The biggest pitfall that is encountered with the e-learning process is media abuse. In the effort to make the lesson interesting, the developer often incorporates things that really do not add much, if any, to the learning experience. Often this actually becomes a distraction that can even impede the learning process.
An example of this is adding graphics and sound files that are unnecessary; this is fluff and frills. Some developers add pizzazz to “show off” their “talent” but in the end the pizzazz just becomes a flash-in-the-pan. When adding graphics and sound it should have a direct correlation to the point that is being put forth at that time. Including audio, music, narration, animated graphics, and still graphics take time to develop into the presentation; adding these wastes time and resources.
On the other hand, some developers swing the other way and do not use any graphics or sound. Basically it is all text. I do not encounter many text books that do not include at least a few charts or pictures. Not including graphics and sound is also a form of media abuse and can have just as negative an impact on the learning process as a lesion filled with unneeded graphic and sound.
One of the first places to look for media abuse is in the background. Because of the very nature of this media of being in the background shows that it is not needed and therefore probably distractive. Remember that if the media is not relevant to the point being presented, it probably is not really needed.
If an e-lesson is flashy, about the only thing the student will remember is the flash.
Tuesday, June 30, 2009
Saturday, June 27, 2009
e-Learning flash in the pan Pt 2
Loosing sight of the goal or objective of the e-learning lesson is one of major the pitfalls. If the e-lesson looses its direction, there is little hope that the e-student will learn the objectives of the e-lesson. Usually this is brought about by inserting material that is not really relevant to the lesson or objective; that is, “...teaching knowledge and skills that do not result in job performance changes will not yield a return on investment.” (Clark and Mayer, 2008, p. 24)
It is easier to loose sight of the goal or become distracted from the out comes when deigning large e-lessons. It is better the divide larger sections into smaller modules that build upon the previous modules. But there is also a risk of loosing focus with this technique, especially when there are a number of modules to complete.
Another hindrance to these processes is losing sight of what jobs skills are being targeted in the e-lesson. Often this occurs because the design is too broad in job skill scope. “There is no one set of skills that support expertise across the diverse contemporary workforce” (Clark and Mayer, 2008, p. 24). Even in introductory e-lessons the focus still need to be maintained. Bringing in irrelevant subject material may lead to confusion in later e-lessons.
The bottom line is to constantly review the learning objectives throughout the design process to ensure that the objectives are clear and complete.
Clark, R. C. & Mayer, R. E. (2009). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.
It is easier to loose sight of the goal or become distracted from the out comes when deigning large e-lessons. It is better the divide larger sections into smaller modules that build upon the previous modules. But there is also a risk of loosing focus with this technique, especially when there are a number of modules to complete.
Another hindrance to these processes is losing sight of what jobs skills are being targeted in the e-lesson. Often this occurs because the design is too broad in job skill scope. “There is no one set of skills that support expertise across the diverse contemporary workforce” (Clark and Mayer, 2008, p. 24). Even in introductory e-lessons the focus still need to be maintained. Bringing in irrelevant subject material may lead to confusion in later e-lessons.
The bottom line is to constantly review the learning objectives throughout the design process to ensure that the objectives are clear and complete.
Clark, R. C. & Mayer, R. E. (2009). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.
Tuesday, June 23, 2009
e-Learning flash in the pan Pt 1
The idea of e-learning is not a new one but today one would think that it is the newest trend with all the attention it is getting. It well might be a trend for many but e-learning has been in use ever since computers came into being. The basics of e-learning as a learning tool have a solid foundation. Today the trendiness of e-learning usually centers around new technologies.
As long as one keeps a proper perspective one will avoid running after trends that may disappear.
"Despite these impressive capabilities of computer-delivered instruction, we see two common barriers to the realization of the potential of online learning. These are (1) losing sight of the job, leading to transfer failure, and (2) media abuse, leading to over or under use of technology in ways that defeat learning." (Clark and Mayer, 2008, p. 24)
Bad experiences with trendy e-learning has caused a bit of a backlash to the e-learning movement. As more people understand what e-learning is, they will also develop the ability to discern between good productive e-learning tools and the not-so-good stuff out there.
Clark, R. C. & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.
As long as one keeps a proper perspective one will avoid running after trends that may disappear.
"Despite these impressive capabilities of computer-delivered instruction, we see two common barriers to the realization of the potential of online learning. These are (1) losing sight of the job, leading to transfer failure, and (2) media abuse, leading to over or under use of technology in ways that defeat learning." (Clark and Mayer, 2008, p. 24)
Bad experiences with trendy e-learning has caused a bit of a backlash to the e-learning movement. As more people understand what e-learning is, they will also develop the ability to discern between good productive e-learning tools and the not-so-good stuff out there.
Clark, R. C. & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designer of multimedia learning. San Francisco: Pfeiffer.
Saturday, June 20, 2009
Don’t fall off the e-learning bandwagon.
E-learning has been around for along time: really, ever since computers came into being. I remember getting my first computer in the late 70s, and Atari 400 and soon after that an 800. Most of what I learned about computer and how to operate them came from hard copy books, very little was actually from the computer.
In the early 80s I joined the Navy as an Aviation Electrician. Most of my electrical and electronics training was from a computer terminal. This training was delivered in modules. I would study the material at a computer terminal and take practice tests. When I felt that I was ready to take the actual test I would use another terminal. The results were graded and a printout of the result was generated.
Today on-line learning and virtual worlds like “Second Life” are in the forefront of e-learning. Real time simulators of all sorts abound. Almost all major colleges and universities have some kind of on-line degree program. Like with many new things, there is a “craze-level” of activity before it levels off. During this heightened level of activity there are some really good things taking place but there are also a lot of not-so-good things taking place.
Unfortunately, some people may experience the not-so-good things and fall off the e-learning bandwagon and miss out on the really good potential of e-learning. Organizations may spend a lot of money on the newest e-learning “innovation” to only watch it fizzle out in a short time.
E-learning is growing and changing constantly. It is also blazing trails into new uncharted territories. There will be some bumps along the way. There will be a lot of hype surrounding new things. There will be some not so good experiences. But the basics of e-learning have been around for a long time and will continue to play as an important tool in the learning process. Those that get caught up in the hype of the latest and greatest might end up falling off the e-learning bandwagon; taking a slow approach to what e-learning has to offer might help prevent a fall.
In the early 80s I joined the Navy as an Aviation Electrician. Most of my electrical and electronics training was from a computer terminal. This training was delivered in modules. I would study the material at a computer terminal and take practice tests. When I felt that I was ready to take the actual test I would use another terminal. The results were graded and a printout of the result was generated.
Today on-line learning and virtual worlds like “Second Life” are in the forefront of e-learning. Real time simulators of all sorts abound. Almost all major colleges and universities have some kind of on-line degree program. Like with many new things, there is a “craze-level” of activity before it levels off. During this heightened level of activity there are some really good things taking place but there are also a lot of not-so-good things taking place.
Unfortunately, some people may experience the not-so-good things and fall off the e-learning bandwagon and miss out on the really good potential of e-learning. Organizations may spend a lot of money on the newest e-learning “innovation” to only watch it fizzle out in a short time.
E-learning is growing and changing constantly. It is also blazing trails into new uncharted territories. There will be some bumps along the way. There will be a lot of hype surrounding new things. There will be some not so good experiences. But the basics of e-learning have been around for a long time and will continue to play as an important tool in the learning process. Those that get caught up in the hype of the latest and greatest might end up falling off the e-learning bandwagon; taking a slow approach to what e-learning has to offer might help prevent a fall.
Friday, June 19, 2009
Opening the door to e-learning Pt 3
e-Learning in the workplace.
It was not long ago that people who used a computer at work did not have a computer at home. Today one would think that most people that use a computer at work have one at home, but there are still a lot of people that use a computer at work but do not have one at home. Also there are a lot of people use a computer at work and have one at home, but they do not use it much: primarily this computer is for the kids.
Many people are exposed to e-learning for the first time at work. Most of this training is formal training and is conducted by an instructor using e-learning tools for training enhancements. But there is a growing trend of modular-based programs which is designed for an employee to use at their work station. If they do not have a permanent workstation there is usually a training room that has computer stations for training.
In one organization I worked at, I went through an ethics training program that consisted of 14 modules. These modules were on a number of DVD. Each DVD had one to four modules, depending on the length of the modules. The length of the modules was from 20 to 90 min. At the end of the modules was an assessment test.
I have also been in training sessions that were conducted over the organization’s intranet. This consisted of three groups in three different cities. This type of setup is becoming more common in corporations but there are some limitations. One specific limitation is the time factor. Many organizations are global and not only have business units in other cities but also other countries. Coordinating through the different time zone can be challenging.
While much of the e-learning that goes on in organizations is through formal training, many organizations are encouraging informal training by supplying opportunities for employees to utilize the training if they desire to do so. Usually the organization allows the employee a certain amount of time on the job towards e-learning. This type of e-learning is almost always informal and independent. Training on different software the company uses is a good example of this. Most employees may have rudimentary understanding of how to uses these programs but often they can learn more efficient ways (the tricks) of using these programs.
It was not long ago that people who used a computer at work did not have a computer at home. Today one would think that most people that use a computer at work have one at home, but there are still a lot of people that use a computer at work but do not have one at home. Also there are a lot of people use a computer at work and have one at home, but they do not use it much: primarily this computer is for the kids.
Many people are exposed to e-learning for the first time at work. Most of this training is formal training and is conducted by an instructor using e-learning tools for training enhancements. But there is a growing trend of modular-based programs which is designed for an employee to use at their work station. If they do not have a permanent workstation there is usually a training room that has computer stations for training.
In one organization I worked at, I went through an ethics training program that consisted of 14 modules. These modules were on a number of DVD. Each DVD had one to four modules, depending on the length of the modules. The length of the modules was from 20 to 90 min. At the end of the modules was an assessment test.
I have also been in training sessions that were conducted over the organization’s intranet. This consisted of three groups in three different cities. This type of setup is becoming more common in corporations but there are some limitations. One specific limitation is the time factor. Many organizations are global and not only have business units in other cities but also other countries. Coordinating through the different time zone can be challenging.
While much of the e-learning that goes on in organizations is through formal training, many organizations are encouraging informal training by supplying opportunities for employees to utilize the training if they desire to do so. Usually the organization allows the employee a certain amount of time on the job towards e-learning. This type of e-learning is almost always informal and independent. Training on different software the company uses is a good example of this. Most employees may have rudimentary understanding of how to uses these programs but often they can learn more efficient ways (the tricks) of using these programs.
Subscribe to:
Posts (Atom)
