elearning

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Quality Matters Rubric
= = The Quality Matters rubric is a set of standards that can be used to evaluate your online course. = = Quality Matters Rubric  (PDF)

07.30

research articles

http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech http://blog.icslearninggroup.com/

In 2009, the US Department of Education released a study analysis finding that ‘good teaching can be enhanced with new technology’. While not specific to eLearning only, it does argue for a ‘hybrid’ or ‘blended’ approach to instruction, mixing traditional methods with online learning where appropriate. A few findings from that report;

• Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.

• Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.

• The effectiveness of online learning approaches appears quite broad across different content and learner types.

• Caution is required in generalizing to the K-12 population because the results are for the most part based on studies in other settings (e.g., medical training, higher education).

The full PDF report is available from the ed.gov website. Generally, the report found that online learning alone is at least as effective as traditional training methods and blended approaches are more effective than conventional instruction.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf - u.s. department of education evaluation of evidence-based practices in online learning

The full PDF report is available from the ed.gov website. Generally, the report found that online learning alone is at least as effective as traditional training methods and blended approaches are more effective than conventional instruction.

07.16

http://pipwerks.com/2008/01/20/how-i-build-my-elearning-courses/ - This is it. http://www.rapidintake.com/products/general/swish-for-rapid-intake/#tutorials

Books

Successful elearning (SE) = Engaging story * interactive content* realistic scenario

Dr. Allen's equation e=m2c

Dr. Allen put an emphasis on the importance of motivation.

Einstein E=MC2 Allen E=M2CI I=interactivity

1. Build on anticipated outcomes.

"if you know where you are going, you have a better chance of getting there" (Mager 1997c, p.6 )."

Objectives should have three parts.

User verb such as to recall instead of to know to apply instead of to understand, to choose instedad of to appreciate, to solve instead of to think (p. 21)

ex) In a very short time, say about one hours, you will learn to spot the flaws in typical designs that make e-learning deathly boring and you will know some ways o f fix them. You are ready?

2. Put the learners at risk

take a test and tell approach

3. Select the right content for each learner

This tell-and-test paradigm is truly content-centric (Allen, p. 181)

As we know, to be effective, e-learning experiences must be both mean- ingful and memorable.

5. Have the learner perform multistep tasks

6. Provide the intrinsic feedback.

7. Delay Judgement

4. Use an appealing context

07.14

I found this article from one of the work emails that I received. When I pressed the link, it took me to Allen's web site, and they offered the free chapter of their new e-book. So, why not to read it? I downloaded it and read the chapter. The chapter talks about the diversity of elearning tools and, we should not allow ourselves to constraint in selecting tools. In other words, simply because we gets used to one tool, we cannot stick to just that one tool. We need to choose the tool based upon our needs. In a nutshell, this article is useful to consider the constraint of elearning project, provided several starting questions (p. 49) I hope he can explain more specifically about types of tools we can select with what kind of conditions. He throw a good question, but not an answer yet.

ttp://www.commlabindia.com/custom-elearning/rapid-elearning.php - commlabindia// //http://www.commlabindia.com/elearning-freebees/panicdisorder/# - example course// //http://sweetrush.com/demosite/bank_of_the_west/interactivity/ - elearning level// //http://www.commlabuniversity.com/certification-program/advanced-certificate-authoring-tools.php - e-authoring certificate// //http://www.commlabuniversity.com/online-catalog-courses/skills-for-an-instructional-designer.php - recommand articulate// //http://tatler.typepad.com/nose/2006/09/blackboards_new.html - blackboard intellectual property law//

//http://www.reportworld.co.kr/search/result.html?srchmenu=2&pageNum=10&kwd=E-learning - elearning report//

E-learning articulate

http://www.articulate.com/rapid-elearning/how-to-be-successful-at-rapid-e-learning/ - start from this article.. http://www.articulate.com/rapid-elearning/heres-how-e-learning-can-change-the-world/ - example http://www.articulate.com/rapid-elearning/heres-how-e-learning-can-change-the-world/ - articulate / webniar http://www.articulate.com/rapid-elearning/heres-how-to-make-your-e-learning-course-meaningful/

Here are a few ideas: There are a lot more things you can do that connects the course to the learner’s real world. If you have some additional tips, feel free to [|share them in the comments section].
 * **Indicate a way for the learner to continue learning**. Direct them to additional resources or a shared practice community where they can build on what the elearning course taught.
 * **Connect the managers to the course expectations**. It always confused me why the training group was more involved in employee development than the managers were. We used to send the managers an update of who took a course and then provided some additional coaching tips so that their staff could continue to be developed.
 * **Provide some handy cheat sheets or job aids** they can use when they get back to the job. Or ask them to design some to share with others. This is a great way to assess their level of understanding.

http://www.articulate.com/rapid-elearning/heres-how-to-make-your-e-learning-course-meaningful/ So they need a clear understanding of what the course is about, what they’re supposed to learn, and any expectations of them after the course. So that takes us back to the first point: make sure the course is relevant. What’s motivating your learners? Why would they want to take the course? What do they get out of it? Are you helping them do something better?

What do you want the people to do when they’re done with the elearning course? A common complaint is that people are forced to take elearning courses with no expectation for them to do something with what they just learned.

How to create a template

http://www.articulate.com/rapid-elearning/change-your-presentation-template-to-an-e-learning-template/ - about template do not use brand logo

http://www.articulate.com/rapid-elearning/secret-to-creating-powerpoint-templates-for-elearning/ - a real person

how to create a template

http://www.articulate.com/blog/get-5-free-course-templates-with-studio-09-purchase/ [] - free templates [] - Get a free template [|http://office.microsoft.com/en-us/ctndirectdownload.aspx?AssetID=TC030009442&Application=PP&Version=12&Result=14#] - our team template [|http://slideshop.com/PowerPoint-PowerPoint-Organizational-Chart#1] - chart organization
 * []** - organization chart

how to use photobackground

http://www.screenr.com/pV8

how to use hotspot

http://www.screenr.com/FHN http://www.screenr.com/axB - multiple hotspot

how to use blankslides

http://www.screenr.com/FjN

how to introduce and recap information

http://www.screenr.com/2jB

how to create scenarios

http://www.screenr.com/ifs


 * Necessary techniques**

http://www.youtube.com/watch?v=usdJOktU-Gk - text animation in flash http://www.photoshoproadmap.com/Photoshop-blog/2008/04/01/100-wonderful-photo-effects-photoshop-tutorials/ - tv screen effect http://www.fanhow.com/knowhow:Add_TV_scan_lines_to_image_28832340 - add T.V scanlines

http://community.articulate.com/tutorials/courses/creating-the-chapter-label-graphics.aspx -

Creating the Chapter Label Graphic
http://community.articulate.com/tutorials/courses/how-does-rsi-work.aspx - feedback slides

Adding a Movie that Launches in a Separate Window
http://community.articulate.com/tutorials/courses/how-does-rsi-work.aspx - the example of meaningful questions and feedback.

http://elearningenhanced.com/products/audio-andor-text-rollover-tooltips-articulate-presenter - audio and text hotpost http://freemadeeasy.blogspot.com/ - free flash rollover

sound narration example http://www.articulate.com/community/showcase/?page_id=188 -

http://elearningenhanced.com/# - customized skin

Articulate step-by-step

http://community.articulate.com/tutorials/courses/about-the-quot-building-better-courses-quot-tutorials.aspx Moodle

Moodle

moodle and i-pad http://www.moodlenews.com/2010/news-flash-moodletouch-is-now-available-in-the-apple-app-store-just-2-99/

[|__http://teaching.uncc.edu/moodle/vids/moodle-course-homepage__]  - moodle tutorial [|__http://www.filewatcher.com/p/moodle-1.8.2-1.fc8.noarch.rpm.9418702/var/www/moodle/web/lib/setup.php.html__] [|__http://xref.moodle.org/nav.html?index.html__]  - moodle file structure [|__http://docs.moodle.org/en/Coding#General_rules__]  - moodle development coding [|__http://moodle.tougaloo.edu/mod/resource/view.php?id=1190__]  - moodle tutorial [|__http://moodle.org/mod/forum/discuss.php?d=117690__]  - moodle scorm [|__http://joedeegan.blogspot.com/2010/06/articulate-moodle-and-scorm.html__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle and articulate <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.reallylinux.com/docs/installmoodle.shtml__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle setup <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://php.opensourcecms.com/scripts/show.php?catid=1&category=CMS%20/%20Portals__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - php open source cms <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://docs.moodle.org/en/Create_Moodle_site_database__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle site with database <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://docs.moodle.org/en/Moodle_site_moodle_directory__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle directory <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://docs.moodle.org/en/Installing_Moodle__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - installing moodle

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Example <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://209.112.248.181/moodle/login/index.php__] <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://planmaestrodecristo.com/academia/__] <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://abiomedtraining.com/moodle/__] <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://courses.aag.org/__] <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.themza.com/moodle/ability-to-learn.html__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle theme <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.moodle.or.kr/course/view.php?id=41__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - korean moodle <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.articulate.com/support/presenter09/kb/?cat=3__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle with articulate <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.brightcoreconsulting.com/brightcore_administrative_reporting_module.php__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle scorm

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Moodle youtube <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://www.youtube.com/watch?v=CyxuDwfB46Y&feature=related__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> - moodle setup

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Copyright <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">[|__http://kr.blog.yahoo.com/fee33ff/4869.html?p=1&pm=l&tc=20&tt=1301260322__]

//<span style="color: #5d5d5d; font-family: 굴림; font-size: 12px; line-height: 18px;">어제 좋은 분들과 만나 이야기하던 중 갑자기 생각이 안난 초등 이러닝의 선두주자가 바로 에듀모아다. //

<span style="background-color: #e4e4e4; display: block; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px;">웹사이트 : @http://www.edumoa.com/

E-learning magaznie and blogger

http://joedeegan.blogspot.com/2009/12/pbl-cheatsheet-featured-in-elearn-mag.html - talk a lot about articulate and moodle http://www.elearning.org - elearning magazine

<span style="color: #333333; display: block; font-family: georgia,'times new roman',times,serif; font-size: 1.083em; line-height: 1.4em; margin-bottom: 1em; margin-left: 0px; margin-right: 0px; margin-top: 0px;">With some money from MacArthur Foundation, I worked with developers and with my own students to develop a combination of tools and techniques: [|http://socialmediaclassroom.com] and [] It’s free and open source software and all the curricular materials are free for others to use. <span style="color: #333333; display: block; font-family: georgia,'times new roman',times,serif; line-height: 18px; margin-top: 15px;">You may want to take a look at this interview on K-12 math teaching online: [] // From a social constructivist point of view, I have problems with a curriculum based entirely on Internet instruction. Students benefit from constructing their own meaning from the world with guidance from instructors and collaboration with peers. While collaboration is somewhat possible with chat rooms, the venue is more artificial than sitting side by side with another student and working through a math problem or science experiment using hands-on materials. // // Many online courses that I have seen isolate the student and compel him or her to work alone. The primary mode of delivering instruction is telling basic knowledge which requires lower level thinking skills and may develop procedural knowledge rather than conceptual understanding. //

// Yes, there’re many motivated students who can learn on their own, and they take online courses for that reason. But I know many of my online classmates took online courses just to get the course requirement over with asap. // // Just to show you how easy it is to cheat online : look at this online academic fraud story: // // ‘Gross academic fraud’ at UTB-TSC rocked Office of Distance Education // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;"> [] //

// As an online instructor, I have two comments: // // 1. I was forced to pay a lot more attention to pedagogy – how would I convey this information, invite the student to learn, maintain the student’s attention – than I had in recent years, when I began constructing online courses. This also helped improve my face-to-face teaching, but I think my online courses are better done. // // 2. Online college students don’t last long enough in an online course to get a grade if they are unprepared in reading, writing, and computer skills, or if they lack motivation and self-discipline to complete the coursework. The bottom of the grade distribution usually drops the course in an online class. //

// We sell an online business collaboration tool and while we don’t actively market to schools we were surprised to find how many have incorporated our product into their teaching techniques. The most innovative are not just broadcasting the instructor to a passive audience but engaging the students with individualized live and recorded audio, video and graphics. A good example is Paso a Paso, which employs instructors in Argentina to teach Spanish to people in Japan. Using video the students can see hand gestures and facial expressions better than they could from the back of a classroom, the teacher can correct pronunciation, and a rich set of visual materials at appropriate places in the lesson. // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;"> [] //

// http://www.phdcomics.com/comics/archive.php?comicid=1174 //

// Amidst the debate of the finer points of the meta-analysis and anecdotal evidence supporting/against online education, I offer this as a way of critically assessing headlines like “…online education beats…”: // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;">[] //

// Absolutely true! Not only is there a growing trend of taking higher education online but there is also a vat number of K-12 education online schools popping up online. I have always been in favor of online professional training for licensing in many industries like insurance, healthcare, occupational training etc. See some examples below: // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;">[] // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;"> [] // //<span style="color: #004276; font-size: 1.083em; line-height: 1.4em; margin: 0px 0px 1em; text-decoration: none;"> [] // // Online education is the next big thing! //

// I can’t wait for this study to be extended to younger students so we can actually implement something in our school systems that work for a change. Homeschoolers have know for decades that the more tailored a program can be to the individual student, the better they will perform on standardized tests compared to those in a large classroom. // // Homeschooling test scores average in the 86th percentile compared to public schools in the 50th percentile. This study covering nearly 12,000 students was released in August 2009 can be found here: // // []. //

// My questions with this study are: // // 1. Are the groups – online versus traditional – randomly assigned, or did the study simply examine the two different groups over a period of time? If they are not randomly assigned, the supposed superiority in online becomes meaningless. There is no control. Students who go the online route are by definition higher performing–they are far more self-disciplined, for starters. They are also on average older (as it stands now). These are two differences off the top of my head. I’m sure there are more–Oh yeah, there’s also socioeconomics. In the poorer district I teach in, you cannot assume the home owns a computer. They are too poor. An online course, while not requiring you own a computer at home, is far more convenient if that’s the case. It would be highly inconvenient for an inner city child without a computer to do his/her work online in the library, say, for four or six hours a day. Thus the groups are self-selecting: online students would be higher socioeconomically, be older, and be more self-disciplined. THis is just for starters. // // 2. As someone else brought up, if the tests and assessments are not identical, then the comparison also becomes meaningless. Also, you need to compare the identical testing circumstances. For example, a student of mine cheated his way through an online health course. It was set up so that you could easily run a search/find for the materials while you were taking the quiz. He “earned” a 99 in the course without opening a book or learning the material. In my own case, in which I took masters classes online, the quizzes were far, far too difficult to actually do without doing them open-book (though this was cheating, every single person in the classroom did this, and the professor looked the other way). In addition, in taking the quizzes, I had access to any online resource I could use within the time frame. Obviously, the above two examples could be adjusted with more careful programming and assessments, but teaching – any teaching, online and in the classroom – is NEVER ideal, despite what researchers outside the classroom seem to believe. // // 3. I resent once again having people with no working expertise in the field – eg an “education psychiatrist” – gathering objectionable data which may well alter the way we do education in America. A lot of money is involved here (online schools, computer programs, and so on, stand to gain a HUGE amount of business) and I would ask who stands to benefit from this. I know I sound cynical, but money and power have been heavily involved in our educational system for the past 100 years at least. Ask yourself who stands to gain from this study? The authors (their reputation), the Dept of Ed., online programs, politicians who may have a band wagon to jump on, online schools, computer companies, and certainly colleges, which have to pay FAR less overhead and less pay to the instructors (I won’t teach online—the pay is far less, yet you work more hours even than in-class, where I work about 60 hours a week). Don’t forget that online colleges have a far higher profit margin, and many STILL charge the same amount as they do for in-class instruction. Profit, money and power. // // Of course, the study could be strictly scientific and disinterested. But I have to say, I doubt it. And I’d like to see data that answers my above questions: is there a control, are the groups random, are the assessments equivalent, and is there cheating involved? //

// Now, my only disclaimer is this: Online education is not for everyone. Quite frankly, some students have to be locked up in for 8 hours a day for the security of society. Some students must be monitored every second of every minute of every day just to do an assignment that is essential to their passing or failing that class. Some students, who decide that education is not worth their effort, drag down the rest of us who are eager to learn. Those students need to have a school, no, a SOCIETY to their own. One where they can indulge in laziness, procrastination, and mediocrity. Those students are not ideal for online education because it takes dedication, motivation, and desire to do well. Unlike a classroom which has ridiculous ‘participation grades’ and ‘behavior grades’ added in to curb the averages, Your online class grade will directly reflect your work ethic and willingness to learn. That’s the kicker. //

//이곳은 한국전자거래진흥원 이 구축한 것으로, 구축배경은 다음과 같이 설명하고 있다.//

<span style="background-color: #e4e4e4; display: block; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 10px; padding-left: 10px; padding-right: 10px; padding-top: 10px;">국가 차세대 성장동력 산업으로써 지속적, 안정적 성장세에 있는 이러닝 산업의 근간이라 할 수 있는 이러닝 콘텐츠의 제작 및 소비환경의 적절한 활용에 대한 요구에 적절히 대응하기 위해서는 기 제작된 콘텐츠와 신규 제작되는 콘텐츠의 체계적인 보존과 활용의 극대화를 위한 국가적인 정책이 필요하며, 이를 위해 지식정보에 대한 표준화된 메타데이터의 지정 및 이러닝 객체 라이브러리 구축이 절실한 시점입니다. 이에 “이러닝 정보공유 시스템 구축사업”을 통해 지식정보의 공유, 확산 및 이러닝 콘텐츠 제작에 필요한 비용부담 해소를 위한 산업부문 및 공공부문 자유이용정보저장소 시스템의 구축을 목표로 1차적으로 이러닝 정보공유 시스템 구축 및 통합검색 시스템 구축, 이러닝 표준 및 관련 사이트의 연계 시스템 구축이 절실히 요구되고 있는 실정입니다.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf - online learning report [] - metaanalysis (zhao [] - bernard) http://www.sheppardsoftware.com/USA_Geography/USA_GL_1280_800.html - a good example of interactive map http://www.oracon.co.kr/ - e-learning korea http://mfeldstein.com/ - e-learning best blog http://www.articulate.com/rapid-elearning/here-are-ten-rules-to-create-engaging-elearning/ - book http://www.articulate.com/rapid-elearning/so-you-want-to-be-an-e-learning-hero/ An Instructional Designer is a lot like an Qualitative researcher who is trying to learn about something without any assumptions. Leave you ego outside the door, respect your client, and remember, whatever knowledge you may have, is only abstract ideas to your client, use terms he can relate to, and you have a concrete ground to begin.

http://www.online-educa.com/audio-video-620 - Thomson http://www.articulate.com/rapid-elearning/instructional-design/ - Instructional design principles http://blog.cathy-moore.com/ - the best blog http://elearningtech.blogspot.com/ - the blog http://www.articulate.com/community/ - the second best blog http://www.similarsites.com/site/kineo.com - elearning web site http://daretoshare.wordpress.com/my-recent-publications/ - the third blog http://www.youtube.com/watch?v=gtVYkEdGtfo http://www.youtube.com/watch?v=Mj5M4KCfTwo&feature=related - cathy's video clip http://www.kineo.com/authoring-tools/lectora-e-learning.html - lectora - the best web site. from http://www.kineo.com/elearning-reports/new-to-e-learning.html http://www.worldcat.org/search?q=au%3ANational+Society+for+Performance+and+Instruction.&qt=hot_author - journal http://paper.li/gregwilliams123/instructional-design - magazine http://dsink.com/development-services/e-learning-development - e-learning training http://www.umbc.edu/isd/ - umbc - etraining http://www.clarktraining.com/eLearning.php - certificate2 http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm - teaching tips It's a question that trainers struggle with, whether they realize it or not. Martin L. Cohen of Breakthrough Performance Tech gave a talk this morning at DevLearn that focused on "e-performance" — the //do// part. Cohen's premise is that training in the business world should be like training in the sports world. That is to say, training should be practice, or //doing// with an emphasis on repetition. Sports players always warm up, but there's no warm up in business, says Cohen. "In true e-performance, you train daily." Additionally, Cohen sees a need for immediate and directive feedback. Again, using a sports analogy, he likens it to a golf pro giving a student a bucket of balls and then leaving the driving range while the player hits balls. "You would //never// pay a sports coach for training that's not directive," Cohen says, meaning it's the golf pro's job to stick around and advise the player on her swing while she's practicing. And yet the kind of training and feedback that happens in the business world is very often after the fact. While Cohen supports his approach with results from cognitive and behaviorial research, one area where I question his method is his dismissal of theory. Cohen spoke about theory as if it is a waste of time — the very thing that prevents people from taking action and learning right now. His sense of immediacy carries over into his rationale, saying that the brain needs to be constantly reinforced for people to truly learn and know how to do certain tasks. The brain works on a "use it or lose it" policy.

http://www.elearningguild.com/DevLearn/content/1689/#devlearnvideolink - elearning conference

http://clarktraining.com/blog/ New research from Richard Mayer and Cheryl Johnson compared two versions of a “Circuit Game” designed to teach how circuits work. A basic game version was comapred to three other versions: with self-explanation response requirements, with explanatory feedback, and with both. Learning during the game and after the game was improved by self explanations or feedback. The goal of the research is to define game conditions that lead to learning. Journal of Educational Computing Research V 42, 241-265.

Project Summaries **Human Performance Technology and Needs Assessment** Your first project is the most extensive of the program. You will complete a performance assessment in which you apply at least three of five techniques to gather both objective and subjective data addressing an opportunity or problem within a line organization. Your project deliverables include: • A performance assessment report that includes an evaluation plan • Documents that summarize the data you collected as part of your performance assessment and your training needs assessment • A description of the media mix you will use to achieve the instructional goals

**Design of e-Learning** For your second project, you will design and develop a lesson related to your needs assessment. You will submit a job and task analysis and lesson storyboards that include the following: • Use level learning objectives • Screens that apply effective display guidelines • Use level e-learning interactions • A valid quiz **Research on e-Learning** Your final project will demonstrate your competency in human learning psychology by evaluating your lesson project in terms of its effective support of working memory, long term memory and the processes that convert lesson content into new knowledge and skills in memory. You will submit a short report that analyzes your project lesson for the following: • Optimal use of visuals and text • Use of on-screen learning agents • Interaction design and placement that reflects research guidelines • Use of navigational techniques to optimize learner control for your audience • For an onsite group of 10 to 16 students, the price is **$64,000**

book Ray Jimenez, author, //3-Minute e-Learning////,// //Scenario-Based Learning: Using Stories to Engage e-Learners// and //Do-it-Yourself e-Learning: 100 Ways to Simplify Design and Development//. Ray is the systems architect for www.vignetteslearning.com and [|www.trainingmagnetwork.com].
 * Instructor:**

LMSSimplify LMSSimplify is a **“simplified-few-steps”** LMS (Learning Management System) designed for easy and immediate use of elearning developers. LMSSimplify is affordable, flexible and a robust solution. LMSSimplify.com enables organizations to construct and publish online learning programs developed with Articulate, Captivate, Flash, Lectora and other authoring tools, register participants, assign curricula, set-up training schedules and alerts, build pre- and post- tests and multiple methods of reviews, tests and evaluations. The LMSSimplify provides an advance randomized certification function, as well as extensive reporting on learning performance and certification. It also provides a classroom registration system and email alerts. LMSSimplify is a affordable starting from a low amount $500 per month hosting fee.

as an second option

12.03

=NASAGA Conference 2010= http://www.nasaga.org/photo/nasaga-conference-2010-240?context=latest

http://www.goeshow.com/lakewood/lol/2011/elearning_design.cfm - toni

Larry earned his B.A. at the University of Virginia and M.Ed. at the University of San Diego. Along the way, Larry has been a Bailiff in Traffic Court, Algebra and Geometry Teacher, Basketball and Tennis Coach, Director of Summer Camp Aquatics Programs, Director of Sales, and an Actor in T.V. Commercials. Larry leads personal development seminars and specializes in team building events. Larry is a certified trainer. Since 1990, Larry has completed Jack Canfield's Facilitating Skills Certification (Culver City, CA), Melton Leadership Institute Train-the-Trainer (Palm Springs, CA), Active Teaching Leadership Training (Atlanta, GA), Piering Mastery Technology for Excellence Training (Costa Mesa, CA), Tony Robbins Mastery University (San Diego, CA), and Stephen Covey “First Things First” Workshop. He is ROPES Course Certified. Member: American Society for Training and Development, National Parenting Instructors Association, Association of Supervision and Curriculum Development, Georgia Alliance for Children, ASCD Character Education Network, Georgia Association of Educational Leaders, Mentoring Leadership Network, Association for Experiential Education, International Alliance for Learning, and International Association of Facilitators.

from http://www.funteambuilding.com/about.php from http://www.thiagi.com/links.html

11.30 http://www.kineo.com/management-team/kineo-us-management-team.html - personal page info [] - elearning solutions http://www.kineo.com/shop/reports/kineo_50ideasforfree_elearning.pdf - elearing http://www.ibritt.com/resources/dc_management.htm http://www.m62.net/powerpoint-templates/page/6/ - powerpoint template http://ryanjennings.hosted.panopto.com/Panopto/Pages/Viewer/Default.aspx?id=5f29ea46-d6eb-4c40-a284-038c61a94b1d - panopto http://www.youtube.com/watch?v=aWRvRPMNavw&feature=channel - panopto http://www.m62.net/presentation-theory/presentation-best-practice/presentation-ideas/ - second larry lessig http://www.m62.net/presentation-skills/presentation-technology/ - e-learning http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-education-schools - from brian

Conference http://www.tcea.org/Pages/default.aspx - moodlemoot http://www.tcea.org/Pages/default.aspx http://www.goshen.edu/moodle/ http://www.educause.edu/blog/gbayne/EDUCAUSENow2812010CurrentIssue/206538 - online learning tips from http://matthewkr.com/teaching/ - elearing web site http://moodle.metrotech.edu/ moodle http://moodletutorials.org/index.php - moodle tutorials http://sisltschedule.missouri.edu/courses - Missouri courses

http://www.collegenetwork.com/boston/googlecontent - project management certificate http://www.sqlzerotopro.com/other-tutorials-by-hasan-mir.html - best squl tutorials

11.23 http://www.uh.edu/multimedia/?mm_catId=General - U.H multimedia http://www.dce.k-state.edu/distance/videos - kansas state university http://www.osher.ku.edu/ - university of kansas. http://www.kuce.org/

E-learning videosss

http://www.youtube.com/watch?v=pNWPeWdjPjI&feature=related – e-learning pro http://www.youtube.com/watch?v=OR42y0RmFWw – Colleges Use Blackboard to Continue Learning During H1N1 Outbreak http://www.youtube.com/watch?v=t6UEoguiRS8&feature=related – virtual conferenence http://www.youtube.com/watch?v=RM2yFNj7SJ0&feature=related – that is really happening in india http://www.youtube.com/watch?v=yX8yrOAjfKM&NR=1&feature=fvwp – Matrix Runs on Windows XP http://www.youtube.com/watch?v=-Ir4-EFVhzI&feature=related – a great presentation http://www.youtube.com/watch?v=jotazmc5qvw&feature=related – second life education virtual classroom

10.10