This will be the final post for E-learning Design and so I wanted to reflect a bit and also give a bit of feedback.
I must admit that in the first class this semester I thought that we are just going to rehash the same things we did last year in E-Learning Experiences. I was wrong, the subject had a lot of new content and really built on last year’s subjects. It was a really good stage for me to use all the knowledge I’ve accumulated during the first year and ‘bring it all together’ by applying it to E-learning.
The last assignment actually showed me that I know more then I thought I knew and I really enjoyed working on it, although (as I’ve written in the last post) I would’ve like to create a bigger project with a group, in collaboration of the IT course.
(Although it is probably a bit redundant and ‘out of place’ for this course, I would have liked to work a bit more on the visual design of e-learning application – only because I like it)
The teaching was great: animated, interesting and showed a real passion to the subject. Thank you for making it fun.
I still think there should be a better way to get us to write our blogs then to ask us to post a certain number in order to get a certain grade. I can’t honestly say I thought of a way, but I think grading on the number of posts is counter-productive as it trivializes what the blogs are used for – reflection and the building of a learning portfolio. Personally for me, if it wasn’t for my full-time work, I would’ve written a lot more without any incentive, just because it is a great stage for reflection.
To sum up, I enjoyed this subject (much more then I thought I would) and gained a lot from it. Whether I will end up working with E-learning or not, I will always have an understanding of how it is done and how to exploit it in whatever else I end up doing.
Posted in Thoughts Tagged: feedback, Thoughts June 11, 2008
I really wish there was more collaboration between our class and the IT course that came to the lesson only once. When I first heard that there was going to be a collaborative learning experience, I was really interested and I think that it was wasted a bit.
An argument can be made that each faculty or even each course is too self-contained. This is obviously not the case in the ‘real world’ and should not be the case in the university. How much can we learn from our fellow students? Not only content that is otherwise unavailable (in which class can we learn about the challenges of setting up a mobile network?) but also about how to work with people that are dedicated to a discipline that is utterly foreign to us.
When I first heard about the collaboration, I envisioned that we will sit and build a e-learning project from paper to reality (or at least up to a complete, detailed plan). How amazing that would be? To have one big group project that would allow us to learn design while collaborating with the other students about implementation. To overcome the challenges of cross-faculty understandings and come up with a viable, working project? That would have been a true learning experience.
Of course there are many challenges to facilitate such a project, especially considering cross-faculty politics and interests but, in my opinion, the rewards are greater the obstacles.
With all due respect, I don’t think there was enough effort placed into making this work, I would have even been content with being able to add technical recommendations to my design, which hasn’t happened either.
In conclusion, I would ask the powers at be to consider really making a push for something like this to happen in future years. I know I would probably not benefit but I think future students (as much as they would probably complain) would benefit enormously.
Posted in Thoughts Tagged: feedback, learning, Thoughts June 11, 2008
User interface (UI) is the means by which the users interact with a system or an application (http://en.wikipedia.org/wiki/User_interface). Without the UI the user won’t be able to control or input anything.
Effective and intuitive UI is essential for every application but, in my opinion, it is more then crucial for good e-learning products. This is because it has major repercussions on how effective the learning itself would be. In my opinion, an e-learning product is only as good as the UI – Fantastic content with a bad UI remain a bad e-learning product.
I have experienced programs with some good and some bad user interfaces and this is what I’ve learned:
- First of all, a bad UI always causes me to lose motivation. When I need to struggle to move forward or backwards or even understand how to interact with the application, I lose interest. I stop caring that I really want to understand the content; I become too frustrated to even absorb it. I also find it hard to find motivation to get back to that application, since I know I will only get frustrated again.
- Even when I can keep my motivation going (and that would require some really good content) I find I become tired much quicker. Due to cognitive overload (Scheiter & Gerjets 2007) all my energies are spent trying to understanding how to use the application rather then absorb the content.
- Lastly, when the UI is not bad enough to cause the above, it may cause the learner to miss important content that is available but is not easily found. This may cause a lack of basics which is important for the understanding of more advanced content.
User interfaces should be simple, intuitive and consistent throughout the application. This will make the UI all but disappear from the learners’ experience, since it would ‘just be there’ to be used, not noticed. Enabling them to concentrate on what is important – learning.
References:
Scheiter, K. & Gerjets, P. 2007, Learner Control in Hypermedia Environments, Educational Psychology Review, vol. 19, no. 3, pp. 285-307
Posted in Thoughts Tagged: Design, further reflection, Thoughts, user interface June 11, 2008
Any aspiring visual designer should know how to use a color wheel, which is a simple, fantastic tool for creating color schemes.
In essence, a color wheel shows all the colors ordered in a circle. By using one of four distinct matching patterns, the designer can find colors that match in a way that is easy on the eye and create the best look.
Take a look at this color wheel: http://www.wellstyled.com/tools/colorscheme2/index-en.html
Notice the patterns (under the wheel):
- Contrast: 2 complementary (opposite on the wheel) color scheme,
- Triad: 3 color scheme (1 main, 2 complementary)
- Tetrad: 4 color scheme – also called double contrast
- Analogic: 4 colors, 3 from the same family (also called harmonious) – cold or hot – and 1 from the complementary family.
* There is also the monochrome pallet, but I would recommend not to use it for e-learning purposes…it can be rather dull.
When picking a primary color that suits the designer’s project, the pattern would create a scheme that achieves a good ‘look’ for that color.
The scheme can also be used as a pallet, which means the designer can then pick and choose from the different hues of the colors and use them as required, which lets the designer retain total freedom while keeping the look of the site or application neat and attractive.
References:
Color schemes generator 2002, Pixy, < http://www.wellstyled.com/tools/colorscheme2/index-en.html >
Posted in Interesting stuff Tagged: color, Design June 11, 2008
How would visual hierarchy influence learners?
Correct visual hierarchy would draw the correct focus and attention to each of the visual components by order of their importance (hence hierarchy). Poorly designed visual hierarchy would either bore the viewers and repel their eyes or confuse them with too many visual stimuli (http://www.webstyleguide.com/page/hierarchy.html).
This is even more crucial to learners and e-learning then any other content. Learning is greatly affected by distractions and confusion. If the learner needs to spend cognitive power on figuring out what they are seeing, they can not concentrate on absorbing the actual content.
In contrast, great visual hierarchy will not only ensure that the learner can concentrate on the actual learning but can in fact enhance it. Correct use of visual hierarchy can ‘draw a map’ for the learner of which content to look at and absorb first, guiding the learning experience and creating an order of precedence without the need of markers such as arrows, numbering etc.
References:
Lynch P. & Horton S. 2002, “Visual Hierarchy”, Web Style Guide, viewed May, < http://www.webstyleguide.com/index.html >
Posted in Activity Tagged: Activity, Design, visual hierarchy June 11, 2008
Before the first exercise for Module 3, it was asked of us to review some sites as examples of E-learning Multimedia. While going through them, I had a few thoughts regarding some of them:
AdrWorkshops
Although the actual content of this site is very interesting and enlightening, the site should really invest more in the visual presentation of its courses. Unfortunately, regardless of how good content itself is, if the presentation is amateurish (and the crude drawings and animations are), learners – especially if they are generation Y (who are used to slick graphics) – might judge those e-learning courses as amateur works and in turn dismiss the content and the organization.
On another note, however, I really liked the discovery path that the courses present. You get very little feedback when you do wrong (although the feedback does give some hints) which pushes you to try different approaches which yield a lot of positive feedback when you do things right – An excellent approach to E-learning.
BBC E-Learning
As expected, the BBC E-learning courses are fantastic. Visually simple but appealing, fun with a good mix of facts and humor (you just can’t win being a Victorian business man – either you waste money on good working conditions and get in dept or you’re filthy rich on the back of the poor).
How Stuff Works
Always a favorite of mine. The content is well presented and easily understood. The user interface is simple and allows the learner to go back and forth to different parts of the ‘course’ to review previous content as needed.
Although interactivity would be great for learning, I think it’s too much to ask for such a large volume project.
CADRE
Excellent use of E-learning multimedia and correct approach equals a great e-learning course and experience.
In addition to the Astronomy course, there should be a recommendation to check the Frog Pond Simulation which is the best example of discovery based E-learning. This application allows learners to research the answer to why the frogs population is dwindling. The activities have only a small amount of guidance which is enough to push the learners towards discovering the goals themselves. The structure is easy to follow and allows the learners to go back and forth and review previous modules. It is interesting to note that although there is a lot of information in one small window, the color scheme and visual hierarchy really works and focuses the attention on what’s important.
Posted in Interesting stuff ,Thoughts Tagged: multimedia, Thoughts, websites June 11, 2008
One of the most frustrating aspects of studying education is the separation of the different theories and the squabbling of the practitioners about which theory is supreme. Is it not simple to realize that each theory has a niche, an approach that is ideal for certain learning experiences while another theory would suit another context?
For example, some criticize Constructivism by claiming “discovery learning is simply re-inventing the wheel” (http://secondlanguagewriting.com/explorations/Topics/constructivism.html). Perhaps that is true, but there are instances in learning which call for the learners to ‘reinvent the wheel’ in order to best understand how a wheel works and how to best use it.
Similarly the debate between the Behaviorists and the Cognitivists: while the former supports pure stimuli – response the latter champions the idea of understanding and meaning creating new behavior. Both give the practitioner tools and concepts that are important to facilitate learning, for example the Behaviorist approach gives us constant practice and feedback while the Cognitive approach places the material in context, which helps understanding and motivation.
Even understanding the correct use of each theory might be counter-productive while those theories are still essentially divided, confusing both teachers and learners with immaterial separation of concepts. Is it not time that practitioners realize that just as the behaviorist theory helped the evolution of the cognitive idea, so must all those theories take their place in the past, as the respected stepping stones for a new theory. This theory will incorporate all the concepts and models of the old theories and clarify their correct use without resorting to defining (and thus limiting) the approach.
Defining this ‘unified theory of learning’ is beyond the scope of this blog post but the main premise of it, as conceited as it may be to suggest, is that once this theory is developed and defined it will give practitioners a tool to understand the when and where of using ‘straight forward’ instructional lectures all the way to open-ended discovery learning. The theory might not end up being simple or straight forward but it is this writer’s opinion that it will give a firmer ground to stand on and a broader understanding of learning facilitation.
References:
Nelson, C. P 2007, constructivism, Explorations in Learning: A blog on writing and learning, viewed May (http://secondlanguagewriting.com/explorations/Topics/constructivism.html)
Posted in Further Reflections ,Thoughts Tagged: Further Reflections, theories, Thoughts June 10, 2008
How could you apply constructivist learning principles in an e-Learning environment?
- Group work
- Case studies
- Video, sound – Multimedia
- Simulations
- Virtual Worlds (an incredible resource for free discovery and exploration)
- Discovery \ Journal blogs (The learners write a jornal of his ‘discovery journey’)
Posted in Activity Tagged: application, Constructivist, theories June 10, 2008
What effect might e-Learning contexts have for the Humanist approach?
At first glance, E-learning might not be seen to correspond well with the Humanist approach but those who really know E-learning understanding that it might actually be the best possible tool for Humanist learning.
Since the Humanist approach deals with socialization, emotions and the self, some practitioners might argue that sitting at home in front of the computer is the exact opposite. However, E-learning gives the learners the opportunity to socialize, interact and corporate in a safe environment that they can leave if they feel uncomfortable. Moreover, if needed, e-learning allows the learner to become anonymous, expressing feelings and emotions without the fear of being ridiculed.
E-learning also increases the availability of expression tools – chat, drawing, making music and more.
Overall, if used right, E-learning can not only re-create the positive environment desired in the Humanist approach it can even enhance it.
Posted in Activity Tagged: Activity, Humanist, theories June 10, 2008
What effect might meaningfulness and insight have in e-Learning contexts?
Accepting the Cognitive approach in E-learning means that instead of the ‘traditional ABC’ instructions, practice and feedback structure, the e-learning designer must include experience and problem solving components as well.
In order to apply the knowledge to the learners’ schema, the e-learning course must start with the ‘Advanced Organizer’ and follow through by connecting each component to the whole. Especially in e-learning courses that are mostly taken in the learners’ own time, it is important to frequently remind the learner of the context of the material, the reason they are studying and the learning outcomes they are striving for.
It might be difficult to include meaningfulness and insight in E-learning as they are personal and highly complex. However, by thinking outside the box and integrating the right experience based technologies the e-learning course can have a deep, long-term impact on the learner.
Posted in Activity Tagged: Activity, Cognitive, theories June 10, 2008
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