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Lunch and Learn Courses
Learning: How? Why does it matter?
Creating effective eLearning courses
Working with SMEs
Designing a Great Course
Building better test questions
Course Development Rules 101
1.Only 3 – 5 close objectives in
the course
Working
Memory
Schema
Cognitive
Load
3. Connect information to
previous knowledge
2. Keep words-per-slide
to a minimum
Learning
Concepts
Working
Memory
Learning
Concepts
1.Only 3 – 5 close objectives in
the course
Course Development Rules 101
Work this problem in your head:
137+849___________
Now, try this one in your
head:
2130134 1374295
+8497283______________________986
12,001,712
Course Menu
Ways to use this product
Introducing our new product
How our product will change your life
How to sell our product
Customer scenarios
Test Your Knowledge
Changes in the product series
Another important thing to note
Choose a section to begin.
Working
Memory
Learning
Concepts
1.Only 3 – 5 close objectives in
the course
Course Development Rules 101
Cognitive Load
1.Only 3 – 5 close objectives in
the course
Working
Memory
Cognitive
Load
2. Keep words-per-slide
to a minimum
Learning
Concepts
Look at My Headline! Wooo hoo! Important stuff here!!
Let’s not summarize anything because every word that I have ever thought of about this subject is super important!
Another important point here! (Along with non-relevant clipart below to show how happy I am…and to make the page pretty!)
◦ This one is so so sooooo important that we need three sub-bullets!
◦ See! Another bullet!
◦ Here is the last one!
And this one is even more important, so I
think it needs a sub-sub-bullet!!
…or two
Maybe one last sub-sub-sub bullet just to make sure that I got my point across
Yay! I love to take
eLearning courses
that are full of text. I
learn so much when I
read and read and
read a screen!
A course developer’s fantasy
Reality: Learners don’t learn well by reading bullet point after bullet point of text.
…assuming they can even stay awake long enough to read it.
Zzzzzzz
Cognitive load: The amount of working memory being used during learning
Cognitive load
=
Brain weight
Course Development Rules 101
1.Only 3 – 5 close objectives in
the course
Working
Memory
Schema3. Connect information to
previous knowledge
Learning
Concepts
2. Keep words-per-slide to a
minimumCognitive
Load
Example #2The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated.
Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell, After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
(Bransford & Johnson, 1972)
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated.
Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell, After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
(Bransford & Johnson, 1972)
Doing laundry