Technology vs Content
– can’t we all just get along?
Technology is hot…right? Google Wave, blogs, RSS, Twitter, crowdsourcing, connectivity – the potential for new ways of teaching and learning is enormous.
In this exciting world of rapid technological advancements, it can be easy to be distracted by flashy new technologies and forget that the key to learning is quality instructional design* and content. Within the vocational education and training (VET) community there’s a growing consensus that well-designed learning activities and quality content are at the core of truly effective e-learning.
As Harriet Wakelam, Flexible Learning Toolboxes (Toolboxes) Business Manager for the national training system’s e-learning strategy, the Australian Flexible Learning Framework (Framework), explained, “the fundamental educational needs of learners don’t change every time a new technology influences people’s lives”.
“Good learning design and content retains its value over time, and has the ability to grow with the user,” Harriet said.
“Web 2.0 technologies and user-generated content certainly have the potential to enrich core content, and make learning more flexible and engaging.”
Harriet explained that a review of the Toolboxes model is currently underway, and in 2010 a prototype project would explore new Toolbox models including formats which allow customisation and take into account the impact of newer technologies.
As a result, in 2010 and beyond, the Framework would look to design Toolboxes with the capacity to allow training providers to use new technologies to adapt Toolbox content to their specific needs.
The importance of learning content and instructional design is also emphasised by leading international e-learning designer Cathy Moore, who is currently touring Australia speaking at the Framework’s state and territory end of year events.
Cathy is urging teachers and trainers to re-think the traditional approach to e-learning design in which large amounts of text-heavy content is presented on PowerPoint slides, websites or CDs, and immediately followed by a multiple-choice quiz to test learners’ short-term retention.
Cathy stresses that teachers and trainers don’t need access to expensive or cutting edge technologies to create successful e-learning design as simple, well designed activities can be far more effective and engaging than impressive graphics.
Her key criteria for effective instructional design are that it should:
· Be activity/scenario based – Realistic decision-making scenarios have been proven to help learners practice retrieving information, and are particularly potent in creating long-term retention. They are also useful for teaching learners about the consequences of their actions, and give learners the skills to solve problems in the real world. Ideally, learning should feel like a series of activities uninterrupted by information breaks.
· Show, not tell – Beware, for example, of simply having a character (ie an avatar) who tells the learner the content. Instead, put the character in a challenging situation, and have the learner help them to resolve it.
· Give learners a reason to care – Design your learning activities around scenarios that show learners the benefits of learning – for example, if you were designing an activity to train waiters, you could point out that completing the training can help them to achieve bigger tips.
· Be conversational – However, avoid asking the learner too many direct questions, especially in a character-based scenario – this will remind the learner that the character is their teacher.
· Plunge the learner into the situation – Content doesn’t need to be presented at the outset (the cover-all-bases approach). Rather, teachers and trainers can lead with activities and make content available on an as-needs basis; not only will this avoid flooding the learner with content they already know, but research has shown that trial and error is conducive to learning.
Both Harriet and Cathy presented at the recent E-Dayz’09 conference in South Australia, which was sponsored by the Framework. To listen to their E-Dayz’09 presentations, go to: http://edayz.org/program/audio-recordings, or to view Harriet’s presentation slides, go to: http://2009.edayz.org/course/view.php?id=22
For more information about Cathy’s presentations for the Framework, and to view her presentation slides, visit: http://www.cathy-moore.com/resources.html, or check out her recommended resources:
· Michael Allen’s Guide to E-learning
· http://work-learning.com – for research summarising why scenarios are conducive to learning, including useful suggestions about making scenarios culturally relevant.
Toolboxes are high quality, cost effective, interactive e-learning and assessment resources. For more information about Toolboxes, and to browse and preview the full Toolbox range, go to: http://flexiblelearning.net.au/toolboxes
Technology is hot…right? Google Wave, blogs, RSS, Twitter, crowdsourcing, connectivity – the potential for new ways of teaching and learning is enormous.
In this exciting world of rapid technological advancements, it can be easy to be distracted by flashy new technologies and forget that the key to learning is quality instructional design* and content. Within the vocational education and training (VET) community there’s a growing consensus that well-designed learning activities and quality content are at the core of truly effective e-learning.
As Harriet Wakelam, Flexible Learning Toolboxes (Toolboxes) Business Manager for the national training system’s e-learning strategy, the Australian Flexible Learning Framework (Framework), explained, “the fundamental educational needs of learners don’t change every time a new technology influences people’s lives”.
“Good learning design and content retains its value over time, and has the ability to grow with the user,” Harriet said.
“Web 2.0 technologies and user-generated content certainly have the potential to enrich core content, and make learning more flexible and engaging.”
Harriet explained that a review of the Toolboxes model is currently underway, and in 2010 a prototype project would explore new Toolbox models including formats which allow customisation and take into account the impact of newer technologies.
As a result, in 2010 and beyond, the Framework would look to design Toolboxes with the capacity to allow training providers to use new technologies to adapt Toolbox content to their specific needs.
The importance of learning content and instructional design is also emphasised by leading international e-learning designer Cathy Moore, who is currently touring Australia speaking at the Framework’s state and territory end of year events.
Cathy is urging teachers and trainers to re-think the traditional approach to e-learning design in which large amounts of text-heavy content is presented on PowerPoint slides, websites or CDs, and immediately followed by a multiple-choice quiz to test learners’ short-term retention.
Cathy stresses that teachers and trainers don’t need access to expensive or cutting edge technologies to create successful e-learning design as simple, well designed activities can be far more effective and engaging than impressive graphics.
Her key criteria for effective instructional design are that it should:
· Be activity/scenario based – Realistic decision-making scenarios have been proven to help learners practice retrieving information, and are particularly potent in creating long-term retention. They are also useful for teaching learners about the consequences of their actions, and give learners the skills to solve problems in the real world. Ideally, learning should feel like a series of activities uninterrupted by information breaks.
· Show, not tell – Beware, for example, of simply having a character (ie an avatar) who tells the learner the content. Instead, put the character in a challenging situation, and have the learner help them to resolve it.
· Give learners a reason to care – Design your learning activities around scenarios that show learners the benefits of learning – for example, if you were designing an activity to train waiters, you could point out that completing the training can help them to achieve bigger tips.
· Be conversational – However, avoid asking the learner too many direct questions, especially in a character-based scenario – this will remind the learner that the character is their teacher.
· Plunge the learner into the situation – Content doesn’t need to be presented at the outset (the cover-all-bases approach). Rather, teachers and trainers can lead with activities and make content available on an as-needs basis; not only will this avoid flooding the learner with content they already know, but research has shown that trial and error is conducive to learning.
Both Harriet and Cathy presented at the recent E-Dayz’09 conference in South Australia, which was sponsored by the Framework. To listen to their E-Dayz’09 presentations, go to: http://edayz.org/program/audio-recordings, or to view Harriet’s presentation slides, go to: http://2009.edayz.org/course/view.php?id=22
For more information about Cathy’s presentations for the Framework, and to view her presentation slides, visit: http://www.cathy-moore.com/resources.html, or check out her recommended resources:
· Michael Allen’s Guide to E-learning
· http://work-learning.com – for research summarising why scenarios are conducive to learning, including useful suggestions about making scenarios culturally relevant.
Toolboxes are high quality, cost effective, interactive e-learning and assessment resources. For more information about Toolboxes, and to browse and preview the full Toolbox range, go to: http://flexiblelearning.net.au/toolboxes
posted by Adult Learning Australia
at
12:18 PM
« Home