Complexity Continuum – A Tool For Discussing Interactivity And Effort – Part 4 Of MindMeld

Complexity Continuum – A Tool for Discussing Interactivity and Effort – Part 4 of MindMeld

In Part 2 of my series of blog posts on MindMeld, I had mentioned the Complexity Continuum that I like to use to illustrate how interactive learning objects (ILOs) can be thought of in terms of complexity of design and complexity of implementation. In this post, I’m going to address a chapter in my book that talks about complex ILOs that produce highly interactive experiences and how these experiences can affect learning. Most importantly though, I will explain how the Complexity Continuum can serve as a communication tool to discuss the type and number of resources needed to design and develop an ILO that meets your needs, whether it is a simple drag-and-drop activity or an advanced video-game-like experience.

Complexity Continuum

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Micro-Collaboration Between eLearning Designers and Instructor Experts – Part 3, Genesis of the 5 Factors of Micro-Collaboration

When I began researching organizational leadership theories and how they help companies and establishments realize their potential and bring their ideas fruition, I found that there was a consistent focus on teaching managers how to lead holistically. From this, however, I saw an opportunity to further reduce some of these leadership methods and apply them on a micro level. Micro in my world means applying leadership methods to the project level, settings that involve small teams of people. At the Macro level, Bolman and Deal’s organizational dynamics are broken down into discrete but relatable components referred to as “frames.” I was able to translate this larger framework and apply it towards working in small groups to build highly interactive eLearning objects. Overall, from my experience, these five factors have shown to improve the engagement and involvement of instructor experts within collaborative projects and subsequently increase the overall effectiveness of ILOs (interactive learning objects).

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Collaboration Between ELearning Designers And Subject Matter Experts – Part 2, Explicit Vs. Tacit Knowledge

Collaboration Between eLearning Designers and Subject Matter Experts – Part 2, Explicit vs. Tacit Knowledge

MindMeldStarting May 29th and running through June 1st, the 2011 NISOD (National Institute of Staff and Organizational Development) Conference on Teaching and Leadership Excellence will be taking place in Austin. I will be hosting a breakout session called Micro-Collaboration: Team Sharing Between Instructor and Web Developers on Tuesday, May 31st from 2:00-3:00 p.m. At this session I will be covering some great material about how to improve the results of your team collaborations as well as announcing the premiere release of my book, “MindMeld: Micro-Collaboration Between eLearning Designers and Instructor Experts.” I would like to personally invite you to come join me at the session and see why I am so passionate about this topic.

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Communicating With Subject Matter Experts

Communicating with Subject Matter Experts

Many eLearning writers and developers struggle with communicating with experts to acquire the knowledge necessary to develop highly interactive online learning activities. Experts are busy, in demand, and rarely are compensated for their work and advice on your eLearning project. After researching several projects over the last year, I’ve assembled five main factors that eLearning managers can utilize to encourage more subject matter expert (SME) involvement. In the graphic below, you can see these five factors that I have added on top of Samuel Bacharach’s Momentum Model; I believe this adaptation presents a more cohesive understanding of the collaboration process with SME’s.

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ELearning Teams & Interactivity

eLearning Teams & Interactivity

I recently came across an article I wrote this past February on building a team for game development, which headlined in the Training Conference daily newsletter called Game On or Game Over for Online Training. I defined the four critical components to effective management of immersive learning simulation (ILS) projects:

  1. Defining a culture.
  2. Setting goals.
  3. Building a team.
  4. Managing time, cost, and quality.

Upon further reflection, this article really can be applied to most highly interactive development projects.

Let’s analyze how these components can be incorporated into any high-end eLearning project.

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