the art and science of elearning · the art and science of elearning ... when using animation and...

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ATD Midlands

AnnualConference

& Expo

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ATD POWERHOUSEPutting a JOLT in Training

ATD POWERHOUSEPutting a JOLT in Training

The Art and Science of eLearning

Michael WestLearning Solutions Developer

Columbia, SC

Adult learners…

• Are internally motivated and self-directed.

• Bring life experiences and knowledge to learning experiences.

• Like to be respected.

• Are goal-oriented.

• Are relevancy-oriented.

• Are practical.

Knowles’ Adult Learning Principles

Malcolm Knowles, 1990

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Technology, no matter how advanced, cannot compensate for its MISAPPLICATION.

George SiemensAuthor of Connectivism: A Learning Theory for the Digital Age

• Articulate Studio• Articulate Storyline• Adobe Captivate• Lectora• Camtasia• iSpring

eLearning tools to consider…

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The Science of eLearning

2003 Ruth Clark, Richard Mayer

E-Learning and the Science of Instruction

Principles of eLearning

Test groups

Experiments per hypothesis

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(Clark & Mayer, 2003)

eLearning Principle #1

Use both words & pictures.

Multimedia

55-121%

As the rod is pulled out, air passes through the piston and fills the area between the piston and the outlet valve. As the rod is pushed in, the inlet valve closes and the piston forces air through the outlet valve.

(Adapted from Clark & Mayer, 2003)

How a Bicycle Pump Works

Principle 1: Test Group 1

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HANDLE

As the rod is pulled out,

air passes through the piston

PISTON

INLET VALVEand fills the area between the piston and the valve.


Principle 1: Test Group 2

55-121%


Present corresponding words and graphics at the same time and within close proximity of one another.

Contiguity

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Principle #2:

Test Group 1 Test Group 2

• Text and graphics separated• Feedback displayed on separate screen• Links open to new browser window• Instructions placed on a separate screen

eLearning Principle #2 Contiguity

four typical violations

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• Audio resonates better

• Avoid overload of the visual channel


Present words in spoken format.

Modality

Two reasons to use narration

MULTIMEDIA

PrintedWords

Pictures

LEARNINGCHANNELS



Modality

Without narration…

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Modality

With narration…MULTIMEDIA

SpokenWords

Pictures

LEARNINGCHANNELS


When using animation and narration, limit the use of on-screen text.

Redundancy

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Redundancy Principle

MULTIMEDIA

PrintedWords

Pictures

LEARNINGCHANNELS

SpokenWords

Redundancy Principle

MULTIMEDIA

Pictures

LEARNINGCHANNELS

SpokenWords

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• No graphics

• Ample opportunity to process

• Learner has difficulty with spoken words

However

eLearning Principle #4 Redundancy

it’s permissible, however, if…

DistractDisruptSeduce


Avoid extraneous graphics, video and audio.

Coherence

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Learning is more positively impacted when extraneous graphics, videos, and audio are omitted.

Coherence Principle


Present words and narration in a conversational manner.

Personalization

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This program is about what type of plants survive on different planets. For each planet, a plant will be designed. The goal is to learn what type of roots, stem and leaves allow the plant to survive in each environment. Some hints are provided throughout the program.

Formal Version

(Adapted from Moreno and Mayer, 2000)

You are about to start a journey where you will be visiting different planets. For each planet, you will need to design a plant. Your mission is to learn what type of roots, stem and leaves will allow your plant to survive in each environment. I will be guiding you through by giving out some hints.

Personalized Version

(Adapted from Moreno and Mayer, 2000)

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eLearning Principle #5 Personalization

a few other items to consider…

• Use onscreen coaches or avatars

• Give them hints

• Let them self-direct

• Utilize Case studies or real-world examples

The Art of eLearning

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• Contrast

• Repetition

• Alignment

• Proximity

The Art of eLearning Basic Design Concepts

• Creates visual interest

• Organizes information

Contrast

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Contrast

• Fonts

• Font size

• Lines or borders of different thickness

• Colors

• Don’t be a wimp!

Ways to Create ContrastContrast

The Rules of LifeYour attitude is your altitudeMaximize your optionsNever take anything too seriouslyDon’t let the seeds stop you from enjoying the watermelonBe nice

The Rules of LifeYour attitude is your altitudeMaximize your optionsNever take anything too seriouslyDon’t let the seeds stop you from enjoying the watermelonBe nice

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• Repeat some aspect of the design throughout the entire piece

• Conscious effort to unify all of the parts

• Consistent font and sizes for headings, body text

• Consistent colors

Forms of repetitionRepetition

• Nothing should be placed on the screen arbitrarily

• Left or right justification provides stronger, cleaner look

Rules of AlignmentAlignment

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When you put multiple items on a screen, align their edges with other edges on the page...

0

2

4

6

Series 1

Series 2

Series 3

Alignment

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...like this. Notice how the text aligns

with some images using imaginary lines?

Alignment

0

2

4

6

Series 1

Series 2

Series 3

Alignment

• Group related items together

• One unit

• Proximity provides organization

Creating Visual UnitsProximity

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From The Non-Designer’s Design Book, Robin Williams

Proximity

Proximity

From The Non-Designer’s Design Book, Robin Williams

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References & Bibliography

• Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. (1st ed.). San Francisco: Jossey Bass/Pfeiffer.

• Hext, J. (2012). “Adult learning principles in elearning. “ Bonline.com. Retrieved from http://bonlinelearningcom.web10.hubspot.com/elearning-blog/bid/124822/Adult-Learning-Principles-in-eLearning

• Kuhlman, T. (2008, July). “Three graphic design principles for instructional design success.” The Rapid e-Learning Blog.. Retrieved from http://www.articulate.com/rapid-elearning/3-graphic-design-principles-for-instructional-design-success/ .

• Mayer, R. E. & Moreno, R. (1998, April). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles. “ Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf. Paper presented at ACM SIGCHI Conference on Human Factors in Computing Systems, Los Angeles.

• Mayer, R. (2003). “Elements of a science of e-learning. “ Journal of Educational Computing Research, 29(3), 297-313.

• Scivally, A. (2012, February). “Ten online training do's and don'ts. “ Elearningbrothers.com. Retrieved from http://elearningbrothers.com/ten-online-training-dos-and-donts .

• Siemens, G. (2002, September).. “Instructional Design in Elearning”. ElearnSpace.Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm .

References & Bibliography

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• Siemens, G. (2004, December). “Connectivism: A Learning Theory for the Digital Age.” Elearnspace.org. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm .

• Stoltovitch, Harold. (2011). Telling Ain’t Training. (2nd Edition). Association for Talent Development.

• Williams, R. (1994). The Non-designers Design Book. (1st ed.). Berkeley: Peachpit Press.

• Zemke, R., & Zemke, S. (1984, March). Thirty things we know for sure about adult learning. Innovation Abstracts, VI(8). Retrieved from http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/m-files/m-adult3.htm .

• (2003). Adult learning principles. Retrieved from http://www.coe.unt.edu/clinical-practice-office/mentoring/mentor-teacher-resources/principles-adult-learning .

• (2003). Principles of adult learning. Retrieved from http://www.teachermentors.com/adultLrng.php .

References & Bibliography continued

the art and science of elearning · the art and science of elearning ... when using animation and...

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