting what it doesn’t look like. Embracing e-learning does not equate to a rejection of the formal classroom setting. The computer is only one mode of delivery for instruction. It is not necessarily the best mode for a given situation. While in some circumstances it is, there are times when teachers, peers, or other media are more appropriate for delivery of instruction (Alessi & Trollip, 2001). It also should be noted that e-learning is not about the technology, it is about the learning. Kleiman (2000) addresses myths associated with using technology in the K-12 classroom. He states in his article, “the value of a computer, like that of any tool, depends upon what purposes it serves and how well it is used” (p. 3).

Benefits of E-learning

If the technology is just a tool and learning can take place without the technology, then why such a push for e-learning in the schools? The Office of Educational Technology (2010) posits, “Just as technology is at the core of virtually every aspect of our daily lives and work, we must leverage it to provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways” (p. v). So this is the picture we should envision when imagining e-learning in our classrooms: opportunities that are “limitless, borderless, and instantaneous (p. vi).

Creating these opportunities can happen in several ways. Embracing e-learning can include the adoption of virtual schools or virtual courses, ubiquitous computing, and using e-learning in the classroom to support the curriculum. Although some virtual schools have had great success (Florida Virtual School, Virtual High School); incorporating e-learning does not mean that brick-and-mortar schools will go away. E-learning can offer many benefits to students who attend traditional schools. These benefits include taking a course online that the school cannot afford to offer, catching up on lost credits, and taking classes with students from across the city or world. E-learning can also be used in the classroom to enhance the curriculum. This may include a virtual field trip or the modeling of a science experiment.

Barriers to E-learning

It is obvious that e-learning has benefits. There is often funding available through organizations and grants to implement e-learning in schools. So why aren’t more schools incorporating e-learning? Kleiman (2004) suggests two reasons: teachers are unprepared and technology support staff are lacking. Toby Philpott has created a Mindomo concept map outlining the barriers he sees to implementing e-learning. These barriers include motivation, literacy, cultural differences, accessibility, economics, and freedom of information. So, before we can see our imagined 7th grader collaborating with classmates around the world, we have some work to do.

With the push for e-learning and a broadband infrastructure coming from the US Department of Education and the prospect of Google Fiber coming to Memphis, I would like to start a conversation on how we see e-learning changing K-12 education. What do you believe the impact will be? What are obstacles to its successful implementation?

References

Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston: Allyn & Bacon.

Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco: Jossey-Bass.

Kleiman, G. M. (2000). Myths and realities about technology in K-12 schools. In the Harvard Education Letter report, The digital classroom: How technology is changing the way we teach and learn. Retrieved March 18, 2010 from http://www.edtechleaders.org/documents/myths.pdf

Kleiman, G.M. (2004). Myths and realities about technology in k-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4(2), 248-253.

Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297-313.

Office of Educational Technology. (2010). Transforming American education: Learning powered by technology. Washington, DC: U.S. Department of Education.  Available at http://www2.ed.gov/about/offices/list/os/technology/netp.pdf

Guest Blogger: Carmen Weaver is the project manager for the TLINC grant at the University of Memphis. She also teaches technology integration to undergraduate education majors at the University. Carmen has a background in Computer Information Systems as well as Secondary Education. She is a doctoral student in Instructional Design and Technology.

Putting it all together: What I learned from teaching adults

As the opportunity arose to teach, I was hesitant because of the enormous responsibility I felt to ensure that the content presented would be understood and applied by the students in my class. As I began to teach, I had no idea the impact this might make on their lives. These individuals were characterized as the nontraditional student (NCES, 2002).  My concerns were whether I was going about the right way to teach such a group of adult learners.

I was eager to know if there were strategies for teaching adult learners. I had heard the term pedagogy, but through various workshops and conferences I was introduced to the term andragogy. What was the difference and did it matter? Malcolm Knowles (1977) laid the foundation that differentiates adult learners. This began my pursuit to further my own education to meet my needs, which has brought me through the Instructional Design and Technology program. In these courses I have learned theories, strategies and design principles to support learning.

The first lesson learned was from the ARCS model by John Keller. One particular element that stands out is relevance. Adult learners have an immediate need to make application of their learning. These learners bring life experiences that assist in integrated new knowledge into prior knowledge. Durff’s Blog, Making Connections illustrates the schema we have and for adults it is about making the connection quickly.

A second lesson I learned was internal motivation and self-direction. There comes a time where most of us consider learning as a life-long process and embrace the challenge. Our desire to learn improves understanding of concepts as it relates to our work, interests, and daily living. In Melanie Booth’s installments on adult learning, she sheds a different perspective from her toddler’s actions. Her first three installments illustrate perspective, growth, and experience which adults bring with them to the classroom.

As I teach adults, I am also an adult learner. The lessons learned from teaching adults along with my desire to further my education have connected more pieces to the puzzle. What pieces can you add about adult learning?

References

Knowles, M. S. (1977). The modern practice of adult education: Andragogy versus pedagogy (8th ed.). New York: Association Press.

National Center for Educational Statistics (2002). Findings from the condition of education 2002; Nontraditional undergraduates (NCES 2002-012). U.S. Department of Education, NCES. Washington, DC: U.S. Government Printing Office.

Thompson, M. A., Deis, M.H. (n.d.). Andragogy for adult learners in higher education. Retrieved February 23, 2010 from http://business.clayton.edu/mthompso/02%20Allied%20Academy%20Paper%20F inal.doc

Guest blogger: Amanda Bevis manages the Madison County Adult Education program in Jackson, TN.  Her prior work has gained her experience in healthcare, computer programming, and in the university setting all utilizing her computer experience. She holds a Bachelor’s degree in Computer Science and is currently pursuing a Master’s degree in Instructional Design and Technology.

The Perfect SCORM: Is there an impact to elearning or not?

SCORM is a standard. That is the bottom line. It is a way to move content across Course Management Systems (CMS) and Learning Management Systems (LMS). It is a way to package information and move it between various conformant platforms. Standards make our lives easier. Imagine going shopping for a queen size mattress and none are the same size. Standards are important, but if SCORM is just a standard, then is it important to learning?

Some elearning professionals believe that SCORM is mandatory for anyone who is developing elearning. On his blog, Tony Karrer espouses the importance of SCORM as a standard for elearning when creating any content for an LMS. Other elearning professionals vigorously defend the standard because of improved interoperability of content across learning systems. Despite the heavy protection from some SCORM camps, others in the blogosphere admit to a variety of SCORM issues such as the difficulties non-technical users, such as teachers and instructors encounter, when trying to implement this standard.

Despite the many opinions elearning professionals have, the question still remains: Is SCORM important to learning? In my opinion, SCORM has nothing to do with learning.  First, learning is personal, and individuals learn in a variety of ways. Just because your elearning content is SCORM compliant doesn’t change how the learner will understand it. All it does is guarantee your learner can view the same content on more than one SCORM compliant system. SCORM standards do not affect other traditional methods of learning. Second, SCORM is only important to elearning distribution, not learning.  Having standards in elearning can be good, but standards do not change how people learn. Third, SCORM has nothing to do with the quality of the instruction. If the instructional design is poor, all of the SCORM in the world won’t help one bit.

Do you believe SCORM has an impact on learning in general? Do you think all elearning should be SCORM compliant? I look forward to your comments.

Guest blogger: Stacy Clayton is an IT Specialist with over 8 years of experience in Higher Education. She is employed at the University of Tennessee Health Science Center. She manages websites, web conferencing, interactive development, and video services. Her interests are in creating elearning content and improving the way technology is used in the classroom at the university level.

Image courtesy of throwthedamnthing at http://www.flickr.com/photos/9473541@N02/2074888762/

EPSS: It’s all about the money, isn’t it? (Not really)

As the world has moved from the industrial to the digital era, concepts as training, instruction, and even education have been reconsidered under the needs and challenges that the new era has brought. In some centuries, industrialized countries have moved from learning a craft by apprenticeship to more and more specialized training. Nowadays, the number of tasks and skills that a person needs to have in order to succeed, changes within and between jobs. Under these conditions, a linear vision of training and education to support job performance seems not to be the most efficient approach, either economically or from an instructional point of view.

In this order of things, a change was introduced with the use of Electronic Performance Support Systems (EPSSs), an integrated electronic environments, computer-based systems, or just software components that help improve the performance of any given user within the system in which they must perform a task (Rupel, 2003). Although there seems to be a certain semantic struggle about agreeing in a name for EPSS solutions (check Toni Karrer’s blog for a discussion of terms like “ecoaching”, “eperformance”, “esupport”, and “einteraction”, among others), it is clear that the use of EPSSs requires rethinking  the relationship between learning and performance, and not just adjustments in more traditional perspectives on education, instruction, and training (Rosenberg, 1995). By properly designing, developing, and implementing an EPSS, users can begin tasks sooner when provided with appropriate forms of support that are integrated within the real-work performing context (Malcolm, 1998). This way, users are provided the knowledge they require in order to perform a task while they are actually performing it (Cole, 1997). In order to accomplish this, EPSSs need to simplify the steps required to perform a task, present “just-in-time” pertinent information, and help each user’s decision process about the actions that need to be taken (Rupel, 2003).

At a first glance, the idea looks absolutely fantastic to me. So, is this the future? Should EPSS replace training? After doing some reading, I need to side with the “yes” in this question, but, it would be more accurate to answer “yes, when EPSS is the right solution”. Not all performance issues are suitable to be addressed by taking an EPSS approach (Rosenberg, 1995). In his blog, Craig Borysowich provides some specific criteria to identify the conditions under which an EPSS may be needed, listing complexity, frequent changes, high cost of errors, and extensive required job knowledge as some of the criteria. He also recognizes the importance of external factors such as the availability of funds and equipment, the acceptance of computers as a support source by employees, and the need to keep the EPSS current for the viability of an EPSS approach.

In summary, EPSSs represent the application of a performance-centered (vs. knowledge-centered) perspective to solve performance problems that traditionally have been tackled by training and instruction. By using an EPSS approach, costs are lowered, performance is specifically addressed, and many support elements (job aids, assistants, training, etc) can be integrated to provide “just-in-time”, pertinent information to users for the task they are trying to complete. It is not just money what is considered, but also efficiency. Again, we need to add, if done well.

References

Cole, K., Fischer, O., & Saltzman, P. (1997) Just-in-time knowledge delivery. Communications of the ACM, 40 (7), 49-53. Retrieved on Feb 22, 2010, from: http://www.cparity.com/projects/AcmClassification/samples/256184.pdf

Rosenberg, M. (1995). Performance Technology, performance support, and the future of training: A commentary. Performance Improvement Quaterly, 8(1), 94-99. Retrieved on Feb 22, 2010, from: http://marcrosenberg.com/images/PIQ.pdf

Rupel, R. (2003). Learning from EPSS. In STC’s 50^th Annual Conference Proceedings. Retrieved on Feb 22, 2010, from: http://www.stc.org/ConfProceed/2003/PDFs/STC50-078.pdf

Malcolm, S. (1998). EPSS tomorrow. Training, 64-69. Retrieved on Feb 22, 2010, from: http://www.performance-vision.com/articles/art-epss2mrw.htm

Guest blogger: Federico Gomez works as an associate professor for Christian Brothers University in Memphis, where he teaches Spanish language and literature courses. He has a background in Psychology and Methodology for the Behavioral Sciences, and he is currently pursuing an Ed.D. in Instructional Design and Technology at the University of Memphis. His research interests include web-based instruction, non-profit training, open-source technology for education, and constructivist approaches to instruction. He would like to work in non-profit related instruction and community building through instructional design in the future.

Image from Karin Dalziel at http://www.flickr.com/photos/nirak/842744816/

Get more from your multimedia in elearning

When designing and developing an elearning course you will always be incorporating some combination of text, images, audio, and video. There are several important things you need to keep in mind when working with various types of media.

Text

When designing a course, the wording of the text is not the only thing you should consider. The font you choose can have a huge impact on your elearning course. In one of his blog posts, Tom Kuhlmann points out how the typeface you choose sets the tone or mood for a course. It is important to choose a typeface that matches the tone you want your course to have. For example, you wouldn’t use Comic Sans in a course for business professionals. You would probably be better off using something more traditional like Times New Roman.

While you are deciding on which typefaces are just right for your course, also keep Jennifer Farley’s advice in mind and don’t use more than two fonts per design. She recommends choosing two contrasting fonts such as using an elaborate or decorative font for your headings and contrast them with a sans-serif font for the main text.

Also consider the size of the font in your design. Depending on the age of your learners, a font size of 10 might be too small for them to read comfortably. On the other hand if the font is too large it could distract the learner and make the visual design less appealing.

Finally, if you are creating elearning that will be displayed directly in a browser you should only use web safe fonts. In an article about web safe fonts, Chet Garrison says that if you use an exotic font, only the limited users who have the font installed on their computer will actually see the design as you intended. The thirteen fonts that are considered to be web safe are: Georgia, Palatino Linotype, Times New Roman, Arial, Arial Black, Impact, Lucida Sans Unicode, Tahoma, Trebuchet MS, Verdana, Comic Sans MS, Courier New, and Lucida Console.

Images

When using images in your elearning course an important thing to remember is that you shouldn’t use images just for decoration. Although, like text, images can be used to set the tone of a course, they should also contribute to the content and learning.

In another blog post, Tom Kuhlman stresses the importance of using images that belong together. You shouldn’t mix photos and clipart or even different styles of photos and clipart within the same course. The images in your course should have a consistent look and feel.

You also need to consider the direction an image flows when you are deciding where to place an image in your course. You can use images to shift a learner’s focus as long as you place the image in the correct place. For example if you have an image of person pointing next to a body of text, make sure that the image is pointing towards the body of text. Chet Garrison has written a great blog post that goes into more details about this concept.

Audio

Just like images, don’t use audio in your course just because you can. You should only use audio if it helps with learning. Tom Kuhlmann talks about how background audio should only be used if it “contributes to an immersive experience” or “creates emotional cues”. Be careful not to use audio that is distracting to the learner.

Another time audio is often used in elearning is for narration. Al Lemieux offers several tips for recording good narration. The tip that I found to be the best, and that most people overlook, is the importance of using a high quality microphone. Using a good external mic instead of the one built into your computer can make your audio sound much more professional.

Video

Video can be a great way to add content to your elearning course, but it can also be really bad if it is not done correctly. One major problem is having a video clip that is too long. Learners can quickly become bored if all they are doing is watching a video. In an article for Learning Solutions Magazine, Jeremy Vest says that the optimal length for a video segment is two to seven minutes long.

In the same article, Vest says another common mistake, especially with screencasts, is not showing the instructor in the video. The learner can quickly become disengaged if they never see anyone on the screen. So, try to add in some shots of the instructor talking when it is appropriate.

I hope these tips will help you as you are designing your own elearning courses. Please feel free to share some of your on tips in the comments.

Guest blogger: Joey Weaver teaches Computer Technology to high school students at Kansas Career & Technology Center in Memphis, TN. He is currently working on a Master’s degree in Instructional Design & Technology at the University of Memphis.

Related articles

• Revised Font Stack (awayback.com)
• Arial, Verdana, Trebuched, Lucida. Which is your favorite font for the web? (woorkup.com)
• Stop Using Lame Fonts (dtelepathy.com)

Images courtesy of Daehyun Park, D’Arcy Norman, & Valeriana Solaris at Flikr Creative Commons.

If you’re creating instruction for the Web, you better be doing these 4 things

I’ve had the opportunity to experience the field of education from a few different perspectives.  I’m currently enrolled as a Master’s student in the Instructional Design and Technology program at the University of Memphis, and I spent several years as a high school Marketing Education teacher.  I also currently work for the University of Memphis as an Academic Technology Consultant.  These experiences have provided me a chance to gain valuable insight into both the teacher and student roles.

One aspect of teaching that I have not had the opportunity to experience is that of teaching an online or hybrid course.  As a classroom teacher, I incorporated online activities as well as gaming and simulation into my lesson plans.  However, they couldn’t be classified as true hybrid or online courses. As a student, I have taken several hybrid and online courses as part of my Master’s program.  Therefore based on my experience as a student, a teacher, and someone who currently assists faculty with instructional technology and online course design, I’ve created a “must do” list for anyone who is interested in creating online instruction.

#1.  Clearly outline all course information, policies, and requirements

Just as in a class which meets face-to-face, outlining all course information, policies, and requirements for your online course is critical to student success and aids in lessening student confusion.  Post your course syllabus containing information such as how to contact the instructor, your policy regarding late work, grading criteria, and classroom “netiquette”.

#2. Plan to maintain a consistent presence within your online course.

In a face-to-face classroom setting, would you as the instructor simply place some notes up on the board or set your PowerPoint presentation to play and walk out of the room?  I hope not!  You would remain in the room to lead the class discussion, provide guidance, and assess student comprehension of the material.  Maintaining your “virtual” presence in an online class is just as important as your physical presence in a face-to-face course.  Your students need to know that you are monitoring the class activities, providing feedback in a timely manner, and are available to respond to questions as they arise.  If several days/ weeks pass without interaction from the instructor, many students will begin to feel abandoned and unmotivated to continue on with their work in the course.

#3.  Create a way for students to make a personal connection to their instructor and fellow classmates.

In many instances, the first session of a class which meets face-to-face includes time dedicated to allowing the instructor and students to introduce themselves.  This serves as an ice breaker activity, and gives everyone a chance to make a personal connection with the people that they will be spending the semester with.  This time to connect is just as important in an online or virtual classroom setting  where face-to-face meeting opportunities are likely to never occur. Introductions could take place via a discussion board forum and would also allow the instructor and students the opportunity to link out to some of their academic and professional work to share along with their bio information.

#4.  Create multiple ways for students to engage in the course material.

In the process of writing this post, I asked my personal learning network via Twitter to share any advice or tips for instructors who are creating online content.  Barry Dahl, Vice President of Technology for Lake Superior College and Lake Superior Connect e-Campus, responded with the following: “If you’re creating online instruction, you better NOT be creating an electronic correspondence course.  Interactivity is key.” I couldn’t agree with Barry more!  Interactivity is crucial to creating effective online instruction. Otherwise, you’re simply creating digital notes for students to read.  Discussion board posts, video clips, podcasts, and live chats certainly can enhance the course materials and target a variety of learning styles.

As a part of the blog that is maintained for Lake Superior College, student survey results were posted reflecting their thoughts on the importance and overall satisfaction of specific elements within their online learning experience.  Nearly half of the items mentioned in the list of twelve ties directly back to course development and implementation.  Definitely food for thought!

Guest blogger: Kristy Conger worked in the classroom for seven years as a Marketing Education teacher/ Work Based Learning Coordinator in the Henry County School System. She also taught computer literacy courses through the Adult Basic Education Program, and currently works as an Academic Technology Consultant for the University of Memphis.  Kristy received her BS in Business Administration with an emphasis in Marketing from the University of Tennessee at Martin. She is currently pursuing her Master’s in Instructional Design and Technology at the University of Memphis. After completing her degree, she would like to return to teaching in some capacity and perhaps work within a K-12 setting in an instructional technology role.