From Lecture to Module Devon Mordell RIVET (Learning Technologies Division of FHS)
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Transcript of From Lecture to Module Devon Mordell RIVET (Learning Technologies Division of FHS)
From Lecture to Module
Devon Mordell
RIVET (Learning Technologies Division of FHS)
Elements of an e-Learning Module
Content Delivery
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YOU ME(and you too)
What we’ll look at today:
• Understanding the difference between
lecture capture and e-learning modules
• The e-learning module building process
• Considerations when authoring an e-
learning module
• Strategies for engaging e-learners
e-Learning Module ≠ You
What can a module do that you can’t?
More importantly,
what can you do that a module can’t?
An Important Distinction:
(an engaging)
e-Learning Module
Lecture Capture VS
E.G. E.G.
The e-Learning CycleTypical process in creating an e-learning
module:
Design
Develop
Deliver
Evaluate
DELIVERY
Consider module support
Instruction for use
DESIGN
Define learning goals
Understand your audience
Pool strategies
Storyboard
Diagram adapted from New Hampshire College
DEVELOP
Establish a workflow and a timeline
Create content in collaboration with regular contact
Pilot and refine
EVALUATE
Get feedback from students about usability
Evaluate student performance
The e-Learning Module
PowerPoint…
(…the unfortunate cornerstone of e-Learning)
It’s• unimaginatively linear• easily misused
But…
PowerPoint is here to stay (for now)
Many e-learning software applications
use PowerPoint as a departure point
And, it’s:• familiar to students and faculty• a good tool for storyboarding
Learner Engagement
How will you engage your learner?
What engages you?
Learner Engagement
Narrative:
• Real-life events relevant to content
• Scenarios
• Overarching storyline
• Use a personal tone
Learner Engagement
Multimedia elements:
• Images• Sound• Video• Animations• Simulations
Learner Engagement
Questions:
• Open-ended questions
• Teaching questions
• Retention check (e.g. quizzes)
• Immediate feedback
Learner Engagement
Navigation:
• Opportunities for self-directed
learning
• Non-linear navigation (as
appropriate)
• Choice
Learner EngagementActivities:
• Puzzles (for lack of a better word…)
• Games
• Practical hands-on exercises (PubMed search, e.g.)
• Others?
Be realistic about attention spans
As a guideline…
Max length of module: 15 to 20 minsTip: consider a series of mini-modules
to keep things short and sweet
Minutes between activity: 2 to 5 minsTip: poll students post-module to
evaluate pace
Learning Cues
How will you emphasize what’s important?
• Verbal cues (in narration)
• Visual cues
• Activity cues
Also: repetition of elements or
summaries
Considerations…
Learner Expectations
• Mid to high production values
• Good quality audio (!)
• Free of errors (technical, spelling, etc.)
• Ease of use
• Learning will occur
What do you expect from an e-Learning
Module?
Accessibility in e-Learning Modules
For people with visual impairments or
learning disabilities, include captions:
• Built-in captions – transcribe lecture, or create a script beforehand
• Include a plain text file for screen readers
Accessibility in e-Learning Modules
Colour-blindness simulator:• http://www.etre.com/tools/colourblindsimulator/ or
http://www.vischeck.com/vischeck/ (checks websites as well)
Original Simulated Protanopia Simulated Tritanopia
Cognitive Load
Strike a balance:
Content:InformationMultimediaActivities
Low High
Low
High
Low
High
Engaging
Bo-ring
Overwhelming
Copyright Permissions
In Canadian copyright, the ‘blackboard
exception’ does not cover e-Learning
modules.
• get permission or create your own media
Where does a module fit?
Once again, module ≠ you
• ultimately one way, transmission of data
• frees class time for questions, interacting with peers, or hands-on skills
• so, what kind of content is suited to modules?
The Evidence…
How effective is e-learning?
Servais et al. (2006)• graphically rich surgical case• correct answer with feedback
immediately provided • 24.8 % improvement on pre-
test and post-test scores• 87% rating by students as
above average or excellent
How effective is e-learning?
Kronz et al. (2000)• images with text describing Gleason
grading system • Testing pathologists’ ability to
diagnose prostate carcinoma using Gleason
• 6 – 25.3% (11.9% average) increase in assigning correct score to image
• lower pre-tutorial scores showed the greatest improvement
What about the evidence?
The caveat:
• Often tests learners’ perceptions of
the modules, not necessarily learning
• Difficult to extrapolate (variability of
instructional design is high)
• Rapid changes in the e-learning
industry means research tends to lag