Google any topic, and at least 3-4 (if not more) results will turn out to be videos. Engaging, interactive, very clickable, there is a reason why videos are better at passing on information and ideas than static visuals or text-only methods.
Everybody makes mistakes... yes, even Instructional Designers :-)
View this infographic to know how to avoid making some common mistakes...
Game-based learning and gamification both rely on the same thing. Both - either wholly or partially - rely on games to convey knowledge to learners. It focuses on the idea of learner engagement as an important tool to discreetly push knowledge, or test newly acquired knowledge.
Having games in a learning module is a noble thought, indeed; however, the mechanics of learning games is still an evolving field of study, and most people jump on to the gamification platform due to the novelty of the approach and not out of conviction for the learning outcome.
Can learning be ‘engineered’? What if we were to use best practices from other domains to improve the way we create learning? Here’s how a basic concept from the manufacturing industry can be adapted to the learning industry.
While working on a project for a manufacturing organization a few months back, I had created a storyboard on Form, Fit, and Function (also referred to as FFF or F3 in engineering parlance). I hadn’t thought much of it back then, but for some reason it stayed at the back of my mind and lately, it’s been haunting me every waking hour.
Every so often, while developing an eLearning course, we think about the different strategies and instructional models that will help us to create an effective eLearning course. But, an important aspect of this effectiveness is capturing the learner’s attention. In today's world of fast-paced life and short attention spans, if you haven't managed to capture your learners’ attention, they will not be ready to accept what you have to offer. Thus, a hurdle that all learning architects face is to gain and retain the learner’s attention.