11 Matching Annotations
  1. May 2019
  2. Jul 2018
  3. Feb 2018
  4. Jan 2018
    1. That was just one benefit of including students in course design, professors at Dayton and other colleges have discovered. The practice can also help students reflect on their learning and provide professors with fresh ideas for exploring a topic they may have been teaching for years.
    1. Review your e-learning courses and ensure that how you present content and interactive experiences are consistent. This is especially true if you change the flow of content such as going from a screen of text to an interactive decison-making activity.

      unless it is being used to reinforce content structure, navigation should be metaphorically invisible (just thinking aloud)

    2. Gamification of Your Virtual Orientation

      Depending on your LMS, you have a certain amount of control over what the learner sees and when using selective release criteria / activity completion criteria (or whatever your particular LMS calls it). The selective release criteria can support creation of a 'game-like' situation in which learners are led through some critical activities to get them familiar with the course tools and expectations...

      Moodle, for example, has several options for Activity Completion - that can be used to support a more game-like environment or at least a more game-like intro / virtual orientation...

      More coming - feel free to contribute...

    3. I usually Google map the area and take a virtual walk.

      Virtual Walk equivalents in the online classroom:

      What else???

  5. Dec 2017
    1. a six-step process (Salmon, 2016). In stage 1, participants write a blueprint by agreeing on a mission statement and ‘look and feel’ for the new course. In stage 2, participants develop a storyboard by visually plotting the various components of the course (classes, assessments, and other activities) on A3 flip chart paper. In the third stage, participants develop an online prototype of their new course, by trying out some of the redesigned activities in the online platform. In stage four, participants perform a ‘reality check’ by asking other workshop participants to try out their prototype and offer feedback. Participants review and adjust the prototype in stage 5 and then develop an action plan (stage 6) whereby they decide what else needs to be done to complete the course, when it needs to be done, and by who
  6. Nov 2017
    1. Hold the player’s hand too much and she disengages out of boredom. Ask too much of her too soon and she quits in frustration.

      Thinking how this relates to course design...

  7. Aug 2017
    1. It intentionally values what is being brought to a design conversation (a user’s experiences, previous design work, etc) rather than trying to always disrupt, destroy, or replace what was previously created