Friday, October 24, 2014
Thursday, October 23, 2014
- Parents and students do not see a degree earned online as valuable as one earned on campus. This is still true all around America. They still see a degree from a mortar and bricks university more valuable (even if that university is not even ranked in the US News Annual list) than one earned online from a highly ranked university. The perception that a degree from an online program was earned through easy courses and not-so-difficult exams has not been erased from the minds of these parents and potential students. This is changing, and rapidly. As universities feel the need to serve as many students as possible, even though the seats available in the classroom are not expanding at the rate that students graduate from High School, these institutions are creating courses that will eventually morph into complete online programs, which have the same or equivalent value that the version offered on campus. They are making sure that is the case, we have to remember that their names are still on that online degree.
- The fact that many engineering courses require laboratory work. This is changing as well. Many universities have asked the question of how valuable lab work really is in an engineering program. They are also looking into alternative solutions that can recreate the lab work either online or by asking the students to do the lab work at home.
- The complexity of many courses that are needed at the undergraduate senior level. When you reach the final year into the undergraduate program the student needs to take courses that require a higher level of thinking (such as composite materials, or fracture mechanics). These course are highly specialized subjects (in many cases they are elective courses) that may require a lot of web technology for their implementation (which translates into costly courses).
Wednesday, October 22, 2014
Thursday, October 2, 2014
- Would you need to make new hires? Take a look at the resumes or CVs of your team. Do they have the skills required to achieve your elearning goals? Is training a viable solution, instead of hiring?
- Would you need to purchase new equipment? Maybe another department has what you need and they are not using it, or they might be willing to share it with your department. Will your current technology help you achieve the elearning goals? How old is the technology you found when you took over? Can you repurpose some of the technology available for new tasks?
- Would you need to purchase new software licenses? Can you rely on freeware? Will your team learn to use new software in a reasonably span of time? How old is the software currently available? Do you currently have reliable tech support?
- Do we have an LMS for course delivery? How old is it? Is there a cheaper solution? Would it impact the program switching to a different LMS? How strong is the web programming team?
- What office space do you have available? Would you need more? Would you need to move to a larger site? Can you create spaces for specific course production tasks (like video or sound recording, training, brainstorming sessions, media production, and so on.
Friday, September 19, 2014
- number of contracts you expect to secure,
- number of customers you expect to serve and how much revenue will bring in,
- number of billable hours you would expect to invoice,
- number of students you expect to enroll in your online courses,
- and so on.
Saturday, August 2, 2014
- Post some reading material (short articles, papers, sections of books and so on),
- Post some link to web resources such as blogs, wikis, online papers,
- Create a social media account for them to post their thoughts (seed the discussion with prompt questions), you could use Facebook, Google+, LinkedIn, or create a hashtag in Twitter, or create a discussion forum in your website, if you can,
- Create online activities such as games, polls, interactive websites (with animations, simulations, short games, apps),
- Post links to short videos related to the subject to be discussed.
Tuesday, July 29, 2014
It is widely understood that webinars are one-hour events and they will usually deal with a couple of points that are hammered over and over again. They usually feel like a sales pitch. In other cases, the sessions are informative and are avenues for sharing knowledge among professionals. In none of these two cases we can say that deep learning is occurring, mainly because the audience has not been conditioned for this purpose.
If you are thinking in converting your webinar into an elearning object, you will have to plan for that. Apart from conducting a very good webinar, you will have to conduct it in a way that serves both purposes: as a live session and as a recorded session for elearning purposes.
But how can you achieve that, if a webinar is supposed to be an engaging event that has to keep the attention of attendees for around one hour?
Below you will see some suggestions that will help you achieve the mentioned goal:
- Create activities in between the webinar, at regular intervals, or when you will be changing to another learning goal. These could be a simple poll, a game, or a case study.
- Create cues in between the webinar recording so that later editing of the video will allow to make that one hour webinar into a number of sections no more than 20 minutes long. It has been researched that short videos in elearning are more effective than one hour long recordings.
- Start off with clear objectives of what is going to be achieved at the end of the webinar. This will help integrate the recording with the elearning course.
- If you are not able to integrate activities in between the webinar, later production could integrate designed activities on top of the video lecture (using web-based technologies or rapid development tools).
- When you are announcing the webinar, packaged the invitation with some reading resources that can be later used for the elearning course. Many will not read this material, but your course will make sense later on to somebody taking the elearning version.
It is possible to achieve two goals with your webinar: to provide a live interaction with an instructor and to integrate the recording into an elearning course. But this requires careful planning and design. If you already have recordings that were not planned as elearning objects, it will not be conducive to learning and you will be making a potentially marketable product into another example of badly planned elearning.
At Elearning in Motion we can help you achieve those goals. We can provide the guidance and planning for your webinars and later integration into elearning courses that you can offer in your organization or association.