Now that we’ve discussed many of the important formatting tools in MS Word, let’s turn our attention to collaboration. In the first post of this series, Back to the Basics, we explored the highly collaborative environment of eLearning.
After adding hyperlinks, page breaks, tables, and photos, it’s time to share your material with your fellow collaborators. And, using MS Word’s Review tab, you can work with them to discuss, edit, and update your document.
Let’s take a look at this Review Tab, our Collaboration Station™.
Continue reading “Formatting eLearning Documents: Collaboration Station”
What if you entered a face-to-face classroom and found no instructor to welcome you to class, give you an overview of the semester, or guide you through your projects? Or what if your instructor made an appearance the first day of class, but slowly became less and less engaged as the semester progressed?
You’d be in the dark for most of the semester and probably pretty frustrated with your instructor, right?
Continue reading “Announcements: Finding the Balance Between Posting Too Little or Too Much”
You don’t become a professional by just calling yourself one. One key difference between professionals and non-professionals is this: professionals are bound by ethical codes.
So, what’s the professional code of eLearning?
Continue reading “The eLearning Professional”
Images are a great way to add a little life to your document. Microsoft Word makes it especially easy to insert images into a document. But, with great power comes great responsibility, and you should stick with some basic principles when inserting images. If not, they can be overwhelming, hard to see, and difficult for a reader to interpret the relationship of the image to the text.
So, in this post, we’ll explore the basics of inserting and formatting an image and some little extras, like adding alt text to improve the accessibility of your documents.
Continue reading “Formatting eLearning Documents: Picture This”
The first online course I developed and facilitated was Fundamentals of Speech. I was determined to get it right, because I had graduated from an online program and understood first-hand the pitfalls and frustrations students go through with a weak facilitator. In the very first week of the course I realized that it takes a lot of work to facilitate well! The second thing I realized was that it was so worth it—and so rewarding.
Since then, I’ve developed and facilitated many online courses, and enjoy being the eLearning certification trainer for new online and blended faculty at Spring Arbor University.
Continue reading “Facilitating an online course: Five ways for getting it right”
Ever save a file with a random name, only to not be able to
find it later? If only you’d named it something meaningful! The same can be
said for naming your eLearning materials.
Continue reading “Choosing Meaningful Names for your eLearning”
In my series on Keller’s ARCS Model for Motivation, I discussed the important role satisfaction plays in increasing and maintaining a student’s motivation to learn.
Students are satisfied and motivated to improve when teachers provide clear, constructive feedback and affirm and encourage them, both verbally and nonverbally. As classroom environments become more digital and asynchronous, we must find ways to improve instructor and student communication, especially feedback.
In this series, I’ll share practical tips for
instructor to learner feedback and learner to learner feedback. We’ll look at tools
to help you improve and enhance the feedback experience in online courses. Today
we’ll begin with why you should provide constructive feedback.
Continue reading “eLearning Feedback: Make it Relevant and Relational”
Our university delivers courses in multiple modalities: traditional face-to-face classrooms, online, and also in blended (sometimes called hybrid) learning environments. Some students prefer the structure of meeting in class each week, while others need the flexibility online courses provide. Each modality provides students a way to achieve learning outcomes while addressing different learning needs.
Continue reading “Collaborating on an eLearning Parallel Development”
We have a love/hate relationship with tables. On the one hand, tables
organize information, especially when you need to make a side-by-side
comparison or display data. On the other hand, it’s easy to get a little
table-slap-happy, creating a choppy document that is difficult to view or read
and is especially difficult for a screen reader. And let’s not even talk about
the potential accessibility nightmare.
A table is a good option if you need to display dates, lists, or side-by-side information. Tables help us avoid using the Tab button, which can cause screen reader navigation problems. However, too much information or too many columns and rows are difficult to view and read in a table. So, it is best to revise your content or find a way to avoid using a table.
There are times when a table is the cleanest way to present the information, but a poorly formatted table is also difficult to distinguish visually. So, let me share some best practices for formatting tables in eLearning.
Continue reading “Formatting eLearning Documents: Table That Thought”
The next time you sit down to write a test, to place a quiz
in your online course, or send off a test key to your instructional designer,
ask YOURSELF some questions:
- Will the quiz motivate your students?
- Can you explain why each question is on the
- Are you using your test to promote learning?
Punitive to Positive
Which of those words has a better ring to it? Consider making
the quiz a vehicle for delivering a sense of purpose and motivating your
Continue reading “Dear Instructor—Take This Test”
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