by Gerry Griffin
The driver for mobile learning is not technology. It is content — and not just any old content or re-heated content from existing eLearning or classroom programs. Here are ten tips that will create demand for your mLearning, plus advice about getting buy-in from the right groups of people.
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by Bill Brandon
As with his earlier editions of the e-Learning Annual, Michael Allen has identified the key controversies and trends affecting the use of technology to enrich the learning experience. Then he found almost three dozen experts to explore those topics. The result is a mother lode of ideas that will keep you busy for months.
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by Patti Shank
Are you just beginning to learn how to author e-Learning? This column is meant for you! Patti Shank serves up some tool-independent and tool-specific tips in this series that will help you work better and faster, and develop a better product. This month, Patti shows you four tips for avoiding cognitive overload.
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by Mary Arnold
Rapid e-Learning tools provide some benefits, but at the cost of tight, clean, easily maintained code. Here are some great tinkering tips for optimizing your work by using a combination of tools.
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by Jane Bozarth
Cognitive overload – too much information – is one type of problem for learners. Another type of problem that designers can create for learners is too many distractions from too many tools. Here’s how to recognize the problem, and what to do about it.
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by Jane Bozarth
Designers often overload learners with information, hurting learning and learner motivation, and thereby undercutting the very thing we say we want to accomplish. A designer can avoid this by understanding cognitive load theory and memory; in particular, the concepts of working memory and long term memory. Here’s some applied theory you can put to work immediately!
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by Jane Bozarth
Some of the most frequently asked questions among instructional designers are the ones dealing with text, images, and narration and how best to use them together. There are many examples of combinations that do not work, but not so many explanations of the principles behind making the right choices. Here is a simple explanation of three of the most important principles.
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by Joe Ganci
Raptivity (Harbinger Knowledge Products Inc.) allows designers to create and customize over 225 types of interactions. Interactions are Flash SWF files and can play independently or within any authoring environment that accepts SWF files. You don’t use Raptivity to build whole courses, rather, you build rich interactivity with it, one interaction at a time.
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by Jessi Nokes, Erin Sappington
You’ve reviewed your content, but it seems like something is missing. You can’t quite put your finger on it. The information is great, but everything looks just a little bit … drab. The problem? You’ve overlooked the importance of keeping your e-Learning visually interesting. Here are some tips to make your content “pop.”
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by Jane Bozarth
One of the most-discussed sessions at Learning Solutions 2010 was “The Great ADDIE Debate,” a conversation about the 21st-century relevance of the ADDIE process model (Analyze-Design-Develop-Implement-Evaluate), so often employed in instructional design. Rather than declare ADDIE dead, wouldn’t it make more sense to be sure that we are using it properly? Here’s a simple method to do just that.
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