Unlike classroom training, e-Learning is very visible. While much of the classroom experience is packaged in the instructor, and in fact varies from
class to class, you can easily see and hear all elements of e-Learning. Everything from screen color to content accuracy to the types of practices is readily available for scrutiny. I believe that this high visibility will prove to be a good thing. With this much more accessible instructional environment, we will be able to more readily identify effective and ineffective training. But to do so, we have to move beyond a reliance on end-user (or even expert) opinions. After a year of work on a commission tasked to identify the qualities of effective e-Learning, and hearing a great deal of (often contradictory) views, I decided I needed fewer opinions and more data.
Decisions about e-Learning courseware must begin with an understanding of how the mind works during learning and of what research data tell us about what
factors lead to learning. This is where decisions must begin. Naturally factors other than psychological effectiveness come into play in your multimedia earning decisions. For example, instructional strategies will be shaped by parameters of the technology like bandwidth and hardware, and by environmental factors such as budget, time, and organizational culture.
To readily identify effective e-Learning, we need fewer end-user and expert opinions and more data. Decisions about e-Learning courseware must begin with an understanding of how the mind works during learning and of what research tells us about the factors that lead to learning. Here are the six principles
that have emerged from controlled experiments in how to best use multimedia to optimize learning.
Full of this article can be downloaded here: www.elearningguild.com/pdf/2/091002DES-H.pdf or principles_effective_multimedia
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Notes from Prof. yusufhadi