December 2nd, 2008 by Learning Systems
Companies and institutions using a learning management system may be impressed by the possibilities virtual worlds have to offer. However, there’s also reason to stick with what’s working for now.
David F. Carr, speculating on whether or not businesses are ready for virtual worlds, describes a typical Second Life Town Hall meeting. Avatars show up hours early–among them a lizard man, a robot, a floating ball of energy, and dragons. But when the meeting is about to start, the simulation software starts to fail, since so many avatars are filling the same virtual space. They move at an incredibly slow pace; some people begin to disappear or sink into the floor; finally the whole system crashes.
Despite its many problems, companies such as Toyota, IBM and American Apparel are exploring whether Second Life can be adapted to serve business needs–some of which were met with a learning management system in the past. But will companies implement virtual worlds as quickly as they integrated learning management systems for training and communication? See the next post.
November 26th, 2008 by Learning Systems
They say that a picture says a thousand words. To many learning management system students, this is no more than a casual reference to the power of images to conjure ideas. But for others, it’s a crucial learning concept that has both aided them and put them at a disadvantage at different points in their lives.
While many people are auditory learners who can listen to a lecture or directions with perfect ease, others are strong visual-spatial learners. As a trainer or teacher using a learning management system, you can make simple alterations in the presentation of learning material to accommodate these students.
Visual-spatial learners process information better when reading, taking notes and making lists, and learning from books, videos, and demonstrations. They use mental imagery, associating colors and shapes with ideas. Use your learning management system to create videos and incorporate visual information into your students’ learning experience.
November 21st, 2008 by Learning Systems
Most video game begin with some kind of narrative to get the player invested in the game. Present your courseware system learners with a dialogue between two people, or as a series of images that relate a sequence of events.
Creating a narrative helps to reel the learner into your courseware system. Visuals and dialogue are a winning combination, but both aren’t absolutely necessary. Be creative and let your learner indulge in the story. He or she is about to interact with the courseware system, and you’re setting the tone for them to get started.
Following the game model, guide your learners, setting clear instructions about they are meant to interact with the course. Clarity is essential–there’s nothing more frustrating than clicking a mouse a dozen times when all you needed to do was press enter. Make the method of interaction simple and consistent.
November 21st, 2008 by Learning Systems
A recent Writers Gateway article describes how creators can develop their courseware systems like a video or computer game. Sound crazy? It may be more feasible and simpler than you imagine. Every game follows a similar pattern that can be emulated in your courseware system.
All games have a goal and steps to reach it. The player’s challenge is to solve a series of problems and complete the steps quickly and efficiently.
Students who are asked to conquer levels and solve problems in a game-like format will be more engaged and interested in the course. But how does one actually go about creating a courseware system based on a game model? Start by telling a story.
November 6th, 2008 by Learning Systems
Maybe you’re a courseware system developer seeking a discussion forum to converse about the challenges and strategies involved in courseware creation. Some courseware system syndicators host forums where course developers can discuss their ideas, suggestions, etc.
Coggno is one such platform, hosting an author-to-author discussion forum for anyone involved in the e-learning industry. Coggno’s goal is to create an educational environment that facilitates relationships between participants and provides them with syndication tools to make their products more available in the industry.
Interested in creating a courseware system with Coggno? From now until November 15, take advantage of Coggno’s exciting promotion. We’ll migrate your content for you, absolutely free of charge.
November 5th, 2008 by Learning Systems
I’ve written in previous posts about the importance of choosing an online courseware typeface carefully. Sans-serif fonts like the one used in this blog are the best for facilitating fast reading of online courseware material. But I failed to mention what sans-serif typeface actually is.
Of course, “sans” is the French word for “without.” So sans-serif typeface is a kind of font that lacks the small, decorative lines called “serifs” at the end of each letter stroke. If you’re having a hard time visualizing serifs, take a close look at a piece of text in Times New Roman, and you’ll see tiny lines at the end of the letters. Sans-serif fonts help guide your online courseware students’ eyes along the lines, whereas serif fonts clutter. The difference is like that between swimming with a cap or without one; the less hair getting in your way, the faster you’ll go.
November 3rd, 2008 by Learning Systems
Font is an influential aspect of your courseware system design, just like your logo and colors. If you’re a font fanatic like me, there exists the danger of choosing a favorite style that may be comfortable for you to read, but not for all courseware system users. Ariel, Times New Roman, and Verdana are alright, though Sans-serif fonts are said to be ideal.
There are some important guidelines to go by when choosing a font. Make sure the font is the right size, not too small or large–12 is generally good. For children, opt for a larger font size to help them concentrate on the text. Also, remember to contrast the font color with the background. The background should be lighter than the text–the opposite hurts many people’s eyes (mine included). You can use color to differentiate between topics, headers, and links, or to highlight specific information.
November 3rd, 2008 by Learning Systems
Everyone has different views on font styles. These views range from complete indifference to near-fanaticism. Recently I was at a party where an offhanded remark about a certain font (it was Garamond 12) launched into a ten-minute conversation about the beauty and intrigue of different fonts. It was, as you might imagine, interrupted and cut short by a totally unimpressed font outsider who just didn’t get it.
Regardless of your personal views on font styles, they’re an important consideration in courseware system development. Choose carefully the font type, color and size. You’ll want something easily legible for all courseware system users, without straining the eye. Gather opinions from colleagues, friends and family–which font is easier to read? Do extensive tests like an optometrist, gathering font preferences to use as reference points for your courseware system development.
