Rapid E-Learning Blog Review

One of the blogs in instructional design that I really admire and follow is the Articulate - Rapid Learning blog. It strips the practice of instructional design down to its basics and how it should really be the role of the instructional design to create engaging learning. If the learner is not engaged with the material, then it's time re-evaluate your strategies.

One of the most recent posts from the blog is about creating engaging learning called 'Here Are Ten Rules To Create Engaging ELearning'. Written by Tom Kuhlmann, among the rules he cites is that the course needs to be relevant to the leaner. Coming from my readings of learning theories in my Instructional Design graduate-level class, there are some applications that make sense from a theoretical standpoint. Since all learners are not created equal, as Instructional Designers we have to take the time to asses our learner's needs. This segues nicely into the application of learning theories in designing elearning courses. We must take into account the learning task at hand as well as the proficiency of the learner before we select any instructional strategy approach. For instance, constructivism would work well as a strategy for a problem solving course because the learner uses higher level cognitive processes.

Also, the learner needs to be an active learner in the process, so don't just design courses that allow a ;earner to interact passively with the content. Kuhlmann has a point here since most learners need to employ certain strategies to allow transfer of knowledge to be permanent in their long term memory. To make that successful, one might design elearning to be placed and used in the context of the learner;s environment. How would they apply that knowledge in their workplace or their specific job role?

Kuhlmann mentions giving the learner the opportunity to reflect on the content. Reflecting for the learner can come in the form of self-regulating processes such as elaboration (providing examples in context), rehearsal (learning through repetition)l and organizing (grouping information). Reflecting through some of these strategies aids in more active learning and can aid in the recall of information from one's long term memory.

A final interesting aspect of Kuhlmann's engaging thesis for elearning involves problem solving, which is to let the learner find their way to the information and content through solving a problem. The learner will know what information to pull form the available content to solve the problem. It's a subtle form of active learning. Through trial and error, it's very possible for the learner to arrive at insights that have a lasting impact on the transfer of knowledge.