by Stephen Gill, Sean Murray
The technology of e-Learning gets better every day, yet the results are often called into question by senior management and by critics. What is preventing employees from using and applying e-Learning to achieve business results in your organization? An understanding of the “5As” can help answer this question.
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by Greta Ballard
Defining your instructional outcomes in terms of competency models and proficiency scales can be the key to deciding on an instructional design. In fact, this also helps in deciding which tools to use. Here is a method and a decision table that will guide your critical choices, based on competency, proficiency, and instructional alternatives.
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by Irene Boland
While many e-Learning practitioners have been interested in virtual worlds as venues for learning, solid research and evidence of return on the investment have been hard to come by. An investigator not only shows that virtual worlds work for learning, she also shows you how to go about adapting the traditional instructional development model to this environment!
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by Will Thalheimer
"Evaluating the effectiveness of e-Learning 1.0 has always been a challenge, and one which we have not always handled well. Now we have e-Learning 2.0, with its bottom-up, decentralized, user-generated approach to learning. How can we show the value of what we are doing with this new approach, and how can we avoid doing harm?"
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by Marc Gamble
"You can't tell a book by its cover," goes the old saying. Can you tell good e-Learning from the vendor's Web site or a vendor demo? Probably not. An author with many years of experience as a learning architect gives you the tools you need to identify quality e-Learning products (both synchronous and asynchronous) and a process that will take you smoothly through the evaluation itself.
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by Tita Beal
Designing evaluation for e-Learning often happens only at the end of the development process, but it really should take place at the start. When the four Kirkpatrick Levels are seen as afterthoughts, the final product suffers. We proudly present a three-act dramatization of a project in which the famous ADDIE and her team of designers learn what valuable partners the Kirkpatrick Four can be.
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by Patti Shank
The purpose of e-Learning is to improve the accomplishment of real tasks in the real world. Transfer is the key to achieving this purpose, and designers should focus on interactions that help learners gain the desired level of mastery and then apply it on the job. Here are six basic, proven strategies that will improve transfer from e-Learning to the job.
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by Patti Shank
Practice is critical to learning many skills. While practice is relatively easy to arrange in classroom instruction or OJT, it is not always so simple in e-Learning. Furthermore, this is also true of the activities we require learners to perform when we evaluate whether they learned. This article discusses strategies for thinking about how to solve this problem.
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by Sally Northam, Kathryn Tart
The evaluation process in education should be systematic and continuous in order to improve quality and effectiveness. By moving evaluation online using Blackboard, the College of Nursing at Texas Woman’s University has improved both consistency and usability of evaluation information. It has shortened the time between data gathering and reporting, and improved communication.
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