from lecture to module devon mordell rivet (learning technologies division of fhs)

From Lecture to Module

Devon Mordell

RIVET (Learning Technologies Division of FHS)

Elements of an e-Learning Module

Content Delivery

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YOU ME(and you too)

What we’ll look at today:

• Understanding the difference between

lecture capture and e-learning modules

• The e-learning module building process

• Considerations when authoring an e-

learning module

• Strategies for engaging e-learners

e-Learning Module ≠ You

What can a module do that you can’t?

More importantly,

what can you do that a module can’t?

An Important Distinction:

(an engaging)

e-Learning Module

Lecture Capture VS

E.G. E.G.

The e-Learning CycleTypical process in creating an e-learning

module:

Design

Develop

Deliver

Evaluate

DELIVERY

Consider module support

Instruction for use

DESIGN

Define learning goals

Understand your audience

Pool strategies

Storyboard

Diagram adapted from New Hampshire College

DEVELOP

Establish a workflow and a timeline

Create content in collaboration with regular contact

Pilot and refine

EVALUATE

Get feedback from students about usability

Evaluate student performance

The e-Learning Module

PowerPoint…

(…the unfortunate cornerstone of e-Learning)

It’s• unimaginatively linear• easily misused

But…

PowerPoint is here to stay (for now)

Many e-learning software applications

use PowerPoint as a departure point

And, it’s:• familiar to students and faculty• a good tool for storyboarding

Learner Engagement

How will you engage your learner?

What engages you?

Learner Engagement

Narrative:

• Real-life events relevant to content

• Scenarios

• Overarching storyline

• Use a personal tone

Learner Engagement

Multimedia elements:

• Images• Sound• Video• Animations• Simulations

Learner Engagement

Questions:

• Open-ended questions

• Teaching questions

• Retention check (e.g. quizzes)

• Immediate feedback

Learner Engagement

Navigation:

• Opportunities for self-directed

learning

• Non-linear navigation (as

appropriate)

• Choice

Learner EngagementActivities:

• Puzzles (for lack of a better word…)

• Games

• Practical hands-on exercises (PubMed search, e.g.)

• Others?

Be realistic about attention spans

As a guideline…

Max length of module: 15 to 20 minsTip: consider a series of mini-modules

to keep things short and sweet

Minutes between activity: 2 to 5 minsTip: poll students post-module to

evaluate pace

Learning Cues

How will you emphasize what’s important?

• Verbal cues (in narration)

• Visual cues

• Activity cues

Also: repetition of elements or

summaries

Considerations…

Learner Expectations

• Mid to high production values

• Good quality audio (!)

• Free of errors (technical, spelling, etc.)

• Ease of use

• Learning will occur

What do you expect from an e-Learning

Module?

Accessibility in e-Learning Modules

For people with visual impairments or

learning disabilities, include captions:

• Built-in captions – transcribe lecture, or create a script beforehand

• Include a plain text file for screen readers

Accessibility in e-Learning Modules

Colour-blindness simulator:• http://www.etre.com/tools/colourblindsimulator/ or

http://www.vischeck.com/vischeck/ (checks websites as well)

Original Simulated Protanopia Simulated Tritanopia

Cognitive Load

Strike a balance:

Content:InformationMultimediaActivities

Low High

Low

High

Low

High

Engaging

Bo-ring

Overwhelming

Copyright Permissions

In Canadian copyright, the ‘blackboard

exception’ does not cover e-Learning

modules.

• get permission or create your own media

Where does a module fit?

Once again, module ≠ you

• ultimately one way, transmission of data

• frees class time for questions, interacting with peers, or hands-on skills

• so, what kind of content is suited to modules?

The Evidence…

How effective is e-learning?

Servais et al. (2006)• graphically rich surgical case• correct answer with feedback

immediately provided • 24.8 % improvement on pre-

test and post-test scores• 87% rating by students as

above average or excellent

How effective is e-learning?

Kronz et al. (2000)• images with text describing Gleason

grading system • Testing pathologists’ ability to

diagnose prostate carcinoma using Gleason

• 6 – 25.3% (11.9% average) increase in assigning correct score to image

• lower pre-tutorial scores showed the greatest improvement

What about the evidence?

The caveat:

• Often tests learners’ perceptions of

the modules, not necessarily learning

• Difficult to extrapolate (variability of

instructional design is high)

• Rapid changes in the e-learning

industry means research tends to lag