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31 Out of 95 E-Learning Ideas Ain't Bad, Part 2

Jared Stein — Fri, 13 Jun 2008 22:32:59 +0000

Continuing from yesterday’s post, 31 Out of 95 E-Learning Ideas Ain’t Bad, here’s the second half of my pick of the strongest e-learning ideas found in Patti Shank’s useful book, The Online Learning Idea Book: 95 Ways to Enhance Technology-Based and Blended Learning.

Use electronic flash cards (p 184). (Coincidentally, @KenWoodward and I are working on providing an extremely reusable flash cards app for both desktop Web browsers and handheld devices.)
Drag-and-drop activities for self-assessment within a lesson (p 194).
Use pre- and post-assessments to demonstrate the value of the e-learning (p 205).
Provide flowchart(s) to illustrate processes (p 216). (I’ve found these are easy to create in most spreadsheet programs.)
As part of prototyping and design, write a learner scenario to describe possible interactions with e-learning (p 221).
Tap into learners’ “emotional brain” with personalized learning models (Concrete experience; Reflective observation; Abstract hypothesis; Active testing) (p 226). (This model is similar to Stevick’s Observe – Span – Do, which I’ve found to be effective in language learning.)
Use content templates to rapidly turn out lesson pages with a consistent look and feel (p 228; p 232).
Use concept maps and causal loops for navigation as an alternative to linear navigation for complex concepts (p 240). (I do recall some early studies of hypertextual learning suggested that non-linear navigation is risky at best.)
Embed hyperlinks to glossary entries within the lesson content (p 249).
Provide a printable summary of lesson content as a study aid (p 265).
Develop a virtual campus to help wholly distance learners orient themselves and feel connected (p 287).
Use visuals to show relationships between course concepts (p 291).
Slow down or speed up motion to demonstrate complex physical skills (p 301).
Create an interactive, multidimensional timeline for subjects such as history that weave events in places and times (p 308).
Use still and interactive graphics for complex or obscure physical concepts (e.g. atoms, cells, galaxies, tidal pools) (p 312; 315; 318; 321; 324).

These 31 ideas are the choicest out of Shank’s 95+ picks. Note that I’ve written 95+; Shank explains at the end that there are more than 95 ideas in this book, despite the title. She suggests that the element of surprise can help learning along, yet at the same time she notes that she herself wouldn’t have noticed, and the book doesn’t even number the ideas so that you could know there were more than 95. Really, who’s going to be keeping count in their head?

Length and those minor complaints aside, I recommend this book to instructional designers or technology-minded teachers, if only to see the screen-shots illustrating the most useful and innovative ideas.

31 Out of 95 E-Learning Ideas Ain't Bad

Jared Stein — Fri, 13 Jun 2008 04:11:15 +0000

Patti Shank has put together The Online Learning Idea Book: 95 Ways to Enhance Technology-Based and Blended Learning, an annotated collection of 95+ examples of e-learning tools, scenarios, or applications. Her book delivers best-practices in e-learning in a format that is both accessible and well-illustrated. And while I am glad she put this book together as it will be especially useful to those just getting into the field of e-learning, my general reaction to the book was that it is too long, being packed with a number of examples that are either redundant or simply common sense.

I might correct myself on that last point to include “common sense” ideas that are of significant value; yet even so, I think I could edit Shank’s book down to simply 31 useful and noteworthy ideas for technology-enhanced teaching. My version would include just the following.

Provide a detailed, weekly study schedule (p 16).
Embed performance tips to direct study and discipline toward learner success (p 20).
Anonymous weekly surveys to collect formative feedback (p 31).
Have contingency plans in place for learning in the case of technology failure (p 39).
Explain discussion message protocols to keep students focused and comfortable in forums (p 78).
Let learners evaluate their own contributions to the course through online quizzes or surveys (p 82).
Use tables as graphical organizers to illustrate relationships between information or concepts (p 94).
Ask students to enter their answer and compare it to an expert’s response (p 101).
You mouse rollovers to show ancillary info, allowing students to learn more about topics or passages (p 105), or use collapsible layers for text or illustrations (p 244).
Share bookmarks to web sites online (p 112). (Surprisingly, del.icio.us or other online tools were not mentioned.)
Show an expert’s view of a question or issue surrounding a topic (p 118).
Use a table, or Word’s track changes for easy peer editing (p 132).
Moderate student chat rooms (p 142). (They recommend a “knowledgeable assistant”, but I say that’s the teacher’s job!)
Use word games, such as 5 summative words that start with the same vowel to reinforce concepts (p 161). (I like acrostics, such as are found in the Nintendo DS game, Brain Age 2.)
In synchronous lectures, let learners determine the order in which topics are presented (Gordon MacKenzie-style) (p 163).
Use games and puzzles to review (e.g. crosswords, fill-in-the-blank (p 180). (I recommend our GameGarten, aka The Play Station hosted by John Krutsch.)

I’ll stop at number 16 to give you the information in two manageable chunks. Chunking is one idea that I think is pretty useful in e-learning, though it is overlooked in The Online Learning Book. I’ll post the last 15 strong ideas on this blog tomorrow.