Kapp Notes

FEBRUARY 18, 2013

Knowledge Guru. Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar.

Simulations 209

Simulations Resources Conference Comparison 209

LearnUpon

OCTOBER 18, 2016

Transforming high quality content into clear and meaningful content for online consumption requires deliberate instructional design decisions. A good instructional designer knows about learning and how to support it. Mayer (2005) references three metaphors of learning as shown in table 2.1. Macro Elements.

Instructional Design 40

Instructional Design Cognitive Instructional Instruction 40

Challenge to Learn

APRIL 15, 2016

Searches on Google on some e-Learning related terms are dropping year by year: searches on Instructional design for example dropped by 80% since 2005. Instructional design. Google trends shows a drop of 80% on searches on Instructional design in the past decade or so. Will Instructional design disappear?

Search 169

Search Compliance Training LMS SCORM 169

Kapp Notes

OCTOBER 25, 2012

Training Magazine Presentation: Gamification of Learning & Instruction from Karl Kapp. Simulating instructional roles through pedagogical agents. Simulating Instructional Roles through Pedagogical Agents. 2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.

Simulations 200

Simulations Resources Conference Comparison 200

Kapp Notes

AUGUST 7, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 165

Resources Simulations Comparison Games 165

Kapp Notes

MARCH 22, 2013

Knowledge Guru. Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar.

ASTD 195

ASTD Simulations Authoring Tools Comparison 195

Kapp Notes

MAY 17, 2013

Game Development Software The Knowledge Guru. Simulating instructional roles through pedagogical agents. Simulating Instructional Roles through Pedagogical Agents. 2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Learning Game Design Workshop from Karl Kapp.

ASTD 175

ASTD Slides Simulations Comparison 175

Kapp Notes

OCTOBER 3, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 187

Simulations Resources Comparison Games 187

Kapp Notes

JANUARY 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

TechKnowledge 198

TechKnowledge Simulations Resources Comparison 198

Kapp Notes

MAY 14, 2013

Knowledge Guru. Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 24, 2013

Knowledge Guru. Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

AUGUST 7, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 160

Simulations Games Gamification Network 160

Kapp Notes

MARCH 20, 2012

The series is about “connecting inspiring and exceptional educators around the world to share their knowledge, best practices, experiences and wisdom to IMU and educators attending from around the world.” Simulating instructional roles through pedagogical agents. Tonight I am speaking at the IMU Learning Webinar Series.

Simulations 165

Simulations Resources Comparison Virtual World 165

Challenge to Learn

APRIL 15, 2016

Searches on Google on some e-Learning related terms are dropping year by year: searches on Instructional design for example dropped by 80% since 2005. Instructional design. Google trends shows a drop of 80% on searches on Instructional design in the past decade or so. Will Instructional design disappear?

Search 120

Search Compliance Training LMS SCORM 120

Kapp Notes

APRIL 11, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 148

Simulations Resources Comparison Games 148

Kapp Notes

JULY 30, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 155

ASTD Simulations Resources Comparison 155

Kapp Notes

JUNE 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 204

Simulations Resources Innovation Virtual World 204

Kapp Notes

OCTOBER 29, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 155

Resources Simulations Comparison Slides 155

Learning Dev Camp

APRIL 16, 2023

In 2005, with an iPhone giveaway, I found an eLearning conference, eLearning DevCon, set in Salt Lake City at the University of Utah. By that point, I had been training, teaching multimedia and developing CBT and eLearning for about seven years, finding my way through instructional design and multimedia development required on my own.

eLearning Conferences 52

eLearning Conferences Conference Change Journal 52

Kapp Notes

MAY 18, 2012

As the The Gamification of Learning and Instruction Blog Book Tour has been underway, another interesting discussion has been occurring in the learning blogosphere. When learning benefits are found for games it stems from instructional methods that can be found in non-game contexts. Christy Tucker addresses the question in her post.

Teach 270

Teach Games Simulations Cognitive 270

Kapp Notes

NOVEMBER 17, 2010

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 189

Simulations Research Games Comparison 189

Kapp Notes

MAY 18, 2012

As the The Gamification of Learning and Instruction Blog Book Tour has been underway, another interesting discussion has been occurring in the learning blogosphere. When learning benefits are found for games it stems from instructional methods that can be found in non-game contexts. Christy Tucker addresses the question in her post.

Teach 239

Teach Games Simulations Cognitive 239

Kapp Notes

JUNE 16, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 154

Simulations Resources Comparison Virtual World 154

Integrated Learnings

MAY 30, 2012

Part of the foundation of learning psychology , schema theory suggests that memory consists of interrelated networks of knowledge, or mental models. The more firmly we can integrate newly learned knowledge with our existing mental models, the more likely we are to be able to recall that knowledge later. Emmott, C., &

Theory 133

Theory Design eLearning Instructional Design 133

Kapp Notes

SEPTEMBER 9, 2011

Here are the resources from today’s SPBT webinar titled “ Gamification of Learning and Instruction: What Research tells Us About 3D Avatars, Storytelling & Serious Games for Learning &#. Here is a description of the event: Transfer of knowledge is key to any learning initiative, including training sales professionals.

Resources 154

Resources Simulations Comparison Press 154

Kapp Notes

MARCH 22, 2013

Knowledge Guru. Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar.

ASTD 119

ASTD Simulations Authoring Tools Comparison 119

E-Learning Provocateur

OCTOBER 22, 2014

It seems to me that rhizomatic learning is the pedagogical antithesis of direct instruction. Direct instruction has pre-defined learning outcomes with pre-defined content to match. Along with some colleagues we started meeting regularly online for live interactive webcasts starting in 2005 at Edtechtalk.

Bea 252

Bea Wikipedia Community Internet 252

Kapp Notes

MAY 3, 2017

Instruction must be the same way. Instruction needs to be the same. Too often instructional design is about the content and not about the actions that need to occur. Mystery: It is always a good idea to build curiosity and mystery into instruction. They must learn something new and integrate into their old mastery.

Resources 114

Resources Cognitive Games Learning Objects 114

Learning Visions

AUGUST 27, 2010

The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). Ultimately, the goal is to communicate and transfer knowledge – not to create a presentation. Tags: book review instructional design PowerPoint. and then “how do I do this.” Have you read this book? Did you put any of this into practice?

PPT 177

PPT Storyboard PowerPoint Adobe Presenter 177

Jane Hart

AUGUST 27, 2012

knowledge sharing. Primary model of learning: instructional. Frequently misunderstood as “learning in informal ways”, eg by use of informational rather than instructional resources, or when formal/managed learning takes place outside a classroom. Supporting Personal Knowledge Management: tools, techniques, skills and behaviours.

Blended Learning 198

Blended Learning Social Business Performance Support 198

LearnDash

JUNE 10, 2020

Or in 2005, before Facebook became open to the public? However, if I am providing a statistic or a piece of information that is not considered common knowledge for my audience, then sources are required. The more an online article is based on opinion or original research, the more important it is to have an author.

Guidelines 218

Guidelines Learner Help Online 218

ID Reflections

AUGUST 1, 2010

Excerpts from the Best of T+D | 2007 - 2009 Harold Jarche in Skills 2.0 : As knowledge workers, we are like actors--only as good as our last performance. In a knowledge economy, the individual is the knowledge creator, and relationships are the currency. It also encourages emotional as well as instructional support.

Learning 2.0 132

Learning 2.0 Blended Learning Social Networks Gartner 132

OpenSesame

JANUARY 1, 2014

This demands a growing pedagogy for elearning instructional designers to teach using nonverbal communication, ‘learn by doing,’ discovery learning, peer to peer learning, and ‘problem solving’ to improve the learning experience. However, a line of text with a photograph may achieve the same knowledge transfer much more simply.

Technology 72

Technology Instructional Design Pedagogy eLearning Consultant 72

SHIFT eLearning

MAY 13, 2014

Construction: Learners should be able to link their own experiences and prior knowledge with new learning. Shifting your mindset: “The design of learner-centered instruction requires a paradigm shift, challenging our beliefs about learning and the role the instructor plays in the process” (Huba & Freed, 2000).

Diversity Training 110

Diversity Training Learner Authoring Tools eLearning 110

Big Dog, Little Dog

MARCH 6, 2005

March 6, 2005. In a climate of globalization, mergers and the never-ending drive to accelerate product development, organizations need-more urgently than ever-to tap into resident knowledge. Shifts in students' learning style will prompt a shift to active construction of knowledge through mediated immersion. The Time Is Now.

Knowledge 32

Knowledge Learning Objects News Pattern 32

Obsidian Learning

MARCH 11, 2015

As instructional designers, we’re aware of various theories about how and why people learn. George Siemens (2005) has proposed a learning theory called connectivism. This theory extends learning to include knowledge gained by means of informal networks among people and from digital information available online. Siemens, G.

Social Learning 40

Social Learning Social Social Networks Trends 40

OpenSesame

JANUARY 1, 2014

This demands a growing pedagogy for elearning instructional designers to teach using nonverbal communication, ‘learn by doing,’ discovery learning, peer to peer learning, and ‘problem solving’ to improve the learning experience. However, a line of text with a photograph may achieve the same knowledge transfer much more simply.

Technology 52

Technology Instructional Design Pedagogy eLearning Consultant 52