E-learning Curve Blog at Edublogs

As discussed in my last blog entry, learner intention – specifically deliberative learning (where the worker schedules time to learn) is a key definer of non-formal learning. As such, the development of an educationally sound theoretical framework, pedagogical approach and instructional design process (are essential in create a learning environment (both synchronous and asynchronous) conducive to the requirements of knowledge workers. At the same time, the content model must make effective use of available technologies, with the express purpose of countering the effects of cognitive overload (learners had consistently remarked on an imbalance of text to other media types – occasionally too much, but also, interestingly, in some instances not enough text on-screen to elucidate the topic, with the presenter “talking to, or around” the content where textual reinforcement would have assisted the participants understand the concepts being discussed (see Table 1).

I have developed the Information Sessions according to well-established learner-centric instructional principles. Specifically, they use a Constructivist theoretical model and a fusion of the ARCS Model and a Systems Design approach to the instructional design of content. A modality of Gagné’s Assumption is used as the basis for the Information Session structure, and the actual presentation format adheres to Gagné’s Events of Instruction (1-5, 7). Content is developed according Rapid eLearning principles. Information Session presenters are guided by the production team through the content creation process.

Table