In this issue, we will share with you what is Content-Rich and Experience-Rich Learning. After which, we will introduce you on how you can benefit from the “Zoom In” function of Articulate and how it can be created. Plus, the perspective of graphics and the importance of the rules of third for good image composition. Scroll on!
Every year, eLC sends a group of staff to attend the Lectora User Conference where they are given the opportunity to learn more about Lectora and open up their networks to other users who utilize this authoring tool. This year, it will be held on 22 – 24 May 2012, at the Heart of Chicago. Do visit the next newsflash here to read more about their experiences at this conference.
At the same time, another batch of staff from eLC will have the chance to attend a conference in London, “The International Exhibition and Conference for the Military Training and Simulation Community.” It will be attended by thought leaders from Industry, Academia and key military figures from the training and simulation community. The experiences of the staff who will participate in this event will also be shared to all the readers of this news letter. Surely, it will catch the interest, especially of enthusiasts in the field of military training and simulation. Stay tuned!
In one of our previous articles, we wrote about learning on the move and how it has become a common sight as it has become a lifestyle. Other than the fact that smartphones and tablets have become synonymous to carrying our wallets and purses, its capabilities have tremendously changed our lifestyles. One of the most sweeping changes is our access to information which seems limitless, in addition to the many features one can find on the devices.
Our access to information has not only changed how we capture or retrieve information, but also in how we resolve problems, and even more, how we learn. When mobile phones in the 90s became prevalent, calling a friend to ask for information was so quick. But in recent times, many would depend on themselves to gather information on the web. This access to information has also affected how learners learn. Everyone seems to be learning now but only at times when it is needed. From the adult learners' perspective, when information or certain resources are required to attain a certain performance, learners will always be motivated to learn by pulling information. It is very seldom in the current age that adult learners would want to learn all the information in advance or be pushed the information in case they may need it in the future. Such pushing of information to the learners by assigning them certain modules for the purpose of knowledge transfer are still prevalent in many organisations but are less effective as mindsets of adult learners are now moving away to content-focus on a need basis.
While this may be the current mindset of adult learners, many organisations are still transferring content rich knowledge to their people and there are still many eLearning content which contains tremendous amounts of content because many of such content are deemed as required information or knowledge that learners should have. So how do we address this issue of rich content that must be pushed to the learners who would rather be pulling information they want to learn. Ultimately, it's the question of how we motivate them to learn what we want them to learn.
In reference to the revised Bloom's Taxonomy of remembering, understanding, applying, analysing, evaluating and creating, content rich eLearning modules will see much of the information in the category of remembering and understanding. Unfortunately, many of the current content are still in these two levels. This is the reason why learners do not pull such information and it is usually pushed to learners. One of the reasons triggering learners to pull information is because they are accessible on the mobile devices. The other reason, more important to learners and learning, is because it creates a fabulous experience that stimulates and motivates one to want to proceed or even repeat the experience to better the current experience. This is illustrated in the many apps that mesmerise users because of the experience that one encounters which is pleasant and motivating. Many of such apps or games require the users to analyse, evaluate and create which are the last three levels of the revised bloom's taxonomy. As such, our learning content should consider the experience it creates to integrate the content in the experience of the learner. Learners today are no longer just interested in the content but how the content can help them in furthering their performance or an activity.
So when designing our eLearning courseware, let us think about what motivates us to want to play a particular game when we knock off from work. Always consider the experience in relation to the content and not just on the content alone.
In the article entitled, “Content-Rich VS Experience-Rich Learning,” we are reminded that in order to stimulate the learners to continue their access for quality information, it is equally important that they are provided with engaging experiences. Thus, developers of elearning courseware must keep in mind to make their presentation attractive, content-rich, and fun.
On the other hand, this issue has also provided meaningful information on how to help users enhance the viewing capability of the power point material, using Articulate, and, how to promote balance and make the images more interesting, using the rule of thirds. Others, particularly those who are already experts in these lines, may have developed better ways of doing things. But for those who are just starting to learn, it helps to keep them in mind first before exploring other possibilities. As a popular saying goes, know the rules first so you know how to break them later on.