E-learning Curve Blog at Edublogs

And so my friends, we reach Number 20 in our journey of discovery around Instructional Design. That’s a month’s solid blogging, investigating one of the fundamental domains associated with our profession.
What have we learned? More of that anon, but for now I’m going to cover the the Seels and Glasgow Model in this E-Learning [...]

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And so my friends, we reach Number 20 in our journey of discovery around Instructional Design. That’s a month’s solid blogging, investigating one of the fundamental domains associated with our profession.
What have we learned? More of that anon, but for now I’m going to cover the the Seels and Glasgow Model in this E-Learning [...]

[Read more]

In yesterday’s post, I looked at the ASSURE instructional design model, which was originally developed by Heinich et al in the 1990’s, and is now popularly and widely-used in both classroom and e-learning environments.
Given the ASSURE Model’s constructivist epistemology and successful implementation in early 21st Century educational contexts, you may be surprised to learn [...]

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In yesterday’s post, I looked at the ASSURE instructional design model, which was originally developed by Heinich et al in the 1990’s, and is now popularly and widely-used in both classroom and e-learning environments.
Given the ASSURE Model’s constructivist epistemology and successful implementation in early 21st Century educational contexts, you may be surprised to learn [...]

[Read more]

Today’s the day for my eLearning Guild Online Forum debut presentation. I’ll be hosting an online session called Integrating Audio in to E-Learning Courseware.

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One of the central components of the impact of learning (and specifically the development of information workers’ expertise in organizations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, it is apparent that a dichotomy exists [...]

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Last time, I investigated mobile learning (m-learning) in the context of its parent domain e-learning and I outlined some types and characteristics of devices that enable the delivery of m-learning to users. In this post, I will look at the some of the learning theories that support learning distributed via mobile devices.
Now read on…
In their [...]

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In this post, I will look at the some of the learning theories that support mobile learning.

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As discussed in a previous post, Driscoll (1994) outlines five conditions for learning (p.382-3). Very much like the multiple approaches and interpretations that exist in constructivism, a number of conditions must be met for the approach to be implemented. The conditions are:

Providing complex learning environments that incorporate authentic activity. Constructivists argue that learners should learn [...]

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Here’s an unusual but potentially very useful instructional strategy, one that takes advantage of peoples’ need for resolution or for closure. The Zeigarnik effect states that people remember uncompleted or interrupted tasks better than completed ones.
Russian psychologies Bluma Zeigarnik first studied the phenomenon in the late 1920’s after her professor, Gestalt psychologist Kurt [...]

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