Motivate Me Now: Turning Learning Failure into Success
Game Over. Most 18-year-olds hate those words. The freshman in the LDS Business College Library Literacy course loved them. At least that’s what they told us—over and over and over. Our game stunk…too hard, not relevant, too hard, not what searching is really like, too hard…hmm…Did they not know we saved them from endless hours of narrated PowerPoint slides? We upgraded that boring heap of slides into an interactive Flash-based super course, powered by game-play learning theory. The premise was the incoming freshman would find the new learning strategy simple and refreshing, and Flash provided an opportunity to create authentic learning experiences that emulated thinking processes for the real-world skills we were trying to teach. Applause? No. Design. Build. Release. Evaluate. Complain. Complain. Complain…hmm…now what? The survey stats and test results showed the students were improving—at least academically. But how do we stop the constant complaints and on a shoestring budget? This session will discuss how student motivation and predisposition toward course content plays a role in course design, especially game design. We will show how this impacted our decisions related to the redesign of the library course for LDS Business College and the results of those decisions. We will also show how making minor adjustments to current courses can make all the difference for learners, even when done for peanuts. .
eLearning Part 1 of 4
When should eLearning be considered as a viable option? Exploring design considerations, audience, budget and resource constraints.
While each class is an independent learning event - if you attend all four you will receive an eLearning Certificate.
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