1. General notes on eLearningA high-level guide for organisations embarking on digital learning for the first time Phillip Kingston Kingston Development www.kingstondevelopment.com.au

2. Background All knowledge that we have to offer can be found on Wikipedia or other such medium Not many people are doing eLearning well – therefore it isn’t easy! A lot for us to learn in why people are failing (Unfortunately) Many great e-learning systems are internal and as such advances in public online pedagogy are stalled Technology is pedagogically neutral Phillip Kingston www.kingstondevelopment.com.au

3. General Constraints No budget for face-to-face e-learning Little availability of real-time or short-delay support Desire for global reach Phillip Kingston www.kingstondevelopment.com.au

4. 4 Stages of Competence Unconscious Incompetence Interactive and fun system can create desire and recognition of deficit. What’ s our pitch Conscious Incompetence Once they know their deficit, they are complicit Conscious Competence This is the aim of our digital learning platform Unconscious Competence Generally thought to be unattainable online Phillip Kingston www.kingstondevelopment.com.au

5. Illeris and Ormorod learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995) Phillip Kingston www.kingstondevelopment.com.au

6. 5 Why’s We know the benefits of digital learning, the “Why” question, what we don’t know is the “How” How technology is used is much more important than which technology is used Phillip Kingston www.kingstondevelopment.com.au

7. Multimedia learning principles Modality principle Redundancy principle Spatial Contiguity Principle Temporal Contiguity Principle Coherence Principle Individual Differences Principle ... Wikipedia Phillip Kingston www.kingstondevelopment.com.au

8. Common Digital Learning Failures Extraneous cognitive load Split attention effect Lesson plans – what are we actually trying to teach? Diffusion of learning effect. What is addressed, but How is not. Too broad on subject matter, not enough repetition / consolidation. Over-estimate technology Bias toward visually sexy instead of robustness Aim at a reasonable and hit it Phillip Kingston www.kingstondevelopment.com.au

9. Radical Constructivist view Knowledge is not passively accumulated, but rather, is the result of active cognizing by the individual The function of cognition is an adaptive process that functions to make an individual’s behaviour more viable given a particular environment. Cognition serves the subject’s organization of the experiential world, not the discovery of an objective ontological reality ... Wikipedia Phillip Kingston www.kingstondevelopment.com.au

10. Theory we wish to embrace Dual / multi coding theory = mixed mode Worked examples Don’t forgo “interesting” for Redundancy Principle -> addition of interesting doesn’t affect learning performance in practice Focus on two things: Presentation of educational content Facilitation of educational processes Phillip Kingston www.kingstondevelopment.com.au

11. Effective e-learning Design Patterns Learners’ collaboration Learners’ cooperation Learners’ multiple perspectives Learners’ multiple representations of content/idea/concept Social negotiation among learners ... Wikipedia Phillip Kingston www.kingstondevelopment.com.au

12. KD aren’t specialists We need your help. We need help with: Your own learning methodology What you’ve learnt that works and doesn’t work Learning objectives / subject matter Phillip Kingston www.kingstondevelopment.com.au

13. Our Solution Regular low-touch bite-size engagements Short term memory appropriate – 7 pieces of info per screen Macro picture -> link to micro Lots of clicking and horizontal integration Connected learning Real world action and real world learning Phillip Kingston www.kingstondevelopment.com.au

14. Our Solution Methodology Overcome unconscious incompetence through compelling imagery and demonstrable value proposition Show a small amount of educational content per page Encourage linking between concepts and between the programme areas Use quizzes to build confidence and confirm learning Adhere to scholastic standards – abstract, what you’re going to cover and how long it will take Phillip Kingston www.kingstondevelopment.com.au

15. Business Considerations If you are going to charge for your online offering: Demonstrate a clear value proposition Skill acquisition to achieve certain outcomes e.g. This course allowed me to do X. Justify the price Working out a per hour rate e.g. This course is only $2.50 per hour Phillip Kingston www.kingstondevelopment.com.au