Creative Commons licenses explained for educational content
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Session 4 from yum productions TAA elearn programme.
![Welcome – Week 4 ,[object Object],[object Object],[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/session4-100921031512-phpapp02/85/Presentation-Week-4-TAA-eLearn-1-320.jpg)
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Creative Commons licenses explained for educational content
- 2. almost a greek god Hands up those who want to die crusin’ cocky & sure of meself Just saw a mirror Use the text tool to record your current state
- 3. Welcome
- 4. Welcome
- 5. Welcome
- 10. iTunesU Demo
- 17. How do you engage your learners?
- 19. What are your favorite training techniques in the training room?
- 20. Let’s take a couple – what changes in an online environment?
- 22. However, most courses focuses on sharing information rather than performance improvements. This happens because most people focus on delivering content rather than on changing job role performance . Purpose
- 27. Push or Pull?
- 28. Push or Pull?
- 29. Push or Pull? – Cathy Moore
- 30. Push or Pull?
- 31. Push or Pull? – Cathy Moore
- 32. Cathy Moore Real world actions that learners need to take Realistic online activity that helps learners practice those actions http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/
- 34. Cathy Moore – example of push
- 35. Cathy Moore – example of pull
- 37. Case Studies Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice
- 38. Case Studies Quick Poll Have you used Case Studies in your training? ✔ ✖
- 39. Decision Making Trees Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices The process of finding the solutions to the problems is more important than the solutions themselves.
- 40. Decision Making Trees Learners can investigate the possible outcomes of choosing those options. They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.
- 42. Decision Making Trees Quick Poll Have you used Decision Making Trees in your training? ✔ ✖
Hinweis der Redaktion
- 1. Communicate information with no performance expectations. Information-based courses communicate new information but have no built-in expectations of changed performance. A good example is a course that highlights new features of a software application. You learn about the new the features but you aren’t required to do anything with this new information. 2. Give step-by-step instructions that have specific outcomes. These courses are focused on procedures and how to do something. They’re made up of repeatable tasks that are very close to what the learner will do at work. A good example is showing someone how to complete a worksheet or use software. 3. Share guidelines to help the learner solve problems. The most challenging courses to design are those where you teach principles or guidelines versus repeatable steps. You really have to understand the nuances of the learner’s situation and how the principles can be applied while respecting the fact that each application is somewhat unique.
- 1. Communicate information with no performance expectations. Information-based courses communicate new information but have no built-in expectations of changed performance. A good example is a course that highlights new features of a software application. You learn about the new the features but you aren’t required to do anything with this new information. 2. Give step-by-step instructions that have specific outcomes. These courses are focused on procedures and how to do something. They’re made up of repeatable tasks that are very close to what the learner will do at work. A good example is showing someone how to complete a worksheet or use software. 3. Share guidelines to help the learner solve problems. The most challenging courses to design are those where you teach principles or guidelines versus repeatable steps. You really have to understand the nuances of the learner’s situation and how the principles can be applied while respecting the fact that each application is somewhat unique.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.