E-learning by design

著者

書誌事項

E-learning by design

by William Horton

（Essential resources for training and HR professionals）

Pfeiffer, c2012

2nd ed

  • : pbk

大学図書館所蔵 件 / 全3件

この図書・雑誌をさがす

注記

Includes index

内容説明・目次

内容説明

Since the first edition of E-learning by Design, e-learning has evolved rapidly and fringe techniques have moved into the mainstream. Underlying and underwriting these changes in e-learning are advances in technology and changes in society. The second edition of the bestselling book E-Learning by Design offers a comprehensive look at the concepts and processes of developing, creating, and implementing a successful e-learning program. This practical, down-to-earth resource is filled with clear information and instruction without over simplification. The book helps instructors build customized e-learning programs from scratch-building on core principles of instructional design to: develop meaningful activities and lessons; create and administer online tests and assessments; design learning games and simulations; and implement an individualized program. "Every newcomer to the field will find this edition indispensable, while professionals will find much needed contemporary information to manage the rapid changes happening in our field. Even if you own the first edition, buy this update as soon as possible." -Michael W. Allen, CEO of Allen Interactions, Inc.; author, Michael Allen's e-Learning Library Series "Covers the full range of options for presenting learning materials online-including designing useful topics, engaging activities, and reliable tests-and it takes into account the realities and issues of today's instructional designers, such as social learning and mobile learning." -Saul Carliner, associate professor, Concordia University; author, The E-Learning Handbook "Horton nails it! Perfectly timed, robust, and practical, this second edition of brings together the latest strategies for learning without losing its critical premise-technology enables e-learning, but great design makes it work." -Marc J. Rosenberg, e-learning strategist; author, Beyond E-Learning "An e-learning encyclopedia loaded with detailed guidelines and examples ranging from basic instructional design techniques to the latest applications in games, social media, and mobile-learning. An essential reference for anyone involved in e-learning design, development, or evaluation" -Ruth Colvin Clark, author, e-Learning and the Science of Instruction

目次

1 Designing e-learning 1 What is e-learning? 1 Definition of e-learning 1 Varieties of e-learning 2 What is e-learning design? 2 Start with good instructional design 3 Apply design to all units of e-learning 5 Design quickly and reliably 8 Identify your underlying goal 10 Analyze learners' needs and abilities 13 Identify what to teach 14 Set learning objectives 16 Identify prerequisites 26 Pick the approach to meet each objective 35 Decide the teaching sequence of your objectives 42 Create objects to accomplish objectives 47 Create tests 50 Select learning activities 51 Choose media 61 Then redesign again and again 64 Re-design but do not repeat 65 Not your sequential ADDIE process 65 Make steady progress 65 In closing 66 Summary 66 For more 66 2 Absorb-Type Activities 67 About Absorb activities 67 Common types of Absorb activities 68 When to feature Absorb activities 68 Presentations 69 About presentations 69 Types of presentations 70 Best practices for presentations 84 Extend presentation activities 92 Readings 93 About reading activities 93 Assign individual documents 95 Create an online library 98 Rely on Internet resources 99 Best practices for reading activities 101 Extend reading activities 103 Stories by a teacher 105 About sharing stories 105 Tell stories that apply to learners 107 Best practices for stories by a teacher 110 Extend stories by a teacher 111 Field trips 112 About field trips 113 Guided tours 113 Virtual museums 119 Best practices for field trips 123 Extend field-trip activities 126 In closing 127 Summary 127 Pick Absorb activities to accomplish objectives 127 For more 128 3 Do-Type Activities 129 About Do activities 129 Common types of Do activities 129 When to feature Do activities 130 Practice activities 130 About practice activities 130 Drill-and-practice activities 132 Hands-on activities 133 Guided-analysis activities 137 Best practices for practice activities 143 Extend practice activities 144 Discovery activities 146 About discovery activities 146 Virtual-laboratory activities 147 Case studies 152 Best practices for discovery activities 155 Extend discovery activities 156 Games and simulations 157 Use games as single activities 157 Extend game activities 160 In closing 161 Summary 161 Pick Do activities to accomplish learning objectives 162 For more 162 4 Connect-Type Activities 163 About Connect activities 163 Common types of Connect activities 164 When to feature Connect activities 164 Ponder activities 166 About ponder activities 166 Rhetorical questions 167 Meditation activities 168 Cite-example activities 171 Evaluation activities 172 Summary activities 174 Extend ponder activities 175 Questioning activities 176 Why use questioning activities? 177 Encourage learners to ask the right people 177 Encourage good questions 179 Insist on good answers 180 Best practices in questioning activities 181 Mechanism for asking questions 181 Enable questioning at the right time 182 Assess learners and learning 182 Extend questioning activities 183 Stories by learners 184 Have learners tell stories 184 Good stories are hard to tell 185 Evaluate storytelling fairly 185 Best practices for storytelling activities 186 Extend storytelling activities 186 Job aids 187 About job aids 187 Glossaries 188 Calculators 192 E-consultants 193 Best practices for job aids 194 Extend job aids 195 Research activities 196 About research activities 196 Scavenger hunts 198 Guided research 200 Best practices for research activities 203 Extend research activities 206 Original-work activities 207 About original-work activities 207 Decision activities 208 Work-document activities 208 Journal activities 210 Best practices for original-work activities 211 Extend original-work activities 212 In closing 213 Summary 213 Pick Connect activities to accomplish learning objectives 213 For more 214 5 Tests 215 Decide why you are testing 215 When are formal tests needed? 216 Why are you testing? 216 What do you hope to accomplish? 217 What do you want to measure? 218 Measure accomplishment of objectives 219 Select the right type of "question" 220 Consider the type question you need 220 Common types of test questions 221 True/false questions 222 Pick-one questions 225 Pick-multiple questions 228 Fill-in-the-blanks questions 231 Matching-list questions 234 Sequence-type questions 235 Composition questions 237 Performance questions 240 Pick type question by type objective 242 Write effective questions 243 Follow the standard question format 243 Ask questions simply and directly 244 Make answering meaningful 255 Challenge test-takers 258 Combine questions effectively 260 Ask enough questions 261 Make sure one question does not answer another 261 Sequence test questions effectively 262 Vary the form of questions and answers 262 Give significant feedback 263 Report test scores simply 263 Provide complete information 263 Gently correct wrong answers 265 Avoid wimpy feedback 266 Give feedback at the right time 266 Advance your testing 269 Hint first 269 Use advanced testing capabilities 269 Monitor results 273 Make tests fair to all learners 273 Test early and often 275 Set the right passing score 276 Define a scale of grades 278 Pre-test to propel learners 278 Explain the test 280 Prepare learners to take the test 280 Keep learners in control 281 Consider alternatives to formal tests 281 Use more than formal, graded tests 282 Help learners build portfolios 282 Have learners collect tokens 282 Adapt testing to social learning 282 Adapt testing to mobile learning 283 In closing 283 Summary 283 For more 284 6 Topics 285 What are topics? 285 Topics are learning objects 285 Examples of topics 286 Anatomy of a topic 293 Design the components of the topic 294 Title the topic 294 Introduce the topic 296 Test learning in the topic 299 Specify learning activities for the topic 301 Summarize the topic 303 Link to related material 305 Write metadata 307 Design components logically and economically 310 Design reusable topics 313 Craft recombinant building blocks 313 Design consistent topics 314 Avoid the "as-shown-above" syndrome 314 Integrate foreign modules 315 Example of a docking module 316 What to include in a docking module 317 In closing 318 Summary 318 Templates for topics 319 For more 322 7 Games and Simulations 323 Games and simulations for learning 323 Example of a learning game 324 How are games, tests, and simulations related? 325 Do you call it a game or a simulation? 325 Demos are not true simulations 326 How do games and simulations work? 327 What do we mean design? 328 Why games? 328 What can games do for us? 328 When to use games 329 Types of learning games 330 Quiz-show games 331 Word games 332 Jigsaw puzzles 333 Branching scenarios 334 Task simulations 335 Personal-response simulations 337 Environmental simulations 340 Immersive role-playing games 341 Design games for learning 342 Design to accomplish learning objectives 342 Express the goal as a specific task 344 Pick the right sized game 344 Emphasize learning, not just doing 345 Specify challenge and motivation 345 Manage competitiveness 345 Provide multiple ways to learn 345 Create a micro-world 346 Specify the game's world 346 Specify characters and important objects 347 Create a storyline 349 Create a back story 349 Specify the game structure 350 Assign the learner's role 350 Make the game meaningfully realistic 350 Specify rules of the game 351 Design a rich, realistic environment 351 Provide a deep, unifying challenge 352 Define indicators of game state and feedback 352 Specify the details 353 Sketch out the user interface 353 Write the words 353 Specify the graphical style 353 Specify other media 354 Engage learners 354 Hook the learner 354 Ask learners to suspend disbelief 355 Set the context 356 Provide real-world prompting and support 356 Present solvable problems 357 Adapt to the learner's needs 357 Challenge with time limits 358 Let learners try multiple strategies 359 Program variety into the game 359 Involve the learner 359 Teach through feedback 359 Provide intrinsic feedback 359 Inject educational feedback where needed 361 Provide continual feedback 361 But give crucial feedback immediately 362 Confront bad behavior and choices 363 Defer lengthy feedback 364 Anticipate feedback (feedforward?) 364 Enable learning through a variety of experiences 365 Provide complete, detailed feedback 366 Help learners correct mistakes 367 Offer abundant practice 367 Acknowledge achievement 368 Progressively challenge learners 369 Challenge learners 369 Ratchet up the challenge 370 Give closure between phases 371 Control the rhythm of difficulty 372 Require consolidating small steps 372 Manage game complexity 373 Beware combinatorial explosion 373 Menu excursions 374 Mission-sequential structure 376 Short-leash strategy 377 Safari structure 378 Breakthrough structure 378 Simplify learning the game 380 Guide actions with instructions 380 Explain the game clearly 380 Start with training wheels 381 Assist when needed 382 Show solution after a few attempts 383 Let learners request assistance 384 Include pertinent hints 384 Simplify the display for quick response 385 Minimize distractions 385 Accept all successful actions 386 Design coached task simulations 386 Plan progressive interactivity 387 Architecture of coach-me activities 387 Let the learner control coaching 389 Design branching-scenario games 390 Harvest storyline ideas 390 Pick a situation 390 Map objectives to scenes 391 Derive specific objectives to teach 391 Translate objectives to a story 392 Specify each scene 394 Thread together the scenes 395 Add context-setting scenes 396 Use games as e-learning courses 396 In closing 398 Summary 398 For more 398 8 Social Learning 399 What is social learning? 399 A definition, sort of 399 So what? 400 Consider the varieties of social learning 400 What is not social learning? 401 What is the group? 401 How do we "design" social learning? 402 What do we mean by design? 402 The role of the designer 402 Decide where and when to use social learning 404 Make learning more reliable 404 Make learning more enjoyable 404 Teach difficult subjects 405 Implement learning quickly and inexpensively 405 Build a network to support the learning in the future 406 What social learning requires 406 What is required of learners 406 What is required of the organization 408 Patterns of interaction 410 The elements of social learning 410 Combine patterns for complete activities 414 Social capabilities of software 415 Send targeted messages 416 Meet real-time 418 Discuss asynchronously 425 Broadcast sporadic messages 426 Post message sequences 428 Collaboratively create documents 433 Share creations 440 Vote and rate 446 Filter messages 450 Establish a point of contact 450 Set up and administer a team or other group 453 Facilitate rather than teach 454 Define the duties of the facilitator 454 Establish a code of conduct 455 Intervene in cases of bad behavior 456 Grade fairly in social learning 463 Assess against objectives 464 Use available evidence 464 Ways to assess learners 464 Set criteria for messages and posts 465 Or, forego individual assessment 466 Extend conventional activities for social learning 466 Extend Absorb activities for social learning 466 Extend Do activities for social learning 467 Extend Connect activities for social learning 467 Use proven social activities 468 Share what you learn 468 Back channel for presentations 469 Brainstorming activities 472 Team-task activities 474 Role-playing scenarios 476 Comparison activities 480 Group-critique activities 481 Encourage meaningful discussions 483 Design discussion activities 484 Ensure learners have necessary skills 486 Moderate discussion activities 487 Perform message maintenance 490 Promote team learning 490 Meet the requirements of a successful team 491 Form a team from individuals 492 Align goals of team members 492 Learn who can do what 493 Adopt team roles 495 Pick a leader, at least to start 496 Team processes 497 Set norms of behavior 497 Team warm-up activities 497 Fade out support 498 Design activities for teams 498 Engage in open inquiry 499 In closing 500 Summary 500 For more 500 9 Mobile Learning 501 What is mobile learning? 501 Start with worthy goals 501 Learn from the whole world 502 Take advantage of teachable moments 502 Teach in the context of application 502 Teach "outdoor" subjects 502 Make learning healthier 503 Learn more of the time 503 Enable virtual attendance 504 Reduce infrastructure costs 504 Prepare for an increasingly mobile world 504 Adapt existing learning for mobile learners 505 Enable participation in classroom learning 505 Accommodate mobile learners in the virtual classroom 506 Let mobile learners take standalone e-learning 506 Make social learning mobile 506 Performance support 507 Use the capabilities of the device 507 Design for the learner, environment, and device 515 Design for the mobile learner 516 Design for the environment where learning occurs 517 Design for the mobile device 519 Design guidelines for overcoming limitations 520 Design for easy reading 520 Maintain contact with learners 521 Design for the devices learners already have 522 Use learners' time efficiently 522 Fit text and graphics to the display 523 Provide low-bandwidth alternatives 524 Design for imperfect network connections 525 Enable "download and go" 525 Simplify entering text 526 Follow established user-interface guidelines 526 Remember, paper is a mobile device 526 Reuse existing content 527 Real mobile learning 528 Mobile discovery learning 528 Distance apprenticeship program 530 Architecture tour 532 Inject mobile activities into other forms of learning 536 Extend conventional activities for mobile learning 536 Extend Absorb activities for mobile learning 536 Extend Do activities for mobile learning 537 Extend Connect activities for mobile learning 537 In closing 538 Summary 538 For more 538 10 Design For the Virtual Classroom 539 Create a virtual classroom 540 Why create a virtual classroom? 540 What are Webinars and virtual-classroom courses? 540 Decide whether you need a live meeting 541 Select and use collaboration tools 542 Select your collaboration tools 542 Slide shows 545 Breakout rooms 547 Conduct online meetings 548 Plan the meeting 548 Decide roles 548 Prepare for the meeting 552 Announce the meeting 556 Manage the live online meeting 556 Activate meetings 558 Include follow-up activities 560 Design Webinars 560 When to use Webinars 561 Pick activities to teach 561 Design virtual-classroom courses 563 Select a qualified teacher 563 Teach the class, don't just let it happen 565 Plan predictable learning cycles 566 Respond to learners 568 Provide complete instructions 568 Simplify tasks for learners 575 Deal with problem learners 577 Follow up after the course 580 In closing 581 Summary 581 For more 582 11 Conclusion 583 How we will learn 583 Where we are headed 583 How we will get there 584 What has to happen 585 Secrets of e-learning design 585 Just the beginning 586 Appendix Essentialism 587 Essential essentialism 587 Set up the test 588 Supervise the test 588 The role of test subjects 589 The role of the expert 590 Role of the test conductor 591 Analyze test results 591 Record needed learning 591 Identify the learning approach 593 Infer design principles 594 Make testing better 595 Overcome the Hawthorne effect 595 Leave the lab-coat behind 595 Test a twosome 596 Provide all real resources 596 Reassure test subjects 597 Watch the video fully 597 Conduct enough tests 597 Pick valid test subjects 598 Recap: Master the essentials of essentialism 598 Index 599

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