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Using Design Thinking To Create Better Custom eLearning Solutions

Adobe Captivate

2006, The cognitive artifacts of designing, Lawrence Erlbaum Associates. An example of analytical thinking is say understanding urban groundwater problem. A Case Study. Design Thinking-Definition. The geoscientists look at available information and suggest remedies to address the problem.

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Mapping the Performance

Big Dog, Little Dog

The solution of course is to simply plug the desired method or tool into the ISD or ADDIE model as it is quite dynamic rather than the stale linear model that some believe. A short example is: Turn on computer and start spreadsheet application. This can be thought of as a Case Study, however, it also includes a visual reference or map.

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Cammy Beans Learning Visions: Facebook for the Enterprise

Learning Visions

Provides some real examples of how business-folk are using FB; compares Facebook (emotional attachment) to LinkedIn (static resume). Wednesday, June 27, 2007 Facebook for the Enterprise Im still mucking around in Facebook, trying to get it. Found this article, via Alec Saunders : Facebook for the Enterprise = Facebook.

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Cammy Beans Learning Visions: Instructional Strategies?

Learning Visions

ADDIE), but rather the teaching tools themselves. Heres a few more ideas off the top of my head: Storytelling Case studies Role plays What other strategies or approaches could you suggest? Your example is great. What instructional strategies do you use to make your content more memorable and engaging? Other Ideas?

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Cammy Beans Learning Visions: Emerging Technologies in e-Learning

Learning Visions

Learning Objects and Repositories Location-based Technologies Mashups (came from hiphop -- artists would take samples and pieces and put them together into one creative work. example: Google Earth + local pizza parlors + your personal photographs on top of that. This was an example of a mashup.

Emergent 176
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Cammy Beans Learning Visions: Visual and Auditory Multi-Tasking

Learning Visions

For example, visuals with minimal explanation would require the learner to participate more in creating sense of the materials. For example, asking the learner to predict what would happen next or showing a metaphor rather than immediately explaining everything would involve the learners and help them build their own connections.