Michael Allen's guide to E-Learning : building interactive, fun and effective learning programs for any company

Title:

Personal Author:

Allen, Michael W., 1946-

Publication Information:

Hoboken, NJ : John Wiley & Sons : 2003

ISBN:

9780471203025

Subject Term:

Employees -- Training of.

Employees -- Training of -- Computer-assisted instruction

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010018600	HF5549.5.T7 A46 2003	Open Access Book	Book	Searching... Unknown

An industry leader speaks out against boring, ineffective, costly e-learning and provides practical guidelines for creation of powerful, e-learning-based performance solutions.
e-Learning is emerging rapidly in schools, businesses, and at home. Millions are being invested in this new, widely available technology purported as the solution to learning challenges. Dr. Michael Allen, commonly considered the father of modern interactive learning, raises concerns about misuses of the technology, missed opportunities, and money wasted on boring, ineffective e-learning. The book offers specific, pragmatic, common-sense approaches to guide the development of successful technology-assisted learning. A free CD-ROM is packed with sample applications. Michael Allen's Guide to e-Learning enables business executives to become discerning e-learning investors and instructional designers to create meaningful performance solutions.

Author Notes

Michael W. Allen is currently Chairman and CEO of Allen Interactions Inc., which builds interactive learning systems, develops custom courseware, and provides multimedia consulting and training.

Gloria Gery

Foreword	p. xxv
Acknowledgments	p. xxix
Part 1 The Business Perspective	p. 1
Chapter 1 Plain Talk	p. 3
The e-Learning Myth	p. 4
Who's Kidding Whom?
Entertaining Doesn't Mean Good
Effective versus Boring--Pick a Circle	p. 6
This Just In: Good e-Learning Is Possible and Practical
Ineffective Training Is Costly
What You Don't Know Can Kill Your e-Learning
Unplanned On-the-Job Training: A Toxic Elixir for Poor Training
Good Training Is Possible
Where Does e-Learning Fit?	p. 17
Cognitive Skills
Soft Skills
Psychomotor Skills
You Have Choices	p. 18
Smart e-Learning
Partnerships
Management Participation
Subject-Matter Expert Participation
Learner Participation
How This Book Can Help	p. 23
Part 1 Overview
Part 2 Overview
My Mission
Get It Here	p. 25
Knowing versus Succeeding	p. 25
Summary	p. 26
Chapter 2 Context--The Possibility of Success	p. 29
Unrecognized Context Factors	p. 30
Change Is Necessary	p. 30
Prerequisites to Success	p. 31
Performer Competency Is the Problem
Good Performance Is Possible
Incentives Exist for Good Performance
There Are No Penalties for Good Performance
Essential Resources for e-Learning Solutions Are Available
Why Do We Do Things That We Know Are Wrong?	p. 47
How to Do the Right Thing	p. 48
Design--the Means to Success	p. 49
e-Learning or Bust	p. 49
Quick and Easy
Learning Objects
Art or Science?
Art + Science = Creative Experiments
Problems Applying Research Results
A Pragmatic Approach	p. 55
Summary	p. 55
Chapter 3 The Essence of Good Design	p. 57
Design versus Technology	p. 58
The Three Priorities for Training Success	p. 58
Ensuring That Learners Are Highly Motivated to Learn
Guiding Learners to Appropriate Content
Providing Meaningful and Memorable Learning Experiences
e-Learning--A Tool for All Three
Primary Components of e-Learning Applications	p. 62
My Guarantee	p. 63
Learner Motivation	p. 63
How Does Knowing about Motivation Help?
Motivation Levels Can Be Modified
It Can Go Either Way
Learner Interface	p. 68
The Interface Is the Computer
The Primary Responsibilities of Learner-Interface Design
Interface Creativity in e-Learning
Don't Replicate Failures (Even If Everyone Else Does)
Importance of Good Interface Design for e-Learning
Effects of Poor Interface Design
Content Structure and Sequencing	p. 75
What Is Content?
Who Cares?
Content-Centric Design
Learner-Centric Design
Content-Centric versus Learner-Centric Design Examples
Sequencing for Learning
A Simple Approach
Structuring Events
Three Pitfalls
Navigation	p. 91
Instructional Interactivity	p. 93
A Functional Definition
Beneficial Activities
Using It Wisely
Unique Characteristics of Interactivity
Making Good Interactivity Happen
Summary	p. 98
Chapter 4 Getting There through Successive Approximation	p. 99
A Multifaceted Challenge	p. 99
Constraints	p. 100
Dealing with Design Challenges	p. 101
Can We Learn from the Past?
Of Camels, Horses, and Committees
Persistence versus Genius
Genius versus Persistence
Is There a Viable Solution to e-Learning Development?
An Issue of Process	p. 109
What Should Have Worked But Didn't: The ISD Tradition
A Fatally Flawed Process
Iterations Make Geniuses
The Gospel of Successive Approximation	p. 112
No e-Learning Application Is Perfect
Functional Prototypes Are Better than Storyboards and Design Specs
Quick and Dirty Is Beautiful
It's Catching On
It's Not Catching On
Change Requires Leadership
Savvy--A Successful Program of Successive Approximation	p. 123
A Savvy Start
Recent Learners as Designers
Typical Learner Testing
Breadth-over-Depth Sequencing of Design and Development Efforts
Team Consistency and Ownership
Production with Models
Summary	p. 142
Part 2 Design	p. 143
Background	p. 144
No Reason for Poor e-Learning	p. 145
Buyer Beware	p. 146
You Don't Have to Count on Luck	p. 146
Chapter 5 Learner Motivation	p. 149
The e-Learning Equation	p. 150
Motivation and Perception
Motivation and Persistence
Instructional Design Priorities
e-Learning Design Can Heighten as Well as Stifle Motivation	p. 153
e-Learning Dropouts
Even Excellent Instruction Must Be Sold to the Learner
It Isn't Bad News That Motivation Is Essential
Motivation to Learn versus Motivation to Learn via e-Learning
Seven Magic Keys to Motivating e-Learning	p. 156
Using the Magic Keys	p. 157
Magic Key 1 Build on Anticipated Outcomes	p. 158
Instructional Objectives
Lists of Objectives Are Not Motivating!
How about Better-Written Objectives?
Don't List Objectives
Example 1 Put the Learner to Work
Example 2 Drama
Example 3 Game Quiz
Magic Key 2 Put the Learner at Risk	p. 169
Problems with Risk as a Motivator
Private versus Social Learning Environments
Don't Baby Your Learners
Avoiding Risk Negatives
Example: Stacked Challenges
Repetition and Goals
Magic Key 3 Select the Right Content for Each Learner	p. 179
Individualization
Examples
Put the Test First
Magic Key 4 Use an Appealing Context	p. 193
The Typing Ball Syndrome
Novelty versus Reality
Context Elements to Consider
Learning Sequences and Learning Contexts
Don't Start at the Bottom of the Skills Hierarchy
Boring!
Keep Your Eye on the Target
A Great Learning Journey Starts...in the Middle!
Magic Key 5 Have the Learner Perform Multistep Tasks	p. 209
Have Learners Perform Authentic Tasks
Example
Magic Key 6 Provide Intrinsic Feedback	p. 214
Don't Tell Learners If They Are Right or Wrong
Example
Magic Key 7 Delay Judgment	p. 220
A-ha!
Valuable U-Turns
Resist Telling Learners If They Are Right or Wrong
Example 000
Summary	p. 226
Chapter 6 Navigation	p. 229
Victim or Master?	p. 229
Navigation Services	p. 230
Reusable Navigation	p. 231
Navigation Imperatives	p. 232
Imperative 1 Let Learners See the Boundaries of Their Universe
Imperative 2 Let Learners See How the Contents Are Organized
Imperative 3 Let Learners See Where They Are
Imperative 4 Let Learners Go Forward
Imperative 5 Let Learners Back Up
Imperative 6 Let Learners Correct Themselves
The Imperatives
Additional Learner-Interface Ideas	p. 238
Examples	p. 239
WorldTutor
What's the Secret?
Hypertext
Navigational Metaphors	p. 249
Some Concerns
Simplicity Is Best
Summary	p. 251
Chapter 7 Instructional Interactivity	p. 253
Supernatural Powers	p. 254
Natural Learning Environments	p. 254
e-Learning Environments and Rehearsal	p. 254
Instructional Interactivity Defined	p. 255
Examples	p. 256
Example 1 Supervisor Effectiveness
Analysis of Example 1
Example 2 Statistical Process Control (SPC)
Analysis of Example 2
Anatomy of Good Interactions	p. 270
Context
Challenge
Activity
Feedback
Good and Bad Interactivity Components
The Elusive Essence of Good Interactivity	p. 276
Interactivity's Mistaken Identities	p. 276
Presentation versus Instruction
Navigation versus Interactivity
Electronic Performance Support Systems (EPSSs) versus Instructional Interactivity
Hybrid Applications: Using an EPSS for Instruction
Questioning versus Interactivity
Interactivity Paradigms That Work	p. 285
Trapdoor Hints
Task Model
Drill and Practice
Problem-Solving Investigation
Discovery
Storytelling
Summary	p. 313
References	p. 315
Index	p. 319
Credits	p. 325
About the Author	p. 327

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Table of Contents