ID and e-Learning Links (2/2/14)
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Whitepaper – Moodle 2 Repositories | Some Random Thoughts
Gavin Henrick on Moodle Repositories, including tables comparing features
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ZebraZapps: Santa, Can We Talk?
Example of a branching scenario activity with a coach and a meter showing progress on every screen, built in ZebraZapps
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Feedback Interventions: Toward the Understanding of a Double-Edged Sword
Research on feedback’s effect on performance. Feedback is generally helpful but can be detrimental, especially for more complex tasks. Goal setting can help mitigate the risks of feedback interventions.
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Research on the effects of feedback interventions. Feedback is not always beneficial for learning; in some cases, it can actually depress performance.
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The MCPL literature suggests that for an FI to directly improve learning, rather than motivate learning, it has to help the recipient to reject erroneous hypotheses. Whereas correcting errors is a feature of some types of FI messages, most types of FI messages do not contain such information and therefore should not improve learning—a claim consistent with CAI research.
Moreover, even in learning situations where performance seems to benefit from FIs, learning through FIs may be inferior to learning through discovery (learning based on feedback from the task, rather than on feedback from an external agent). Task feedback may force the participant to learn task rules and recognize errors (e.g., Frese & Zapf, 1994), whereas FI may lead the participant to learn how to use the FI as a crutch, while shortcutting the need for task learning (cf. J. R. Anderson, 1987). -
In the MCPL literature, several reviewers doubt whether FIs have any learning value (Balzer et al., 1989; Brehmer, 1980) and suggest alternatives to FI for increasing learning, such as providing the learner with more task information (Balzer et al., 1989). Another alternative to an FI is designing work or learning
environments that encourage trial and error, thus maximizing learning from task feedback without a direct intervention (Frese & Zapf, 1994).
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Female voice over and audio editing for e-learning. Demos are on the website. She has done dialog for more conversational courses in the past, although that demo isn’t on her public website.
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Determining the cost of a custom e-Learning course
Calculator for pricing custom e-learning based on a number of factors (graphics and multimedia, interactivity, instructional design)
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Question on SCORM licensing | LinkedIn
This isn’t really about SCORM, but a question on pricing e-learning courses for perpetual licenses rather than annual per user fees
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Most perpetual license deals I’ve seen in the eLearning space are usually priced at 3.5x the annual user price plus another 10-15% of the contract value for course maintenance and support.
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Those Who Do, Can’t Teach: Why SMEs Make Bad Instructors
Example of why experts often can’t teach well (or write good courses without an ID) based on research of NICU nurses who knew how to recognize infections but were such experts that their knowledge had become automatic and intuitive for them.
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When you’re a domain expert in your field, it’s difficult to step back and remember what it was like to be a beginner. Once we have knowledge, it’s very hard to remember what life was like without it.
Instead of placing the burden of training on a subject-matter expert, it’s often more effective to establish a collaboration between subject-matter experts and trainers who are experts in breaking down information, recognizing the critical elements, and putting it back together in a way that’s digestible for people who aren’t experts.
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