Although presented in small bites to satisfy today’s learners, effective mini-lessons follow good teaching practice.
The learner seeks knowledge and wants to absorb that knowledge; learning activities then help embed that knowledge. Learners will often want to test themselves to check their understanding as well as assimilation.
Alternatively, learners may want to test themselves for prior knowledge before undertaking any study, or refresh themselves through learning activities.
Learning can be approached from various entry points, and there is a recognizable continuum of learning. These observations, along with a simplified example of the process of learning, are presented using Raptivity Linker below.
The key feature of each mini-lesson is that it is quick and specific.
Have you created any mini learning sample(s)? Looking forward to see your creative samples. And of course, do let me know your thoughts on my mini lesson sample.
About the Author:
Director/Developer, Learning Solutions
Anne is a graphic designer whose skills have enabled her to produce appealing learning objects and engaging online learning experiences. Through her collaboration with Caryl Oliver, and Raptivity, she has created a range of learning and training courses for clients as small as a hospitality college in India to industry giants like the Linfox Group in Australia.
Currently Anne is contracted to Achievement for All in the UK producing material that supports the charity in its work with vulnerable children. With its reach into 2000 schools, the task to transform their main programme from face-to-face training of school personnel to predominantly online learning is a challenge for them as well as for Anne!
Thursday, May 21, 2015
Wednesday, May 20, 2015
Thursday, May 14, 2015
Great! Good job! Incorrect! Can do better! Not quite right!
Do these words sound familiar? Probably yes, this is the kind of feedback we generally receive in our online assessments or exercises. In fact, we too provide similar feedback to our learners in the assessments we design.
But don’t we get disappointed when we receive such short feedback that does not convey much? Research suggests that students want specific and detailed feedback from their instructors (Balaji & Chakrabarti, 2010). This becomes even more critical in online assignments / assessments where there is little or no personal contact.
I have a simple tip to share with every course creator or trainer involved in designing online courses.
You could share the feedback with your learners by recording it in your own voice. Detail out this feedback in a way that it completely conveys what you intend to and still doesn’t become too long. Learners should feel as if you are talking to them. It would make a positive difference to the learners’ experience and motivation even if the feedback is negative. And not just feedback, you could use your voice to provide instructions in your courses too.
There are quite a few free audio recording tools in market. Windows users could simply use the Sound Recorder. And if you are using specific eLearning tools like Raptivity and Lectora to create your courses, they do provide an embedded sound recorder.
Audio feedback is an excellent way to connect with learners and provide feedback that is both motivating and meaningful. Go ahead and use this small yet effective tip to see the difference!Inspired by: https://onlinelearninginsights.wordpress.com/2013/04/06/speaking-to-students-with-audio-feedback-in-online-courses/
Oswaldo Camacho: Working with technology and infrastructure for the last 10 years and the last 6 years in the Brazilian office one of the biggest American Publishers, generating Digital Educational Solutions for Latin America customers in Spanish and Portuguese. Responsible for all technology details of digital solutions proposed for customers, since the compatibility of the digital learning objects until the outcomes generated.
Always analyzing the main LMS and authoring tools of the market to understood the best possibilities to easily develop and delivery good educational content.