Topics on E-Learning.
I purchased the Scenario Design Toolkit by Cathy Moore a little while ago; it’s been something I’ve been dipping in and out of alongside reading Instructional Story Design by Rance Greene and Scenario-Based eLearning by Ruth Clark. I’ve finally completed the toolkit and wanted to share some of my initial thoughts.
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My hunger for podcasts started when the COVID-19 pandemic hit, which coincided with my “couch to 5k” challenge. I quickly got bored of listening to music and struggled to find new albums to really get into. In this blog post I share my experiences with podcasts; listening and developing and the pros and cons.
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In this post I reflect on a recent situation as a student rather than an educator. Since the COVID-19 lockdown, organisations and institutions are shifting to online learning. In this post I share some recent issues I’ve experienced as a result of face-to-face classes moving online.
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With the Coronavirus forcing more and more schools and universities to suspend lessons, it has prompted many institutions to look at moving their face to face training online. It can take teams of individuals to move this type of training online, but it doesn’t necessarily have to. My advice? Keep it simple!
I wasn’t quite sure what to expect when I attended the Articulate Roadshow a few weeks’ ago in London. I’d attended a couple of London meetup sessions in the past and even though it was good to meet like-minded individuals, the sessions tended to cater towards new users of the software. After reading the agenda for the Roadshow event I felt positive that I’d walk away with some new skills.
I’ve been genuinely surprised at how much I learnt during the two-day event. If you’re thinking of attending an Articulate event in the future, read on to learn more about my experience!
Since becoming a contractor, I’ve found it difficult to give myself a job title. Technically I run my own business, so I could be director, but who is a director of 1? Seriously? (although fingers crossed for future expansion) I could just be a Contractor, but that doesn’t really describe my actual job. I’ve done some consulting work…so I could use Consultant. I’m mostly an E-Learning Developer, Instructional Designer, sometimes a Trainer….WHAT AM I!
Each week, E-Learning Heroes post a new e-learning challenge for developers to complete. The idea is to try something new, find inspiration or showcase your skills. Visit the Articulate Community webpage to find out more about the different challenges.
Elearning courses are unique; some are filled with multimedia whilst others contain simple animations and a few pieces of text. Choosing the right strategy for an elearning course should be based on the learners needs, pedagogy and the learning outcomes.
For example, if I were creating a piece of elearning where the objective was “After this course, the learner should be able to Install Windows 10” then the best method for this would be step-by-step guides, simulation or a video tutorial.
However, sometimes it’s not always possible to create the right training if you are constrained by time, money and resources. There can also be security or licensing constraints. In this post, I will be talking about levels of learning interaction, when they work and when they don’t work.
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In the past, before I really knew what instructional design was, I worked with a few 3rd party contractors. After becoming an instructional designer myself, I realised that there is one aspect of the job that many instructional designers don’t talk about – learning theory. Learning theory is a key element of developing a successful elearning solution and it is often confused with instructional design models.
When learning theory is combined with an instructional model, it provides the basis for which you create your learning strategy – the “how do we get there.” In this blog post I will attempt to deconstruct some of smoke and mirrors behind instructional design. Continue reading