learning basics for course developers

Instructional DesignHow people learn and why it matters to you?

Lunch and Learn Courses

Learning: How? Why does it matter?

Creating effective eLearning courses

Working with SMEs

Designing a Great Course

Building better test questions

Learning is a Science

Course Development Rules 101

1.Only 3 – 5 close objectives in

the course

Working

Memory

Schema

Cognitive

Load

3. Connect information to

previous knowledge

2. Keep words-per-slide

to a minimum

Learning

Concepts

PPT changed “training”

The brain doesn’t like it!

Working

Memory

Learning

Concepts


the course


Working Memory

3 - 5 things

More complex

Fewer objectives

=

Work this problem in your head:

137+849___________

Now, try this one in your

head:

2130134 1374295

+8497283______________________986

12,001,712

2130134 1374295

+8497283______________________________________

3 - 5 things

Course Menu

Ways to use this product

Introducing our new product

How our product will change your life

How to sell our product

Customer scenarios

Test Your Knowledge

Changes in the product series

Another important thing to note

Choose a section to begin.

Working

Memory

Learning

Concepts


the course


Cognitive Load


the course

Working

Memory

Cognitive

Load


to a minimum

Learning

Concepts

Cognitive Load Model

…more words equals

more learning, right?

text on a slide = learning

Look at My Headline! Wooo hoo! Important stuff here!!

Let’s not summarize anything because every word that I have ever thought of about this subject is super important!

Another important point here! (Along with non-relevant clipart below to show how happy I am…and to make the page pretty!)

◦ This one is so so sooooo important that we need three sub-bullets!

◦ See! Another bullet!

◦ Here is the last one!

And this one is even more important, so I

think it needs a sub-sub-bullet!!

…or two

Maybe one last sub-sub-sub bullet just to make sure that I got my point across

Yay! I love to take

eLearning courses

that are full of text. I

learn so much when I

read and read and

read a screen!

A course developer’s fantasy

Reality: Learners don’t learn well by reading bullet point after bullet point of text.

…assuming they can even stay awake long enough to read it.

Zzzzzzz

Cognitive load: The amount of working memory being used during learning

Cognitive load

=

Brain weight

Working Memory

I love a

good

metaphor.

Cognitive Load Theory

Working Memory

Difficulty


Working Memory

Difficulty

DeliveryDelivery


Working Memory

Difficulty

DeliveryOther

stuffDelivery


Working Memory

Difficulty

DeliveryDeliveryDifficulty


Working Memory

Difficulty

DeliveryDeliveryDelivery


Working Memory

Difficulty


Delivery


Working Memory

Difficulty

Delivery


Working Memory

Difficulty


Delivery


Creating Schemas

What is this “schema thing”

that you are talking about?



the course

Working

Memory

Schema3. Connect information to

previous knowledge

Learning

Concepts

2. Keep words-per-slide to a

minimumCognitive

Load

Schema: A “tree of previous knowledge” that we

use to connect new information.

What does that mean?

PRODUCTS

mobile

lightweightkeyboard

stand

tablet

notebook

tent

4 modes

mobile

No keyboard

W T M H Y E L A B P P

Example #1

W T M H Y E L A B P P

(That’s amore)

Once we activated our “that’s amore” schema, most

of us could retain more information.

Does your course connect?

Example #2The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated.

Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell, After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.

(Bransford & Johnson, 1972)

The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated.

Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell, After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.

(Bransford & Johnson, 1972)

Doing laundry

Once we activated our “laundry” schema, we

understood, and the process made sense.

Doing laundrySelling a laptop

Installing a server



the course

Working

Memory

Schema

Cognitive

Load

3. Connect information to

previous knowledge


to a minimum

Learning

Concepts

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