- Absenteeism problem
- Activity
- autonation interactive sales scenario
- characteristics of good and poor interaction
- Cooking with Flair training
- Earthquake epicenter e-learning instruction
- Expedia phone-based customer service training
- instructional interactivity component of
- In Their Virtual Shoes training
- NYU Medical Center ICIS training
- POST LERT First Responder training
- POST LERT Recognizing and Reporting training
- Railroad Safety for Professional Drivers training
- short-order chef training
- Substance Abuse training
- supply chain training
- trapdoor hints model on
- What Does Glue Stick? training
- Who Wants to Be a Miller? training
- See also CCAF (context, challenge, activity, and feedback) framework
- ADDIE model (or ISD)
- advantages of successive approximation approach over
- description of the
- five phases of ISD or
- flawed process of the
- successive approximation approach superiority over
- successive approximation as alternative to
- true story on law book publisher training and poor experience with
- “A-ha!” experiences
- Airline mechanics training objectives
- Alessi, S. M.
- Allen Interactions
- Allen, M. W.
- Alpha SAM (Successive Approximations Model) version
- Andersen, D.
- Anderson, L.
- ARC's Motivational Model
- Attention
- as dimension of human motivation
- Keller's ARC's Motivational Model on
- Authentic tasks
- Earthquake epicenter e-learning instruction
- importance of having learners perform
- POST LERT First Responder training
- Authorware
- earthquake epicenter e-learning instruction created using
- WorldTutor
- ZebraZapps
- Autonation interactive sales scenario
- “Awareness goals,”
-
- Behavior, effect of motivation on
- Behavior change
- creativity role in e-learning projects for
- incentives for
- See also E-learning goals; Outcomes
- Bente, G.
- Bereiter, C.
- Berra, Y.
- Beta SAM (Successive Approximations Model) version
- Bio/CMI
- Biology Learning Demonstration Center
- Blakemore, S.
- Blended training
- improving performance environment with
- improving training outcomes with
- Bloom, B.
- Bloom's taxonomy
- Boggs, D.
- Bonk
- Boring e-learning instruction
- as being the most expensive training
- as not being effective instruction
- why it is deemed “acceptable,”
- Brain research
- instructional design guided by theory and
- problems when applying to instructional design
- providing insights for teaching
- Brainstorming learning experience design
- Breuer, J.
- Bruyckere, P. D.
- Business problems
- disguised competency problems
- importance of identifying the “real,”
- nonperformance
- performance environment
- performance-related
- understanding that most are performance problems
- Business problem solving
- e-learning opportunities for
- understanding limitations of training for
- See also Training
-
- Carlzon, J.
- Carnegie Mellon University
- Cavalier, R.
- CCAF (context, challenge, activity, and feedback) framework
- four basic steps in the
- gamification development using
- instructional interactivity using the
- instructional success strategy of
- parallel uses for entertainment games and SLGs
- POST LERT First Responder training using
- research findings on e-learning and
- See also Activity; Context; Feedback
- Challenge
- autonation interactive sales scenario
- characteristics of good and poor interaction
- Cooking with Flair training
- Expedia phone-based customer service training
- instructional interactivity component of
- In Their Virtual Shoes training
- NYU Medical Center ICIS training
- POST LERT First Responder training
- POST LERT Recognizing and Reporting training
- providing learners with
- Railroad Safety for Professional Drivers training
- short-order chef training
- on size fits all versus individualized
- Substance Abuse training
- supply chain training
- trapdoor hints model on
- What Does Glue Stick? training
- Who Wants to Be a Miller? training
- Clark, R.
- Cognitive skill-building
- Common instruction paradigm
- Competence. See Performer competence
- Computer-assisted instruction (CAI)
- Computer History Museum
- Computer-managed instruction (CMI)
- Confidence
- as dimension of human motivation
- Keller's ARC's Motivational Model on
- Constructivism theory
- Content
- e-learning and type of
- e-learning equation and presentation of
- game rules and strategies as learning
- guide learners to appropriate
- learner-constructed
- navigation that lets learners see organization of
- navigation that lets learners see the
- performance focus versus
- select the right one for each learner
- short-order chef training
- Content classification
- instructional strategies for each type of
- Merrill's work on
- SLGs application of
- Context
- autonation interactive sales scenario
- characteristics of good and poor interaction
- Cooking with Flair training
- Expedia phone-based customer service training
- instructional interactivity component of
- In Their Virtual Shoes training
- knowledge delivery versus authentic
- learning sequences and
- motivating learning and transfer skills using
- novelty versus reality of technology-led instruction and
- NYU Medical Center ICIS training
- POST LERT First Responder training
- POST LERT Recognizing and Reporting training
- Railroad Safety for Professional Drivers training
- Substance Abuse training
- supply chain training
- trapdoor hints model on
- use an appealing
- What Does Glue Stick? training
- Who Wants to Be a Miller? training
- See also CCAF (context, challenge, activity, and feedback) framework
- Control Data Corporation
- Cooking with Flair training
- context, challenge, activity, feedback used in
- “Do the Dip!” module of the
- test-and-tell method used in
- Corbett, A. T.
- Corrective Feedback Paradigm (CFP)
- description of the
- not for all instructional needs
- reusability of the
- spaced practice using the
- Who Wants to Be a Miller? training using the
- Covey, P.
- Creativity
- common design processes that may prohibit
- the divergence and utility nature of
- of e-learning projects for behavior change
- instructional design as art versus science debate over
-
- Delay judgment instruction
- asking learners why their answers are correct
- autonation interactive sales scenario example of
- motivating learners by
- valuable U-turns to provide learners
- Design. See E-learning instructional design
- Design specs
- functional prototypes preferred over
- true instructional interactivity not possible with
- Discovery learning model
- description of the
- POST LERT—Recognizing and Reporting training using the
- reusability of the
- Disguised competency problems
- outdated product designs
- poor morale
- tarnished reputation
- turnover and absenteeism
- undercapitalized operations
- unreliable equipment or tools
- Docebo
- “Do the Dip!” test-and-tell example
- Duffy, T. M.
-
- Earthquake epicenter e-learning instruction
- experience versus presentation example in
- learner activity in authentic context example of
- learner experience teaches the principle example of
- let the learner play example of
- page-turner versus page-turner with question examples of
- EDUCAUSE
- Einstein, A.
- E-learning
- as being about individual and organizational success
- as being fun
- blended training solutions to improve
- delivering lower costs and better learning
- high attribution rate of learners
- how it fits in with effective training
- learner motivation to learn versus to learn via
- smart
- you have choices in
- See also Instructional interactivity; Training; True training stories
- E-learning applications
- buyer alert regarding purchase of
- limited emphasis on learner motivation in
- E-learning benefits
- anticipated
- attributes of good e-learning and
- competitive positioning organization as
- infrastructure advantages as
- strategic advantages as
- tactical advantages as
- training delivery advantages as
- E-learning costs
- boring instruction is too expensive
- delivering better learning with less
- optimal training project to budget and
- The e-learning dream
- E-learning equation
- E-learning failure
- change is necessary to avoid
- counterfeit successes as driving
- the cycle of
- failing to define realistic goals as reason for
- to-do-list projects to avoid
- undercover operations as driving
- why we do things that we know will result in
- See also e-learning failure; e-learning success
- E-learning goals
- beware of “awareness goals,”
- match instructional strategy to outcomes and
- problem of failing to define realistic
- process of transforming
- smart e-learning goal to change behavior
- typical ineffective strategy to reach performance goals
- understanding what really matters in training
- See also Behavior change; Outcomes
- E-learning guide for executives
- design versus technology
- differentiating the good and the bad
- three priorities for training success
- understanding e-learning as mean to training success
- E-Learning Guild's DevLearn conference (2009)
- E-learning instruction
- boring
- the failure cycle of
- optimal training project budget for
- practicality of delivering effective
- rationale for reduced quality of
- reviewing the different perspectives of
- the success cycle of
- understanding that entertaining doesn't equate good
- See also Instructional design
- E-learning instruction perspectives
- as instructional approach instead of delivery platform
- lack of e-learning expertise
- learning games
- low expectations of e-learning
- new mobile delivery options
- prevalence of e-learning
- social learning
- E-learning partnerships
- learner participation in
- management and e-learning developers
- subject-matter experts (SMSs) participation in
- E-learning solutions
- Autonation interactive sales scenario
- Operation Lifesaver's Railroad Safety for Professional Drivers training
- POST ALERT First Responder training
- E-learning success
- checklist for doing the right thing for
- the cycle of
- design as the means to
- essential resources for
- how counterfeit successes drive failures
- list of some of the factors for
- pillars of
- prerequisites to
- unrecognized contextual factors
- Emotion-arousing experiences
- Employees
- poor morale by
- providing incentives for good performance
- turnover and absenteeism of
- See also Learners
- Enhanced drill-and-practice model
- Corrective Feedback Paradigm (CFP) type of
- description of
- EPSSs (electronic performance support systems)
- description of
- instructional interactivity versus
- instruction applications of
- Equipment problems
- Evaluation
- of entertaining but ineffective training
- of functional prototypes
- Kirkpatrick's four-level model of
- measuring outcomes as part of
- SAM iterative design phase
- SAM iterative development phase
- Successive Approximations Model (SAM) component of
- Executives
- guide to good e-learning for
- needed for e-learning design
- See also Management
- Executive's e-learning guide
- design versus technology
- differentiating the good and the bad
- three priorities for training success
- understanding e-learning as mean to training success
- Expedia phone-based customer service training
- Expertise
- challenges with simulated outcomes for created
- comparing tell-and-test to the test-and-tell methods to achieve
- practice as necessary for developing
- subject-matter experts
- Extrinsic feedback
- Extrinsic learning games
- advantages of
- building on
- description of
- disadvantages of
- drill and practice versus instruction using
- game board of
- Jeopardy (TV game show) example of
- Outcome Rules of
- pros and cons of
- Rules of Play of
- See also Intrinsic learning games
-
- Failure. See e-learning failure
- Feedback
- autonation interactive sales scenario
- characteristics of good and poor interaction
- Cooking with Flair training
- Expedia phone-based customer service training
- extrinsic
- instructional interactivity component of
- In Their Virtual Shoes training
- key performance indicators (KPIs) providing authentic
- NYU Medical Center ICIS training
- POST LERT First Responder training
- POST LERT Recognizing and Reporting training
- provide learners with intrinsic
- Railroad Safety for Professional Drivers training
- real-world consequences versus didactic
- short-order chef training
- Substance Abuse training
- supply chain training
- trapdoor hints model on
- What Does Glue Stick? training
- Who Wants to Be a Miller? training
- See also CCAF (context, challenge, activity, and feedback) framework
- Field Guide (Sites and Green)
- First Principles of Instruction
- Functional prototypes
- designing learning experiences using
- evaluating your
- SAM iterative design phase
-
- Gagné, R.
- Gagné's Taxonomy of Learning Outcomes
- Game rules
- as content for learning
- how good games have good
- tic-tac-toe
- See also Outcome Rules; Rules of Play
- Games
- CCAF applied to
- the fundamentals of a good
- getting the fun back into learning using
- the ideas that learning can be a
- rules and strategies of good
- Sunny side Grill
- tic-tac-toe
- See also Learning games; Serious Learning Games (SLGs)
- Games of chance
- learning in
- as nonstrategic game
- Games of skill
- Game strategies
- description of
- Serious Learning Games (SLGs)
- Sunny Side Grill game
- tic-tac-toe
- Game types
- games of chance
- games of skill
- learning in strategic games
- memory games
- strategic versus nonstrategic games
- Gamification
- caution about using
- CCAF framework used for
- issues to consider for using
- learning through
- ROI (return on investment) of
- serious e-learning versus
- Global positioning data (GPS)
- Gold SAM (Successive Approximations Model) version
- Green, A.
- Gunter, G. A.
-
- Hawking, S.
- Hippocratic oath
- Homeland Security. See POST LERT—Recognizing and Reporting training
- Hulshof, C. D.
- Human resources
- executives as essential
- list of those required for e-learning success
-
- IBM typewriters
- ICIS training. See NYU Medical Center ICIS training
- ICONOS
- Incentives
- different types of
- management and training partnership for success of
- performance improvement by combining penalties with
- Individualization
- e-learning as being about organizational and individual success
- practical solutions for achieving instruction
- selecting the right content for each learner
- on size fits challenge all versus
- Individualization continuum
- common instructional design paradigm rating on
- individualized instruction paradigm rating on
- remedial instruction paradigm rating on
- selective instruction paradigm rating on
- Individualization practical solutions
- comparing tell-and-test to the test-and-tell methods
- fixed content, variable learning
- fixed learning, variable time and content
- fixed time, variable learning
- Instruction
- complexity of effective
- EPSSs (electronic performance support systems) applications for
- extrinsic games drill and practice versus
- interactive
- novelty
- See also Technology-led instruction
- Instructional design
- art versus science debate over
- challenges of designing learning experiences
- checklist for what should be included in
- complexity of effective
- earthquake epicenter e-learning instruction example of
- essential resources to support
- how it can heighten or stifle motivation
- learner-constructed content is not substitute for
- as the means to success
- motivation related to priorities of
- potential problems when applying research results to
- as requiring study and practice for excellence
- selling it to the learner
- take a “design backward” approach to
- taking a pragmatic approach to
- technology versus the
- theory and research as a guide for
- See also E-learning instruction; Instructional design
- Instructional designers
- “A-ha!” experiences of
- design goal set by Manifesto for
- game-thinking vs. instruction-thinking by
- Hippocratic oath for
- quality obligations of
- Instructional design paradigms
- common
- individualized
- interactivity
- remedial
- selective
- Instructional frameworks
- Bloom's taxonomy
- cognitive activity and observable performance
- Gagné's Taxonomy of Learning Outcomes
- Keller's ARCS Motivation Model
- Merrill's First Principles of Instruction and content classification
- Sugrue's Content-performance Matrix
- theory and research as a guide for design
- Instructional interactivity
- activity component of
- CCAF framework applied to
- challenge component of
- context component of
- definition of
- e-learning environments and rehearsal through
- feedback component of
- good versus poor interaction components
- natural learning environments of
- pseudo
- questioning versus
- as the supernatural power of e-learning
- three-point checklist for good
- See also E-learning
- Instructional interactivity examples
- In Their Virtual Shoes training
- NYU Medical Center ICIS training
- Operation Lifesaver Railroad Safety training
- POST LERT—Recognizing and Reporting training
- Substance Abuse training
- Supervisor Effectiveness training
- Who Wants to Be a Miller? training
- Instructional interactivity paradigms
- discovery learning
- enhanced drill and practice/Corrective Feedback Paradigm (CFP)
- problem-solving investigation model
- storytelling model
- task model
- trapdoor hints model
- Instructional objectives
- acceptable verbs for behavioral
- airline mechanics training example of
- components of quality
- Expedia's example of meaningful and memorable
- how to better write motivating
- motivating learners through
- See also Learning
- Instructional strategies
- adapting e-learning to primary performance outcomes
- consideration of task and learner readiness
- fitting to targeted outcomes
- Merrill's content classification and corresponding
- performance goals and typical ineffective
- Seven Simple Success Strategies
- types of
- Instructional systems design (ISD). See ADDIE model (or ISD)
- Instruction perspectives
- e-learning and “everything has changed,”
- implications of new technologies
- the “nothing has changed,”
- Insurance plans training story
- Integrated prototypes
- Interactivity. See Instructional interactivity
- Internal Revenue Service training
- In Their Virtual Shoes training
- Intrinsic feedback
- examples of extrinsic versus
- overview of
- providing learners with
- Intrinsic learning games
- action–consequence relationships in
- context situations and actions in
- description of
- Outcomes Rules of
- Rules of Play of
- See also Extrinsic learning games
- Investigation model
- description of the
- Substance Abuse training using the
- Islam, K.
-
- Jeopardy (TV game show)
- Jonassen, D. H.
-
- Kapp, K.
- Keller, J. M.
- Keller's ARC's Motivational Model
- Kenny, R. F.
- Key performance indicators (KPIs)
- Kirkpatrick's four-level model of training evaluation
- Kirschner, P. A.
- Knowledge delivery vs. authentic contexts
- Koedinger, K. R.
- Korn, E. R.
- Krathwohl, D.
- KTCA-TV's Newton's Apple (public TV show)
-
- Learner-constructed content
- don't discard good instructional design for
- increased increase in
- Learners
- attendance versus engagement by
- comparing typical and serious e-learning for
- don't baby your
- ensuring they are motivated to learn
- guide them to appropriate content
- having them perform multistep tasks
- high attrition rates of e-learning
- placing emphasis on motivation of
- putting them at risk as learning motivator
- recent
- selecting the right content for each
- selling excellent instruction to the
- smart e-learning partnership with
- strategy consideration of task and readiness of
- See also Employees; Motivation
- Learning
- contexts to stimulate
- examining the differing perspectives on
- game rules and strategies as content for
- games for getting the fun back into
- getting the fun back into
- the ideas that it can be game
- practice is necessary to
- social
- what we know about
- See also Instructional objectives; Outcomes
- Learning audience
- autonation interactive sales scenario
- Operation Lifesaver's Railroad Safety for Professional Drivers training
- POST LERT First Responder training
- Learning environments
- interactivity in the natural
- private versus social
- Learning experiences
- advisory on creating M&M&M
- challenges of designing
- characteristics of quality
- emotion-arousing
- how e-learning can deliver lower costs and better
- Successive Approximations Model (SAM) to create
- See also Meaningful, memorable, motivational (M&M&M) learning experiences
- Learning experiences design
- ADDIE model (or ISD) for
- alternatives for
- brainstorming for
- constraints challenge of
- functional prototypes for
- insights provided by unsuccessful
- prototypes for
- quick iterations to explore multiple design ideas for
- See also SAM (Successive Approximation Model)
- Learning games
- “edutainment,”
- extrinsic games
- intrinsic games
- instructional implications of
- overview of
- ROI (return on investment) of
- types of
- See also Games; Serious Learning Games (SLGs)
- Learning Management Systems (LMSs)
- Bio/CMI
- description of
- services offered to learners
- See also Navigation
- Learning objects. See Reusable learning objects (RLOs)
- Learning perspectives
- e-learning and “everything has changed,”
- implications of new technologies
- the “nothing has changed,”
- Learning research
- instructional design guided by theory and
- on potential of learning games
- providing insights for teaching
- Leaving ADDIE for SAM: An Agile Model for Developing the Best Learning Experiences (Allen and Sites)
- Leaving ADDIE for SAM Field Guide (Sites and Green)
-
- Mager, R.
- Magic Keys. See Motivational Magic Keys
- Malone, T. W.
- Management
- incentives for good performance role of
- partnership between e-learner developer and
- See also Executives
- Manhattan Associates
- Manifesto. See The Serious eLearning Manifesto
- Mastery. See Expertise
- The Matrix (film)
- Mayer, R. E.
- Meaningful, memorable, motivational (M&M&M) learning experiences
- advisory on importance of designing
- how e-learning can provide
- instructional design of
- providing learners with
- using novelty to create
- See also Learning experiences
- Media prototypes
- Meleca, C. B.
- Memory games
- description of
- learning in
- as nonstrategic game
- You Don't Know Jack and Jeopardy examples of
- Merrill, D.,–
- Merrill's First Principles of Instruction and content classification
- Mico, B.
- Misguided training story
- Mitzel, H. E.
- M-learning
- impact of new mobile delivery options for
- mobile performance support versus
- Mobile delivery
- common questions and answersbout
- perspectives on impact of
- Moments of Truth (Carlzon)
- Moore
- Motivation
- dimensions of human
- effect on behavior by
- e-learning equation and
- ensuring learner's
- how e-learning design can heighten or stifle
- instructional design priorities related to
- Keller's ARC's Motivational Model on
- to learn versus motivation to learn via e-learning
- perception and
- persistence for learning tied to
- placing emphasis on learner
- See also Learners
- Motivational learning experiences
- Motivational Magic Keys
- 1: build on anticipated outcomes
- 2: put the learner at risk
- 3: select the right content for each learner
- 4: use an appealing context
- 5: have the learner perform multistep tasks
- 6: provide intrinsic feedback
- 7: delay judgment
- Multistep tasks
- importance of performing authentic
- motivating learners with
- Supervisor Effectiveness training use of
- Myers, G. A.
-
- Nass, C.
- National Food Service Management Institute
- Cooking with Flair training of
- Who Wants to Be a Miller training of
- National Science Foundation's Biology Learning Demonstration Center
- Navigation
- additional learner-interface ideas
- description and function of
- interactivity versus
- reusable
- services for learners
- WorldTutor
- ZebraZapps
- See also Learning Management Systems (LMSs)
- Navigational metaphors
- description and function of
- simplicity is best for
- some concerns about
- Navigation imperatives
- 1: let learners see what's here
- 2: let learners see how the content is organized
- 3: let learners see where they are
- 4: let learners go forward
- 5: let learners back up
- 6: let learners correct their errors
- Navigation (NYU Medical ICIS training)
- 1: let learners see what's here
- 2: let learners see how the content is organized
- 3: let learners see where they are
- 4: let learners go forward
- 5: let learners back up
- 6: let learners correct their errors
- Newton's Apple's Why Does Glue Stick? series
- Nonperformance problems
- e-learning opportunities for improving
- examples of
- understanding limitations of training to solve
- Nonstrategic games
- description of
- games of chance as
- strategic versus
- utility for learning
- Norris, B.
- Novelty instruction
- creating memorable experiences using
- drawing learner's attention using
- short-lived nature of
- supply chain training example of
- technology-led instruction reality versus
- when it can be a valuable tool
- Why Does Glue Stick?
- NYU Medical Center ICIS training
- navigation of the
- task model used for interactivity of the
- NYU Medical Center ICIS training navigation
- 1: let learners see what's here
- 2: let learners see how the content is organized
- 3: let learners see where they are
- 4: let learners go forward
- 5: let learners back up
- 6: let learners correct their errors
-
- Objectives. See Instructional objectives
- Ohio State University
- On-the-job training
- costs of
- e-learning failure due to undercover
- On-the-job training costs
- illustration of the stacked
- it's expensive
- it's risky
- it's slow
- Operation Lifesaver training. See Railroad Safety for Professional Drivers training
- Outcome Rules
- description of
- extrinsic games
- fund from discovering the
- games of chance
- intrinsic learning games
- memory games
- Serious Learning Games (SLGs)
- strategic game level-ups
- Sunny Side Grill game
- See also Game rules
- Outcomes
- adapting e-learning to primary performance
- blended training to improve e-learning
- creating expertise and challenges with simulated
- e-learning equation and edification (or e-learning outcomes)
- e-learning strategies consideration of task and learner readiness
- fitting strategy to targeted
- Gagné's Taxonomy of Learning Outcomes
- match instructional strategy to desired
- measuring e-learning
- motivating by building on anticipated
- See also Behavior change; E-learning goals; Learning
- Outdated product design problem
-
- Page-turning mistake
- Paradigms. See Instructional design paradigms
- Part-task training
- PCD3 system
- Penalties
- performance improvement by combining incentives with
- when desired performance is unwittingly penalized with
- Perfetti, C.
- Performance environment
- blended training solutions to improve
- using training to fix the
- Performance goals
- adapting e-learning to outcomes of primary
- In Their Virtual Shoes training
- Operation Lifesaver's Railroad Safety for Professional Drivers training
- typical ineffective strategies for reaching
- Performance improvement
- combining penalties with incentives for
- the possibilities of training for
- providing incentives for
- Performance problems
- e-learning opportunities for solving
- misguided training as traditional approach to
- performer competency as cause of
- Performance supervisors
- Performer competency problems
- as cause of poor performance
- e-learning opportunities for improving
- understanding who needs training to improve
- when business problems are disguised as
- Performers (untrained) testing
- PLATO and the lights story
- PLATO system (1970s)
- Poor morale problem
- POST LERT First Responder training
- POST LERT Recognizing and Reporting training
- Practice
- Corrective Feedback Paradigm (CFP) spaced
- extrinsic games instruction versus drill and
- necessary to learning
- onetime events versus spaced
- putting learners at risk during
- short-order chef training
- Pre-flight safety checks training story
- Presentations
- earthquake epicenter e-learning example of experience vs
- emotion-arousing experiences instead of
- interactivity versus
- page-turning
- Private learning environments
- Problem-solving investigation model
- description of the
- Substance Abuse training using the
- Project planning tasks
- Prototypes
- functional
- integrated
- media
- SAM iterative design phase
- special-purpose
- Pseudo interactivity
- caution regarding
- EPSS versus instructional interactivity
- navigation versus interactivity form of
- presentation versus instruction form of
- Psychomotor skill building
- Pure Performance Alternative
-
- Questioning vs. interactivity
- Quinn, C. N.
-
- Railroad Safety for Professional Drivers training
- activity component of interactivity
- background of
- challenge component of interactivity
- context component of interactivity
- feedback component of interactivity
- Recent learner's design role
- Reeves, B.
- Relevance
- as dimension of human motivation
- Keller's ARC's Motivational Model on
- Remedial instruction paradigm
- Repurposing e-learning materials
- Reputation problem
- Research. See Learning research
- Resources
- caution against repurposing e-learning materials
- list of human
- reusable learning objects
- understanding the essential
- Reusability
- Corrective Feedback Paradigm (CFP)
- discovery learning model
- problem-solving investigation model
- reusable navigation
- task model
- trapdoor hints
- Reusable learning objects (RLDs)
- description and advantages of
- pros and cons of
- specificity versus applicability of
- Reusable navigation
- Roland Berger Strategy Consultants
- Rules of Play
- description of
- extrinsic games
- game of strategy and role of
- games of chance
- intrinsic learning games
- memory games
- Serious Learning Games (SLGs)
- strategic game level-ups
- Sunny Side Grill game
- See also Game rules
-
- SAM iterative design phase
- additional design task during the
- guidelines for additional design tasks during
- illustrated diagrams of the
- overview of the
- project planning task during the
- prototypes task during the
- SAM iterative development phase
- design proof task during the
- illustrated diagram of the
- overview of the
- SAM preparation phase
- illustrated figure of the
- overview of the
- the Savvy Start
- SAM (Successive Approximations Model)
- ADDIE model compared to
- alpha version of the
- applying the postulates of successive approximation to the
- beta version of the
- building learner-centered learning experiences using
- description of
- design component of the
- develop component of the
- evaluate component of the
- getting help and additional resources on
- gold release of the
- illustrated diagram of
- remember that no e-learning application is perfect when using
- as simple success strategy
- three-phases of the
- See also Learning experiences design; Simple Success Strategy
- SAM (Successive Approximations Model) phases
- illustrated diagram of the
- iterative design
- iterative development
- preparation
- Sandweiss, J. H.
- Satisfaction
- as dimension of human motivation
- Keller's ARC's Motivational Model on
- Scardamalia, M.
- Selective instruction paradigm
- Serious e-learning
- basic principles of
- building the
- comparison of typical e-learning and
- the essences of
- gamification versus
- The Serious eLearning Manifesto
- basic principles of serious e-learning in the
- description of the
- design values listed in the
- providing a goal to strive for instructional designers
- Serious Learning Games (SLGs)
- application as learning game
- CCAF applied to
- examining the potential of
- Gagné's Taxonomy of Learning Outcomes value for
- the intrigue of using
- Keller's ARC's Motivational Model value for
- Outcome Rules of
- ROI (return on investment) of
- Rules of Play of
- strategies of
- Sugrue's Content-performance Matrix for design of
- Sunny side Grill
- See also Games; Learning games
- Sheikh, K.
- Short-order chef training
- Simple Success Strategy
- 1: ask, would you want to learn from this?
- 2: match instructional strategy to outcome goals
- 3: challenge awareness goals
- 4: design backward
- 5: think context, challenge, activity, feedback (CCAF)
- 6: think emotion-arousing experiences
- 7: use the Successive Approximation Model (SAM)
- See also SAM (Successive Approximations Model)
- Sites, R. H.
- Skills
- cognitive
- psychomotor
- soft
- Skills hierarchy
- don't start instruction at the bottom of the
- playing poker's partial
- Skills transfer
- Smart e-learning
- critical elements of
- importance of engaging in
- Smart e-learning elements
- adequate financial investment
- goal is to change behavior
- necessary partnerships
- Social learning
- Social learning environments
- Soft skill building
- South Dakota State University
- Special-purpose prototypes
- Storyboards
- description and applications of
- functional prototypes preferred over
- true instructional interactivity not possible with
- Storytelling model
- description of
- In Their Virtual Shoes training using the
- reusability of
- Strategic games
- learning in
- level-ups structure of
- nonstrategic versus
- Strategies. See Game strategies; Instructional strategies
- Subject-matter experts
- e-learning partnerships with
- needed for e-learning design
- Substance Abuse training
- Successive approximation method
- ADDIE model compared to
- advisory on finding champions to promote
- applying postulates to the SAM
- illustrated diagram of the
- introduction to the
- leadership required for organizational adoption of the
- Sugreu's Pure Performance Alternative
- Sugrue, B.
- Sunny Side Grill game
- advanced level strategies
- challenge levels of the
- game board of the
- learning aids
- Level 1 strategies
- level-ups of
- Outcome Rules
- overview of the
- Rules of Play
- Super Mario Bros. (game)
- Supervisor Effectiveness training
- activity component of interactivity
- analysis of the
- challenge component of interactivity
- context component of interactivity
- feedback component of interactivity
- introduction to
- Supply chain training
- Suzuki, K.
- Szabo, M.
-
- Target audience
- autonation interactive sales scenario
- Operation Lifesaver's Railroad Safety for Professional Drivers training
- POST LERT First Responder training
- Tarnished reputation problem
- Task model
- description of the
- NYU Medical Center ICIS training example of the
- reusability of
- Tasks
- Earthquake epicenter e-learning instruction
- instructional strategy consideration of
- motivating learner with perform multistep
- POST LERT First Responder training
- risk of part-task training
- Supervisor Effectiveness training use of multistep
- Taxonomy of Learning Outcomes
- Teacher design role
- Technology-led instruction
- computer-assisted instruction (CAI)
- computer-managed instruction (CMI)
- e-learning design versus the
- implications of
- novelty versus reality of
- the typing ball syndrome
- See also Instruction
- Tell-and-test method
- Test-and-tell method
- comparing tell-and-test method to
- cooking training example of
- “Do the Dip!” module using the
- starting context at the end using the
- Thalheimer, W.
- 3M Company, Inc.
- Tic-tac-toe game
- description of
- rules of
- strategies of
- To-do-list project problem
- Training
- attempting to solve performance problems with misguided
- blended
- don't drink the Kool-Aid on learner-constructed content for
- how e-learning fits in with effective
- incentives for good performance role of
- measuring outcomes of the
- on-the-job
- risk of part-task
- story on misguided pre-flight safety checks
- understanding what really matters in the
- See also Business problem solving; E-learning; specific training examples
- Training solutions
- autonation interactive sales scenario
- Operation Lifesaver's Railroad Safety for Professional Drivers training
- POST ALERT First Responder training
- Training success priorities
- 1: ensuring learners are highly motivated to learn
- 2: guide learners to appropriate content
- 3: provide meaningful andmemorable learning experiences
- Trapdoor hints model
- Trollip, S. R.
- True training stories
- on inadequate training application of ADDIE model
- misguided pre-flight safety checks training
- “ridiculous expectations” of insurance plans training
- unwittingly penalizing desired performance
- See also E-learning
- Turnover problem
- The typing ball syndrome
-
- Undercapitalized operations problem
- Unreliable equipment or tools problem
- Untrained performer design role
-
- Vick, E. H.
-
- Wheel of Fortune (TV game show)
- Who Wants to Be a Miller? training
- Who Wants to Be a Millionaire (TV show)
- Why Does Glue Stick? novelty instruction
- Wolf, S. L.
- WorldTutor
-
- ZebraZapps
- description of
- earthquake epicenter e-learning instruction created using
- Sneak Peek feature of
- template with current place and progress reporting built in
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