Download Advanced web-based training strategies: unlocking by Margaret Driscoll PDF

By Margaret Driscoll

Complicated Web-Based education concepts fills the space within the literature on hand in this subject via providing a quantity that comes with significant, acceptable, and confirmed options that could take the skilled educational fashion designer to the subsequent point of web-based education. Written by way of Margaret Driscoll and Saul Carliner - across the world acclaimed specialists on e-learning and data layout- - complex Web-Based education suggestions presents educational designers, e-learning builders, technical communicators, scholars, and others with thoughts for addressing universal demanding situations that come up while designing e-learning. Balancing academic concept with the sensible realities of implementation, Driscoll and Carliner define the advantages and boundaries of every process, talk about the problems surrounding the implementation of those concepts, and illustrate every one procedure with brief situations drawn from real-world on-line studying courses representing a large choice of fields together with know-how, monetary prone, wellbeing and fitness care, and executive.

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In some instances, advocates of instructional philosophies like behaviorism and constructivism are not aware of their names, much less the epistemological foundations of these philosophies (epistemological refers to the belief system underlying the philosophy, including fundamental beliefs about what knowledge is). In our experience, neither of these philosophies is inherently better than the other. Both are only effective when they are judiciously applied. For example, a behaviorist approach can be useful in teaching installation skills because there really is a preferred way of performing this task.

Specifically, the chapters in this section explore the following. Chapter 6, Simulations, explores nine strategies for integrating simulations into e-learning programs. This chapter presents a variety of types of simulations, including attitudinal simulations, case studies, games, symbolic (invisible) simulations, physical simulations, role plays, procedural simulations, software simulation, and virtual reality. Through a portfolio of examples, this chapter makes you aware of the range of types of learning objectives that can be addressed by simulations, development issues (such as cost) that affect the design of simulations, and the levels of engagement possible in simulations.

Rather than describe actual instructional design practice as observed in organizations, these models prescribe how instructional designers should approach the design task. The steps listed in these formal processes say more about the things that instructional designers value about instructional design than they do about the tasks that instructional designers actually perform. For example, a typical instructional design process like Dick, Carey, and Carey’s (2000) has five steps for needs assessment and related activities and only one step each for instructional design and de- Using a Problem-Based Approach to Designing e-Learning velopment.

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