6 Rules to Designing e-Learning for Maximum Motivation
Date and TimeTue, Jun 28, 2016 at 10AM Pacific / 1PM Eastern
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In an individualized learning setting, like asynchronous web-based training programs, active learner engagement is necessary for learning to occur. So while it is important for the instructional designer to get the content “right,” it is even more vital (and usually more challenging) to design interactivity to draw in the learner to commit to the authentic behavior needed for learning to occur.
In this webinar, Ethan Edwards will explore the importance of motivation in the design framework for e-learning and present 6 rules for creating maximally motivating e-learning, which will be illustrated through several successful corporate e-learning courses.
In this webinar learn to:
- Analyze the importance of motivation in an e-learning design framework.
- Examine design considerations for the six rules for creating maximally motivating e-learning solutions
- Apply these six rules to your e-learning designs:
- Say Less
- Make the Interactions More Challenging
- Delay Judgment
- Design Content-Rich Intrinsic Feedback
- Create Levels of Difficulty
- Give More Control to Learner
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About Ethan Edwards
Ethan Edwards draws from more than 30 years of industry experience as an e-learning instructional designer and developer. He is responsible for the delivery of the internal and external training and communications that reflect Allen Interactions’ unique perspective on creating Meaningful, Memorable, and Motivational learning solutions backed by the best instructional design and latest technologies.
Edwards is the primary instructor for Allen Academy Certified Instructional Professional Program. In addition, he is an internationally recognized presenter on instructional design and e-learning, has written many e-books on creating effective e-learning. He is a frequent blogger for Allen Interactions’ Blog, and every so often heads out on the road to vlog about e-learning design as it relates to the world around us. Edwards holds a master’s degree and significant doctoral work in educational psychology from the University of Illinois – Urbana Champaign.