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Top Five Tips to Making MOOCs Fun

By Janhavi on June 18, 2013 in ,

When I first heard about MOOCs, I thought they were the answers to my prayers. I could sign up for fun, interactive MOOCs for little or no money, and take them from home. I was in! What I discovered was mixed—some MOOCs were fun and some not. I began to ask myself the following questions about MOOCs.

  • Are MOOCs (Massive Open Online Courses) the educational wave of the future – inexpensive and available any time to anyone with a computer?
  • Or, as many students who drop out complain, are they boring, impersonal, and tedious?

But, first, what are MOOCs?

A Definition of MOOCs   

MOOCs are online courses involving large-scale interactive participation and open access via the web. Besides traditional course materials like videos, readings and problems, MOOCs provide interactive user forums that build a community for the students and professors. MOOCs are a recent development in distance education.

For a further explanation of MOOCs, check out the video, “What is a MOOC?” at http://www.youtube.com/watch?feature=player_embedded&v=eW3gMGqcZQc

A Short History of MOOCs

Stanford University offered some of the first MOOCs — open courses with an enrollment of over 100,000. Several Stanford professors then launched the MOOC provider Coursera, leveraging the technology developed at Stanford to offer live courses. Other Stanford professors founded Udacity, first providing computer courses via MOOCs, and then branching out to other subjects. Harvard and MIT started edX, featuring MOOCs with courses from their universities and UC Berkeley, but recently added courses from Georgetown University and universities in Canada, Australia, Switzerland and the Netherlands. MOOC providers now partner with numerous universities worldwide.

Tips to Making MOOCs Fun

I’ve discovered that MOOCs can be fun. If you are a student, see if you can try out a MOOC before signing up. You’ll know soon enough if a MOOC works for you. If you are creating a MOOC, you can use the following five tips to develop interesting, engaging and personalized MOOCs.

  1. ASSIGN STUDENTS TO PEER GROUPS — Make the groups small (less than 10 members), and base them on location or similar interests and background. Ask the group members to rate their peers, creating a “Team Rank” score for each team member. The rating system holds students accountable to their peers, creates social pressure to keep their rankings up, and engages the students in the learning experience. Working in a group helps students improve their group learning skills, like virtual team management, negotiating and understanding their role in the team, leadership, and communication.
  2. HAVE THE LECTURER TALK TO STUDENTS AS REAL PEOPLE – Build various video interactions using an interactivity builder. Harbinger Group’s Raptivity has video interactions you can customize using its video turbopack, found at http://www.raptivity.com/elearning-product/raptivity-turbopack/videos-turbopack. Create short (10-minute or less) video segments featuring the lecturer discussing key topics, mixed with slides, live diagrams, practitioner interviews, video clips and thought questions posed to the students. Add discussion forums, social media exchanges, and real time “video office hours” with the lecturer. Throw in elements to make the course seem alive, like a challenge to find a hidden message in the video.
  3. MAKE ADVISERS AND HELP DESK TECHNICIANS AVAILABLE — Have support available at all times. Students located in different time zones worldwide need a real person to answer questions or troubleshoot a technical issue. Students need to be engaged both through technology and old-fashioned human contact.
  4. MAKE EDUCATION SOCIAL — Teach students how to approach the content they are being taught, how to synthesize it, and how to express it. Design the MOOC to maximize faculty-student and student-student interaction.
  5. INCLUDE MESSAGE BOARDS — Encourage students to communicate with the tutor and other students at any time.

With interactivity builders, communication and support, you too can turn MOOCs into interesting, engaging and involving classes for students. Please share any tips you have for developing interactive MOOCs, and tell us about any fun MOOCs you’ve found.

 

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Making Learning Stick – Part 3

By Isha Sood on June 6, 2013 in , ,

Hey guys, I am back with the last blog in the series for the webinar, ‘Making Learning Stick’, by Jay Cross. You can check out Part 1 and Part 2 of this series here. This time we are going to talk about some basics of making learning stick. I am sure you must be wondering why I am going the opposite way by starting off with the complexities and summing it up with basics. Well, basics are the most important component in ‘Making Learning Stick’ and I wanted you to remember them the most. So I decided to focus on them in the end. We will begin with glancing through some brain rules by John Medina that will help you align better both physically and mentally while recalling things, followed by some interesting and simple everyday techniques for better recall ability. Jay calls them ‘Stuff that works’.

Stuff that works:

  • Mnemonics

Mnemonics are memory aids that use as a pattern of letters, ideas, or associations that assist in remembering something. Mnemonics are generally very interesting to remember or to use. For instance, the approximate value of pie is 3.14159265358979323846264338327950288419716939937510582097494459230781640628620899862803482534211706798214808651328230664709384460955058223172535.

Now how many of us can remember it even up to 15 places? I am sure it’s going to be a big task for me at least. Now if I use this Mnemonic: ‘Now I need a drink, alcoholic of course, after the heavy lecture, involving quantum mechanics.’ If you observe this Mnemonic carefully, you will see that the number of words in each letter corresponds to the value of pie. Great way to remember. Isn’t it?

Memory Palaces are another example of Mnemonics that you can use. Imagine a place in your mind where you can store information that you need to remember. With practice, anyone would be able to build a memory palace to remember enormous amount of things.

  • Highlights

Highlighting anything makes it visually distinctive and we generally tend to remember anything distinct.

  • A Journal

A journal requires you to reflect on things thus helping you to reinforce what you wrote or remembered. It also helps you to connect the topic in question to other things.

  • Spaced Repetition

Don’t try to impose everything on your learners in one go. There is hardly any chance that they will remember all of it. Present small bites of information at regular intervals that they can retain. Have a lot of activities to reinforce the information from time to time. Give your learners the much needed space and time to digest information.

  • Mind maps

There is a story behind everything. Imagine a story in every situation or even better build up a story for everything. Draw mind maps that will make the connections visible and will help you associate better.

  • Communication

To master a topic, curate information about it, write about it, share it with others or give your opinion. Just keep the conversations going and you will see how it does wonders to your knowledge. Remember, the teacher always learns more than the student.

With this, we finish this blog series. Hope the insights shared have been useful to you. If you have any thoughts, ideas, comments or some more recall techniques that our readers can benefit from, do share them below.

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Making PowerPoint Interactive

By Geetesh Bajaj on June 5, 2013 in , , , , , , , , ,

Making PowerPoint interactive is to make your slides do what you want, allowing yourselves to go from slide to slide almost like going from one room to another in your home – and setting your slides in a way that allows you to work better – again, that’s akin to arranging the furniture in your home so as to make movement and work easier. Even if you step out of the comfort of your home, you can make your life more gratifying by discovering streets that are not too crowded with traffic so that you can get to your office faster, and with less stress! In the world of slides, those streets are the shortcuts you press to quickly navigate from one point in your presentation to another – and back.

Yes, interactivity is certainly as simple as the examples provided – and it also requires enough patience and practice to master. Once you do master interactivity, the results are worth it – you will be resoundingly successful in everything you do, and certainly will make a great impression while presenting!

Presenting imitates life in many more ways – including the 3 elements that make up interactivity in our PowerPoint slides:

  1. Anchor,
  2. Action, and
  3. Result

These three elements are present wherever there is interactivity! They play a vital part when you click (action) on a button (anchor) on your slide to launch (result) another application altogether. But look at these everyday examples that have nothing to do with slides – but they do include these 3 elements (these will be explained in a webinar I discuss at the end of this post):

  1. Playing a computer game
  2. Painting on paper
  3. Conversing with someone

Making PowerPoint interactive is to make your slides do what you want, allowing yourselves to go from slide to slide almost like going from one room to another in your home – and setting your slides in a way that allows you to work better – again, that’s akin to arranging the furniture in your home so as to make movement and work easier. Even if you step out of the comfort of your home, you can make your life more gratifying by discovering streets that are not too crowded with traffic so that you can get to your office faster, and with less stress! In the world of slides, those streets are the shortcuts you press to quickly navigate from one point in your presentation to another – and back.

What is Interactivity?

What is Interactivity?

How slides imitate life is not important because we need to learn how to imitate – rather, it’s important because we no longer have to imitate. We do these tasks every day that use interactivity – that’s built inside us from the day we were born, and there’s no reason why we cannot use this natural interactive ability with our slides!

Interactivity in life is something that we take for granted. We never take a second look – it’s just there like you unconsciously change gears while driving or push away water while swimming. It’s the same with your slides – interactivity works best when it appears effortless.

But there still are preset directions for efforts – you always push away water while swimming rather than drown yourself in it. Interactivity with slides has three such directions:

  1. Built-in: Interactivity that’s part of PowerPoint – you need not add it – it’s already there!
  2. Internal: Interactivity that has to be added – this is similar to our analogy of arranging the furniture in your home.
  3. External: Interactivity to external links and programs – this is quite like our analogy of being aware of shortcut streets that get you from your home to office faster.

All this and more will be explored during a webinar called Making PowerPoint Interactive that I am doing on June 11th, 2013 – you will learn about:

  1. Anchors of all Types: Built-in, Inserted, and Invisible
  2. Linking Everywhere
  3. Best Practices for Interactivity
  4. Linking to Added Interactivities
  5. PowerPoint as the Glue

Looking forward to seeing you at the webinar!

https://www1.gotomeeting.com/register/643208953

Copyright 2013:  Geetesh Bajaj

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Spark your Imagination by Attending our Webinar Series!

By Janhavi on June 4, 2013 in , , , , , ,

Sometimes if you are in a creative slump, it is helpful to review other Instructional Designer’s eLearning interactions for inspiration that you can carry over in to your own training. Perhaps, you can learn a new way to use character dialog you had not thought of before. Or maybe, you will discover that flow charts can be used for other subjects besides business. As Albert Einstein said, “Imagination is more important than knowledge!”

We offer a three-part webinar series that will not only spark your imagination but teach you how to turn your ideas into engaging interactions. The series – starting June 6th – is called “Bring Your Imagination Alive!”

What’s unique about all the webinars – three in total – is that they feature creative ways to use Raptivity interactions. We will showcase some really unique examples of using the Raptivity interactions you are familiar with. These webinars should ignite your interactivity imagination and show you how a little ‘outside-the-box’ thinking can go a long way with Raptivity.

Flash Cards used to explain BCG Matrix

If you are ready to experience the versatility of Raptivity interactions, these webinars are a fun, easy way to do so. See highlights in the following table for featured Raptivity interactions.

Topic Speaker Highlights Date and Time
Bring Your Imagination Alive! – Part 1 Jamaica Glen, Senior Business Development Manager at Harbinger Knowledge Products Versatility ofbuildup and rollover, character dialog and more interactions June 6, 2013
10:00 AM (Pacific Time)
Bring Your Imagination Alive! – Part 2 Jamaica Glen, Senior Business Development Manager at Harbinger Knowledge Products Versatility of flow chart, ladder steps, and more interactions June 27, 2013
10:00 AM (Pacific Time)
Bring Your Imagination Alive! – Part 3 Ann Jackson, Educational Consultant and Jamaica Glen, Senior Business Development Manager at Harbinger Knowledge Products Share her own interactions and showcase customers July 25, 2013
10:00 AM (Pacific Time)

 

An exciting ending to the webinar series will showcase customer samples in the “Most Creative Use of Raptivity” contest. You will not only get to view customer samples, but you will cast an important vote to determine the winner.

To register, go to http://www.raptivity.com/special-webinars for the free Raptivity webinars now!

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Integrating Raptivity with Claro

By Isha Sood on June 4, 2013 in , , ,

Did you know that Raptivity integrates perfectly with Claro? And it is is pretty quick and easy too. You can use either integrate the Single Flash file output or HTML5 output of Raptivity with Claro. So what are you waiting for. Watch these short video clips to go through the step by step procedure of integrating the Flash and HTML5 outputs of Raptivity with Claro and get started.

Don’t forget to share your feedback, suggestions and ideas through comments below. You can also write to us at info@raptivity.com.

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Making Learning Stick – Part 2

By Isha Sood on May 30, 2013 in , , ,

Hi everyone, did you try the memory recall techniques we talked about last time? Hope they turned out useful for you. Do let us know your experience with using them. And as promised, I am back today with our next blog, covering some more memory recall techniques mentioned by Jay.  Today’s techniques will highlight the importance of the process and experience of learning and the impact it has on the recall.

 

Let's have a look at some of these techniques below.

  • Follow the Process

The ‘Rule of threes’ explains that any process is divided into 3 parts – Beginning, Middle and Next. All parts of a process are equally important. But, in our everyday life, the focus is only on the middle part. What goes before and beyond it is hardly acknowledged. If we focus equally on the ‘Beginning’ and ‘Next’, the learning outcome would change. For instance, if there is a workshop; let the team meet up beforehand to get to know each other and discuss the goals and then after the workshop, arrange a brief recall session. You will notice how recall will increase drastically when you focus on each part of the process.

  • Explore

We, human beings, are natural explorers. We always tend to look for something or the other which leads to either of the following – ‘Learning by chance’ or ‘Learning by choice’. It’s important to let your learners find a direction for themselves. Initial guidance is necessary but post that, leave the onus on them to explore. If we observe closely, it is very similar to the Pull style of learning we talked about last time. For something that your learners find out themselves, there are higher chances of it being remembered than something which was forced on them.

  • Do it Yourself

Have you ever seen someone learn driving by just seeing someone drive? Well, you might get an idea about it but till the time you practice driving by yourself, you won’t have the confidence. You learn the best when you experience something by yourself. So, go ahead, do it yourself and learn it right. Pick up a process; take time to realize each action that you perform and see how easily you will remember every step.

Talking about Raptivity interactions that are in accordance with the above mentioned techniques, there are many to choose from. To name a few, try any of the Adaptive Scenario interactions. While the hands on experience will come with the practical application, these interactions will at least give you a fair insight and experience on doing a thing yourself. For Exploration, use any Explorative Learning interactions like Explorative Immersive Learning Situation, Explorative Branching Simulation with Picture, Text and Video, Museum, etc. And last but not the least, for process based learning, use multiple interactions together to create and complete the whole process. For instance, use the Pre-Class Trivia before your class, use any of our presentation aids or interactive diagram based interactions for your class and once the class is over, use something like Sticky Notes to summarize and then assess your learners’ knowledge with any of the assessments.

Hope you have some more clarity on recall techniques after today’s blog and Raptivity is anyways always there to suffice all your interactive eLearning needs. Next week, we shall close this series with some more interesting memory recall techniques by Jay to make learning stick.

If you have any feedback and comments on the above content, do share your responses below.

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Making Learning Stick – Part 1

By Isha Sood on May 23, 2013 in , , ,

Most of us are unaware of the fact that as much as 85% of what is learnt is forgotten before it is put into practice. And why does that happen? Probably because learning does not stick. So how do you make sure your learners carry the knowledge home and put it into practice? Well, to answer such queries and enlighten us with many more, Jay Cross, the Guru of Informal Learning and Raptivity recently conducted a webinar on ‘Making Learning Stick’. In this session, Jay demonstrated some ways to increase knowledge retention through various memory recall and retention techniques. In today’s blog, we will focus on some of these. I will summarize some techniques that Jay stressed upon in the webinar for better recall and reinforcement.

  • Reinforce

In the webinar, when Jay said, ‘If we don’t use it, we loose it’, I felt it was a rather ironic statement. What can I lose if I don’t use it at all?  But Jay was referring to learning, learning of all kinds – the conventional classroom learning, the modernized eLearning or even the impactful social learning. And when I pondered on his statement with learning in mind, I realized it is quite true. It’s important to put whatever you learn to application else you tend to lose it quickly. Hermann Ebbinghaus’s Forgetting Curve says that learning is half gone after one hour, another 10% after one day and another 14% after one month, unless reinforced.

  • Pull, Don’t Push

Winston Churchill once mentioned, ‘I love to learn but I hate to be taught’, he probably did not know this concept would be termed as ‘Pull Learning’. How much do we all hate to be forcibly taught! Wouldn’t it have been better if our learning was completely need based and just enough, neither too less, not too much. And even better, if it was more experiential and exploratory. Reinforcement would happen naturally when one is guided by curiosity. Unfortunately, our schools are not there yet, they focus on pushing all the information to the learner which often results in low grasping and negligible application.

  • Stimulate Visually

A picture is worth a thousand words. This adage holds true all the while. It is surprising how a picture can convey the meaning of something so effortlessly and beautifully. To make your learners recall and retain concepts, use a lot of pictures when you teach. And learners, it’s so simple for you as well. See images, draw mind maps, create memory palaces and you will see how it does wonders to your memory.

Raptivity, your favourite interactivity tool, provides you with a bundle of interactions that help your learners recall and retain better through the above mentioned techniques. To name a few, use Let Me Try and Drag-Drop-Sort for effective reinforcement through application and feedback. These interactions help you focus on ‘What should I remember?’, ‘Do I remember?’ and ‘Did I remember it right?’ For the Pull to work, use something like a Museum where your learners explores everything on their own and are not forced to follow a path or guideline for learning. For visual stimulation, nothing serves your purpose better than a Picture Show or Map with Images.

Raptivity, as an eLearning tool, will always keep providing you with such solutions that not only help you learn better, but at the same time; retain the learning. In the series of blogs that will follow in the coming weeks, we will explain and summarize some more memory retention techniques mentioned by Jay Cross.

If you have any feedback and comments on the content mentioned above, or if you wish to share any other interesting recall techniques with us, do share your responses through comments below.

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ASSESSMENTS—SPELLING, VOCABULARY, MATH QUIZZES FOR THE ELEARNERS—PART TWO

By Janhavi on May 16, 2013 in , , ,

Part one of this post describes what an assessment is and why it’s important. This post describes how you can make them fun using the new Visual Assessment tool.

How can you make a quiz/assessment fun?

In the eLearning world, there are a number of ways to make assessments fun. For one, you can create an entire learning module around a game, where the questions—and “Is this your final answer?” — could be the assessment. Visual Assessment, an easy-to-use new tool, helps you create fun assessments.

Visual Assessment is the latest Evolve Interaction for the Raptivity Interaction Builder. Like we discussed earlier, the assessment can be used during the eLearning class/module, similar to a pop quiz after each page say, or as a test at the end of the eLearning class/module. Raptivity users will find the latest Involve Interaction easy to use. It also has a couple features which separates it from other assessment tools.

The Visual Assessment tool has the following two new features:

  • An optional introduction page
  • Interesting ways to question eLearners

An optional introduction page

An optional introduction page can be added to your assessment. This introduction page can be used to describe how to complete the assessment or can contain additional eLearning information. ELearners can go back and forth to this page, which makes it easy to do an Open Book eLearning style class.

Open book assessment

You could also use the introduction page to present a new company regulation, such as one for safety. On the introduction page, you could state the regulation; describe when it’s used, and consequences for not using it.  Use the next page to ask questions to reinforce that the employee understands this new regulation. Employees could go back and forth to the introduction page until they are able to pass the assessment.

Interesting ways to question eLearners

Interesting ways to question eLearners include a number of new options. First, you can allow eLearners to change questions, come back to any question and retake it, until submission. Second, you can combine media-based questions with text-based questions. An example of this might be a description of a particular heart valve condition. You could then ask the eLearner to map the description to the related picture of the particular heart valve condition. Third, you can set a time to complete the assessment.

This being a visual assessment, it uses audio, graphics or video clippets as part of the assessment. While I may be able to describe various ways to make your assessment visual, the best way I know is to show you. Click here to see the Visual Assessment tool in action.

I hope this gives you a good understanding of eLearning assessments and our new tool for creating them. If you have any questions about assessments or the Visual Assessment tool, email me at janhavi@harbingergroup.com. I’d love to hear from you.

Meanwhile, back to my son …

After writing this post, I finished our conversation on Friday quizzes this way.

4th grade Son: Every Friday, Mom. Every Friday…

Janhavi: Let’s see … You are taking the quizzes in Spelling, Vocabulary, and Math simply to show yourself (because you do get to exchange papers and grade them right away) and your teacher how much you’ve learned this week.

4th grade Son: And?

Janhavi: And, that’s a good thing! You also get to bring them home and show your parents how well you’re doing.

4th grade Son: And?

Janhavi: And, perhaps, we should start celebrating how well you do on your quizzes every Friday.

4th grade Son: Really?

Janhavi: Really! It is hot today; an ice cream might be …

4th grade Son: Yeah! Quizzes aren’t that bad.

Janhavi: [Laughing] how did you do on those quizzes anyway?

 

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ASSESSMENTS—SPELLING, VOCABULARY, MATH QUIZZES FOR THE ELEARNERS—PART ONE

By Janhavi on May 15, 2013 in , , ,

This Friday when I picked up my 4th grade son from school, he was ready to talk:

4th grade Son: Hi Mom!

Janhavi: How was your day?

4th grade Son: OK, I guess.

Janhavi: You guess?

4th grade Son: It’s just… the quizzes.

Janhavi: Spelling, Vocabulary, Math.

4th grade Son: Yes! Why do we have to take them?

Janhavi: Hmmm … (I began to think about that.)

4th grade Son: Every Friday, Mom. Every Friday…

Janhavi: Let’s see … (How do I explain this? Just this week I was trying out a new assessment tool on the job.)  I tested out the new Visual Assessment Evolve Interaction which is used to create assessments. In the new tool, you can ask questions after each topic (similar to a pop quiz in a classroom) or you can test the eLearner at the end of the class similar to your Friday quizzes. Assessments are necessary because they show how much you have learned.

4th grade Son: What is an assessment?

So that is what this week’s post is all about—assessments.

What is an Assessment?

“The act of appraising, appraisal, evaluation” is the definition for assessment in Dictionary.com.

Donald L. Kirkpatrick, one of the gurus on Learning and Training Evaluation, describes it as the 2nd level in his four levels of training evaluation:

  1. Reaction
  2. Learning
  3. Behavior
  4. Results

“Learning evaluation” according to Kirkpatrick, “is the measurement in the increase in knowledge—before and after.”

Why are they important?

Evaluations may be given before the eLearning class has been taken (sometimes to determine which class/module is appropriate) and then afterwards to determine the effectiveness of the eLearning itself. If eLearners do not pass the assessment, they can retake the class and the assessment.

Without taking an assessment, the eLearners cannot see what they’ve learned or what they need to learn. An assessment can also be used to show others, like a supervisor, that the student is able to perform a job. If a certificate is required, the eLearner may have to pass the assessment to obtain one.

When I think about my 4th grade days, I agree with my son that taking quizzes is just no fun.

See part two of this post tomorrow to learn about the new Visual Assessment interaction.

 

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Designing Technology Enhanced Learning Objects

By Mathew Mason on May 9, 2013 in , , , , , , , ,

As an instructional designer, the task of creating quality training resources can be daunting. However, with greater access to technology based tools it is becoming easier to create learning resources; in particular technology enhanced learning objects.

What is a technology enhanced learning object?

  • A chunk of content structured to support learning delivered using available technology
  • Electronic content designed to be reused within different instructional setting.

Technology enhanced learning objects can be used for content delivery, instructional activities and assessment.

What are the key elements of technology enhanced learning objects?

The basic principles of instructional design and user experience design apply to designing quality technology enhanced learning objects. The principles provide the foundation for the key elements, which include:

  • Objectivity
    Technology enhanced learning objects must be aligned to a learning objective. Consider what skills and/or knowledge the learners will develop from the learning object. Develop the learning object so that these skills and/or knowledge can be developed.

    For example, if you want learners to be able to recall information then flash cards could be used to deliver the content or a simple drag and drop could be used to apply the information.

  • Excitability
    Learners should want to use the learning object. There should be an emotional connection with the object that excites the learner, making them want to explore its contents.

    For example, providing an engaging introduction that highlights the importance of safety before an object related to health and safety.

  • Interactivity
    To engage learners they need to be able to interact with the object. The advantage of technology enhanced learning objects is that they can be layered, allowing the learner to explore further information, and they can provide immediate feedback to the learner.

    Interactive learning objects also allow the learner to practice skills they would use in the workplace, not just learn the theory behind them.

    For example, A scenario based learning object which allows a learner to apply their knowledge on a challenge, receiving feedback on the choices that were made.

  • Usability
    The technology enhanced learning object should provide a positive user experience. Learners need to be able to easily use the object. This usability should apply across all devices, so learning objects need to be responsive.
    For example, navigation should be clear and easy to use on all devices.

  • Reusability
    Technology enhanced learning objects need to be reusable. That is, the object must be able to function in different instructional contexts.

    For example, a million dollar quiz game could be used in a traditional classroom setting or as part of an online course.

  • Interoperability
    The learning objects need to be interoperable. That is, the object can be freely transferred to different delivery platforms. The learning object should be able to operate independently of the delivery media or learning management system.

    For example, the learning object could be embedded into a digital publication, viewed on a tablet device, or placed in an e-learning module, delivered through an LMS.

    For more information on interoperability see the e-standards for training website.

  • Accessibility
    Technology enhanced learning objects need to be accessible to all learners. This means the content is accessible to a wide range of people with disabilities, such as vision impaired, hearing impaired, learning disabilities, cognitive or physical limitations, speech disabilities or a combination of these.

    For more information on accessibility see the Web Content Accessibility Guidelines (WCAG) 2.0

Applying these key elements and you are moving towards creatingeffective technology enhanced learning objectives.

For more on how technology enhanced learning objects can be used with quality instructional design to create engaging learning courses, register for the upcoming webinar.