Rent 9780470900024 | e-Learning by Design | Horton, William @knetbooks.com

Summary Table of Contents Author Biography

E-Learning by Design provides a comprehensive, detailed look at the concepts and processes of developing, creating and implementing a successful e-Learning program. Horton's practical, down-to-earth approach offers clear information and instruction without over simplifying. Readers will learn to 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 - ef... MOREfectively implement an individualized program The second edition will feature chapter-by-chapter revisions and add new sections and updates that address: new delivery technologies, including social networking, mobile learning, and the use of other new mobile devices; learning from available content; repurposing content; setting and following quality Standards, a revised Catalyst Model and Examples, How We Will Learn Model and Examples, and designing for International and Multi-cultural Audiences, as well as all-new contemporary case studies, examples, and activities. New edition will also include two free online resources: a downloadable instructor's manual, and a premium content site featuring additional examples and case studies, tools and resources.

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 Allens 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 todays 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

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Designing E-Learning
What is e-learning? Definition of e-learning
Varieties of e-learning
What is e-learning design? Start with good instructional design
Apply design to all units of e-learning
Design quickly and reliably
Identify your underlying goal
Analyze learners' needs and abilities
Identify what to teach
Set learning objectives
Identify prerequisites
Pick the approach to meet each objective
Decide the teaching sequence of your objectives
Create objects to accomplish objectives
Create tests
Select learning activities
Choose media
Then redesign again and again
Re-design but do not repeat
Not your sequential ADDIE process
Make steady progress
In closing
Summary
For more
Absorb-Type Activities
About Absorb activities
Common types of Absorb activities
When to feature Absorb activities
Presentations
About presentations
Types of presentations
Best practices for presentations
Extend presentation activities
Readings
About reading activities
Assign individual documents
Create an online library
Rely on Internet resources
Best practices for reading activities
Extend reading activities
Stories by a teacher
About sharing stories
Tell stories that apply to learners
Best practices for stories by a teacher
Extend stories by a teacher
Field trips
About field trips
Guided tours
Virtual museums
Best practices for field trips
Extend field-trip activities
In closing
Summary
Pick Absorb activities to accomplish objectives
For more
Do-Type Activities
About Do activities
Common types of Do activities
When to feature Do activities
Practice activities
About practice activities
Drill-and-practice activities
Hands-on activities
Guided-analysis activities
Best practices for practice activities
Extend practice activities
Discovery activities
About discovery activities
Virtual-laboratory activities
Case studies
Best practices for discovery activities
Extend discovery activities
Games and simulations
Use games as single activities
Extend game activities
In closing
Summary
Pick Do activity to accomplish learning objective
For more
Connect-Type Activities
About Connect activities
Common types of Connect activities
When to feature Connect activities
Ponder activities
About ponder activities
Rhetorical questions
Meditation activities
Cite-example activities
Evaluation activities
Summary activities
Extend ponder activities
Questioning activities
Why use questioning activities? Encourage learners to ask the right people
Encourage good questions
Insist on good answers
Best practices in questioning activities
Mechanism for asking questions
Enable questioning at the right time
Assess learners and learning
Extend questioning activities
Stories by learners
Have learners tell stories
Good stories are hard to tell
Evaluate storytelling fairly
Best practices for storytelling activities
Extend storytelling activities
Job aids
About job aids
Glossaries
Calculators
E-consultants
Best practices for job aids
Extend job aids
Research activities
About research activities
Scavenger hunts
Guided research
Best practices for research activities
Extend research activities
Original-work activities
About original-work activities
Decision activities
Work-document activities
Journal activities
Best practices for original-work activities
Extend original-work activities
In closing
Summary
Pick Connect activities to accomplish learning objectives
For more
Tests
Decide why you are testing
When are formal tests needed? Why are you testing? What do you hope to accomplish? What do you want to measure? Measure accomplishment of objectives
Select the right type of "question"
Consider the type question you need
Common types of test questions
True/false questions
Pick-one questions
Pick-multiple questions
Fill-in-the-blanks questions
Matching-list questions
Sequence-type questions
Composition questions
Performance questions
Pick type question by type objective
Write effective questions
Follow the standard question format
Ask questions simply and directly
Make answering meaningful
Challenge test-takers
Combine questions effectively
Ask enough questions
Make sure one question does not answer another
Sequence test questions effectively
Vary the form of questions and answers
Give significant feedback
Report test scores simply
Provide complete information
Gently correct wrong answers
Avoid wimpy feedback
Give feedback at the right time
Advance your testing
Hint first
Use advanced testing capabilities
Monitor results
Make tests fair to all learners
Test early and often
Set the right passing score
Define a scale of grades
Pre-test to propel learners
Explain the test
Prepare learners to take the test
Keep learners in control
Consider alternatives to formal tests
Use more than formal, graded tests
Help learners build portfolios
Have learners collect tokens
Adapt testing to social learning
Adapt testing to mobile learning
In closing
Summary
For more
Topics
What are topics? Topics are learning objects
Examples of topics
Anatomy of a topic
Design the components of the topic
Title the topic
Introduce the topic
Test learning in the topic
Specify learning activities for the topic
Summarize the topic
Link to related material
Write metadata
Design components logically and economically
Design reusable topics
Craft recombinant building blocks
Design consistent topics
Avoid the "as-shown-above" syndrome
Integrate foreign modules
Example of a docking module
What to include in a docking module
In closing
Summary
Templates for topics
For more
Games And Simulations
Games and simulations for learning
Example of a learning game
How are games, tests, and simulations related? Do you call it a game or a simulation? Demos are not true simulations
How do games and simulations work? What do we mean design? Why games? What can games do for us? When to use games
Types of learning games
Quiz-show games
Word games
Jigsaw puzzles
Branching scenarios
Task simulations
Personal-response simulations
Environmental simulations
Immersive role-playing games
Design games for learning
Design to accomplish learning objectives
Express the goal as a specific task
Pick the right sized game
Emphasize learning, not just doing
Specify challenge and motivation
Manage competitiveness
Provide multiple ways to learn
Create a micro-world
Specify the game's world
Specify characters and important objects
Create a storyline
Create a back story
Specify the game structure
Assign the learner's role
Make the game meaningfully realistic
Specify rules of the game
Design a rich, realistic environment
Provide a deep, unifying challenge
Define indicators of game state and feedback
Specify the details
Sketch out the user interface
Write the words
Specify the graphical style
Specify other media
Engage learners
Hook the learner
Ask learners to suspend disbelief
Set the context
Provide real-world prompting and support
Present solvable problems
Adapt to the learner's needs
Challenge with time limits
Let learners try multiple strategies
Program variety into the game
Involve the learner
Teach through feedback
Provide intrinsic feedback
Inject educational feedback where needed
Provide continual feedback
But give crucial feedback immediately
Confront bad behavior and choices
Defer lengthy feedback
Anticipate feedback (feedforward?)
Enable learning through a variety of experiences
Provide complete, detailed feedback
Help learners correct mistakes
Offer abundant practice
Acknowledge achievement
Progressively challenge learners
Challenge learners
Ratchet up the challenge
Give closure between phases
Control the rhythm of difficulty
Require consolidating small steps
Manage game complexity
Beware combinatorial explosion
Menu excursions
Mission-sequential structure
Short-leash strategy
Safari structure
Breakthrough structure
Simplify learning the game
Guide actions with instructions
Explain the game clearly
Start with training wheels
Assist when needed
Show solution after a few attempts
Let learners request assistance
Include pertinent hints
Simplify the display for quick response
Minimize distractions
Accept all successful actions
Design coached task simulations
Plan progressive interactivity
Architecture of coach-me activities
Let the learner control coaching
Design branching-scenario games
Harvest storyline ideas
Pick a situation
Map objectives to scenes
Derive specific objectives to teach
Translate objectives to a story
Specify each scene
Thread together the scenes
Add context-setting scenes
Use games as e-learning courses
In closing
Summary
For more
Social Learning
What is social learning? A definition, sort of So what? Consider the varieties of social learning
What is not social learning? What is the group? How do we "design" social learning? What do we mean by design? The role of the designer
Decide where and when to use social learning
Make learning more reliable
Make learning more enjoyable
Teach difficult subjects
Implement learning quickly and inexpensively
Build a network to support the learning in the future
What social learning requires
What is required of learners
What is required of the organization
Patterns of interaction
The elements of social learning
Combine patterns for complete activities
Social capabilities of software
Send targeted messages
Meet real-time
Discuss asynchronously
Broadcast sporadic messages
Post message sequences
Collaboratively create documents
Share creations
Vote and rate
Filter messages
Establish a point of contact
Set up and administer a team or other group
Facilitate rather than teach
Define the duties of the facilitator
Establish a code of conduct
Intervene in cases of bad behavior
Grade fairly in social learning
Assess against objectives
Use available evidence
Ways to assess learners
Set criteria for messages and posts
Or, forego individual assessment
Extend conventional activities for social learning
Extend Absorb activities for social learning
Extend Do activities for social learning
Extend Connect activities for social learning
Use proven social activities
Share what you learn
Back channel for presentations
Brainstorming activities
Team-task activities
Role-playing scenarios
Comparison activities
Group-critique activities
Encourage meaningful discussions
Design discussion activities
Ensure learners have necessary skills
Moderate discussion activities
Perform message maintenance
Promote team learning
Meet the requirements of a successful team
Form a team from individuals
Align goals of team members
Learn who can do what
Adopt team roles
Pick a leader, at least to start
Team processes
Set norms of behavior
Team warm-up activities
Fade out support
Design activities for teams
Engage in open inquiry
In closing
Summary
For more
Mobile Learning
What is mobile learning? Start with worthy goals
Learn from the whole world
Take advantage of teachable moments
Teach in the context of application
Teach "outdoor" subjects
Make learning healthier
Learn more of the time
Enable virtual attendance
Reduce infrastructure costs
Prepare for an increasingly mobile world
Adapt existing learning for mobile learners
Enable participation in classroom learning
Accommodate mobile learners in the virtual classroom
Let mobile learners take standalone e-learning
Make social learning mobile
Performance support
Use the capabilities of the device
Design for the learner, environment, and device
Design for the mobile learner
Design for the environment where learning occurs
Design for the mobile device
Design guidelines for overcoming limitations
Design for easy reading
Maintain contact with learners
Design for the devices learners already have
Use learners' time efficiently
Fit text and graphics to the display
Provide low-bandwidth alternatives
Design for imperfect network connections
Enable "download and go"
Simplify entering text
Follow established user-interface guidelines
Remember, paper is a mobile device
Reuse existing content
Real mobile learning
Mobile discovery learning
Distance apprenticeship program
Architecture tour
Inject mobile activities into other forms of learning
Extend conventional activities for mobile learning
Extend Absorb activities for mobile learning
Extend Do activities for mobile learning
Extend Connect activities for mobile learning
In closing
Summary
For more
Design for the Virtual Classroom
Create a virtual classroom
Why create a virtual classroom? What are Webinars and virtual-classroom courses? Decide whether you need a live meeting
Select and use collaboration tools
Select your collaboration tools
Slide shows
Breakout rooms
Conduct online meetings
Plan the meeting
Prepare for the meeting
Announce the meeting
Manage the live online meeting
Activate meetings
Include follow-up activities
Design Webinars
When to use Webinars
Pick activities to teach
Design virtual-classroom courses
Select a qualified teacher
Teach the class, don't just let it happen
Plan predictable learning cycles
Respond to learners
Provide complete instructions
Simplify tasks for learners
Deal with problem learners
Follow up after the course
In closing
Summary
For more
Conclusion
How we will learn
Where we are headed
How we will get there
What has to happen
Secrets of e-learning design
Just the beginning
Appendix Essentialism
Essential essentialism
Set up the test
Supervise the test
The role of test subjects
The role of the expert
Role of the test conductor
Analyze test results
Record needed learning
Identify the learning approach
Infer design principles
Make testing better
Overcome the Hawthorne effect
Leave the lab-coat behind
Test a twosome
Provide all real resources
Reassure test subjects
Watch the video fully
Conduct enough tests
Pick valid test subjects
Recap: Master the essentials of essentialism
Index
Table of Contents provided by Publisher. All Rights Reserved.

William Horton is a leading e-learning consultant and president of William Horton Consulting, Inc. He is the author or co-author of numerous books including E-learning by Design, Designing and Writing Online Documentation, Leading E-learning, Evaluating E-learning, Using E-learning, Secrets of User-Seductive Documents, E-learning Tools and Technologies, Getting Started in Online Learning, and The Web Page Design Cookbook.

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