Sometimes, the technical and skilled nature of instructional design makes it difficult to explain our work to key stakeholders. Shakespeare might have said a rose by any other name would smell as sweet, but the collective (mis)understanding of words can sometimes muddy how our external audience sees our work.
Recently, our eLearning team found a simple change of terminology helped our stakeholders grasp one of our fundamental tasks: Continue reading “Communicating “What You Do” to eLearning Stakeholders”
Throughout our OER series, we’ve explored the value open educational resources bring to students, instructors, and institutions as well as where to begin with OER. Last week, we discussed using a model to bring open educational resources (OER) to your institution by building relationships with key influencers and OER champions.
Whether you’re aware of it or not, your institution probably has OER champions already.
Typically, OER are first adopted by the hard sciences. But you likely have another partner: Continue reading “Finding your OER Champions”
In our OER series, we’ve explored how cost-friendly open educational resources (OER) can replace the expense of traditional textbooks. We’ve looked at where to find OER as well as how to choose quality materials. By now, you’re probably wondering how to bring OER into your institution.
Continue reading “Tips for Bringing OER to Your University, Institution, or School”
You’re walk into the campus student bookstore. Classes started last week, and you just got paid at your part-time, minimum wage student job. You nervously add the cost of the stack of textbooks in your head.
You don’t have enough cash. You never have enough cash.
What do you do? Put some books back? Continue reading “Bringing Value to your Learners with OER”
With the rising costs of textbooks, it’s imperative that universities and colleges find cost-friendly, quality learning materials for students. Enter Open Educational Resources (OER), stage left. Continue reading “Diving into Open Educational Resources (OER)”
Like many in the world of eLearning and Instructional Design, I entered the field through a wandering path. Finally, I’d found a job that benefits from my “jack-of-all trades” skill set, Continue reading “What I Wish I’d Known Before I Became an Instructional Designer”
When our team started Model eLearning in January, we wanted to explore and share the eLearning theories, trends, and tools that excite us. One of the top instructional design skills is Googler—so we wanted to contribute to that growing body of knowledge and help the eLearning community.
Over the past year, we’ve shared our team’s practical tips for instructional designers (ID), subject matter experts (SME), and instructors. Now—in a time-honored December blog tradition—let’s review some of our favorite posts of 2017. Continue reading “A Year’s End Review”
Content is difficult to read on a screen. If you want students to engage with your online course, you need to improve the cognitive load. The best practices used for writing for the web include active voice, positive tone, the inverted pyramid, chunking text, bullet and number lists, and descriptive headings. In this post, we’ll examine how to improve the readability of your course using active voice. Continue reading “Improve Your Course Content: Active Voice”
Writing content for an online or blended course is different than lecturing in a face-to-face course. Great eLearning content doesn’t just happen—it is intentionally designed to reach the student at their moment of need. As you develop your course, keep these five tips in mind to write relevant, engaging, and useful eLearning content. Continue reading “5 Ways to Write Relevant, Engaging, and Useful eLearning Content”