September 4 2002

Strategies and Techniques for Designers, Developers, and Managers of eLearning

THIS WEEK — DESIGN TECHNIQUES Beyond Interactivity: Immersive Instructional designers can take many cues Web-based Learning from successful immer- BY J. ALAN WHITESIDE, PH.D. sive experiences found he term “interactive” has been so overused and is on the Web. While only subject to such varied interpretations that it’s a some training solutions T challenge to find a technology-based training program call for the use of that isn’t billed as being interactive, even if it’s just basical- the most immersive ly a text-based page-turner. technology, the princi- What, then, defines a good, e-Learning or Web-based train- ples used in these ing (WBT) program? Among other things, it is a program that leverages the capabilities and overcomes the limitations of contexts apply to most the Web as a delivery mode. e-Learning. This article

It’s time for us to take full advantage of results from the mandate, common within defines an instructional the capabilities that e-Learning offers for organizations today, to “move training onto substantive, meaningful training. This arti- the Web.” approach that will cle defines an instructional approach that Janet Murray, author of Hamlet on the engage more than just a will engage more than just a small amount Holodeck, makes this excellent point: of learner attention and lead to more sig- “When we stop thinking of the computer small amount of learner nificant and substantial learning. as a multimedia telephone link, we can identify its four principal properties, which attention and lead to Definition of an immersive web- separately and collectively make it a pow- based learning environment erful vehicle... Digital environments are more significant and Immersive instruction is a term that’s procedural, participatory, spatial, and finding its way into the vocabulary of encyclopedic. The first two properties substantial learning. instructional designers who know that make up most of what we mean by the effective instruction on the Web needs vaguely used word interactive; the remain- to be more than merely self-paced. ing two properties help to make digital cre- Immersion is a remedy for the superficial ation seem as explorable and extensive as A publication of and often ineffective e-Learning that Continued on next page

WWW.EL EARNINGG UILD.COM DESIGN / techniques

the actual world, making up much of what cesses, especially as they relate to analyz- range of design techniques in combination. we mean when we say that cyberspace is ing complex situations, synthesizing infor- A truly immersive environment: immersive.” mation about a situation and the related • Incorporates real-world stories and E-Learning has the potential to bring rules or guidelines, and making judgments tasks using scenario-based assignments learners more profoundly into the content and decisions about those situations. and storytelling techniques by moving beyond simplistic interactions to • Appeals to the “head, heart, and gut” a cyberspace-like immersive — Characteristics of immersive of the learner (cognitive, emotional, and without the expense of building a space training physical aspects) rather than just the shuttle. Immersive training is all about Immersive learning experiences are “head” as in typical training deeply engaging the learner by providing an based upon many of the principles that • Includes all learner-required resources authentic, explorable, and extensive envi- instructional designers routinely employ on within the environment to maintain the feel- ronment where learners take responsibility an individual basis, but the key to a suc- ing of involvement or the sense of place for their learning. cessful immersive environment is engaging • Provides as much authenticity as pos- This instructional approach is particularly the learner holistically — cognitively, emo- sible in the environment to create a sense well-suited to teaching principles and pro- tionally, and even physically — using a of place versus a system-controlled envi- ronment • Utilizes a sense of real time and related synchronous events where pos- sible (e.g., a special, live presentation by an expert) Rationale for immersive learning experiences A lot of instruction is ineffective because Register Today! www.eLearningGuild.com it fails to involve and engage the learner, relying upon an information dump that These Workshops can be Taken Independently or as a Series ignores what the learner needs to do and when the learner needs to learn. Poor Developing Your Organizational instruction also seems to address the Strategy for e-Learning issue of relevance to the learner only at the most superficial level, rather than mak- October 1 & 2, 2002 ing the connection between job duties and the training so explicit that the learner pro- The goal of this workshop is to help participants prepare a strategy for vides his or her own motivation to acquire justifying, designing, developing, deploying, and evaluating e-Learning new knowledge and skills. throughout a corporation or institution. On the other hand, learning experiences are very effective when they involve the Developing Your Technology learner across the range of senses, with Strategy for e-Learning multiple delivery modes and features that October 3 & 4, 2002 are representative of the real job environ- ment. That’s why flight simulators and The goal of this workshop is to help participants prepare a strategy for computer-controlled mannequins are incor- identifying, specifying, evaluating, and acquiring the tools and technology porated into the curricula for pilots and needed to broadly implement e-Learning. physicians. These devices can be effective- ly used as components of immersive learn- Who Should Attend These Workshops? ing experiences. However, many learning • Senior e-Learning Project Managers experiences that are called are • Training Managers not immersive. They are flat and sterile, • Training Directors such as a process that simply • Human Resource Managers demonstrates steps and controls, only THE ELEARNING DEVELOPERS’ JOURNAL • Chief Information Officers engaging the learner cognitively and in a / • Chief Learning Officers rather superficial manner. The immersive Workshop Authors & Instructors simulation ignites significant cognitive pro- cessing and involves as many senses as Bill & Kit Horton, William Horton Consulting, Inc. possible within a rich, multi-dimensional environment. Realistic consequences are Bill and Kit are internationally recognized experts on the productive and appropriate use of new media and communications related to the learner’s actions and initial technologies. Bill is the author of numberous books including “failures” are possible. To the extent they Leading e-Learning and Using e-Learning. SEPTEMBER 3, 2002 incorporate these attributes, web-based environments will provide effective learning

2 experiences. DESIGN / techniques

Put another way, the contrast between The use of techniques such as story- without extensive prompting and hand-hold- ineffective and effective approaches is telling and related synchronous events (like ing in an environment that reflects the job analogous to learning to swim by being a one-time presentation by an expert) and setting, then we’re probably teaching them taught lots of different strokes on dry land asynchronous connections with fellow to answer multiple-choice questions about versus finding oneself in the water strug- learners (chat sessions and listservs, for their duties instead of having them per- gling to reach the side of the pool. The for- example), coupled with a media-rich envi- form their duties, no matter how the objec- mer is only a mental (cognitive) exercise; ronment, can effectively appeal to the tives are phrased. the latter engages the whole person. whole learner and to learners with different An immersive, authentic, even exciting Three main reasons form the basis for learning styles. Offering the learner a way environment where learners take responsi- the use of an immersive instructional to add his or her piece to the story also bility for actions that have real-life conse- approach: adds to the cognitive engagement and quences is more likely to produce compe- • To increase learner motivation motivation of the learner, and meshes well tent learners than is a course that “pres- • To support high-level, performance- with a constructivist approach to learning. ents information” or “covers topics.” based learning outcomes • To increase transfer of training to the Support performance-based learning Back on the job after training job environment outcomes The transfer of skills and knowledge can We often proclaim that the best training be increased when the training realistically Immersion and learner motivation is performance-based and directed toward reflects actual job duties, situations, con- Increasing learner motivation to internal- actual job tasks. That means a core of the straints, and outcomes. The more immer- ize new knowledge and become competent training is focused on principles, process- sive the training is, the sooner the learner with new skills is key to reducing training es, and procedures (or at least at Bloom’s can perform competently on the job be- time or increasing the learner’s comprehen- “application” level), supported by facts and cause there is less “translation” of training sion and retention — or both. Appealing concepts (or in Bloom’s terms, knowledge content to the duties and tasks of the job. to the whole learner — or “head, heart, and comprehension). You’ll be swimming sooner if you learn in and gut” as Allison Rossett, Professor of Performance-based training draws upon the water. Educational Technology at San Diego State scenarios and has a high degree of learner Learners should be in the “inquiry” University, would say — is a sound formula control. However, if we aren’t evaluating mode during instruction — actively search- for increasing both motivation and retention. learners’ abilities to perform realistic tasks ing out connections between what they

November 12 - 15, 2002 San Diego, CA THE ELEARNING DEVELOPERS’ JOURNAL / SEPTEMBER 3, 2002

It’s Focus Time...

Time to Focus on Proven Strategies, Techniques, and Technologies for e-Learning

Learn from powerful real-life case studies Develop new skills to move your organization forward Produced by Discover ways to leverage limited resources Network within your professional community Share, Discuss, Debate, and be Challenged... 3 DESIGN / techniques

elevator moves slowly with a timed video- clip providing a first-person oral account of what it was like to encounter the horrors of the concentration camps. The elevator ride provides visitors a feeling of moving back in time. From this holistically designed start, the Holocaust Museum also uses space to provide interstitial (connecting) experiences that increase the effective- ness of the story being told as visitors move through exhibit areas. http://www.ushmm.org

FIGURE 1 Global Change is a virtual environment for global warming studies. Global Change Global Change (Figure 1) is a virtual know or think they know and new informa- er by using seats that move up and for- environment developed at the Human tion being revealed to them by their actions ward to put riders inside a curved IMAX Interface Technology Laboratory to help — rather than in the “receptive” mode screen. educate high school and middle school stu- characterized by passivity and cognitive In the experience, you gaze down at dents about global warming. This topic detachment. rivers, farms, skiers, hot-air balloonists, involves complex and difficult-to-visualize Roger Schank, founder of Socratic Arts the coast and the desert, and San Fran- mathematics and numerous interdepend- and proponent of such “radical” notions as cisco Bay. In addition to the effect of flight, ent environmental variables occurring on goal-based scenarios and story-centered the experience also incorporates the sense all scales from molecular to global. curricula, said, “learning must happen like of smell and three-dimensions. Riders are The program allows students to gain it happens in real life.” In life we are immersed in a holistic, multi-sensory tour firsthand experience by making measure- thrown into the middle of situations (read: of California. (QuickTime viewer required ments and performing experiments that immersed), and we have to find a way out for multimedia at this site.) http://disney- would be impossible in the real world. or a resolution to the situation. Employees land.disney.go.com/disneylandresort/Calif Students are able to “fly” through the envi- find themselves in new situations from orniaAdventure/Lands/Attractions/index?id ronment, perform tests, and test hypothe- their first day on the job. =873 ses. The program is a robust, supportive Why not help employees learn new environment that provides the resources U.S. Holocaust Memorial Museum skills in an environment that’s similar to the learners need. the job — where they have to fend for At the U.S. Holocaust Memorial Museum http://www.imprintit.com/Creations/GCBo themselves, make decisions about what’s in Washington, DC, visitors are immediately dy.html important and what’s not, learn by failure, immersed in the experience, first by the and succeed by integrating new knowl- design of the building, and second, by the Return to Midway edge and skills with the experiences they planned narrative experience. Visitors fol- This National Geographic Web site bring to the job? low a chronological story that begins with a (Figure 2) documents an expedition led by slow elevator ride from the ground floor to Dr. Robert Ballard to locate the Yorktown Examples of immersive learning the top floor of the museum. The darkened and four Japanese carriers lost during the experiences Many of us have participated in immer- sive experiences at theme parks and mu- seums. Both of these, as well as games and well-designed educational programs, can provide training designers with ideas and approaches to the development of immersive training. Here are some real-world examples of immersive experiences from which instruc- THE ELEARNING DEVELOPERS’ JOURNAL tional designers can gain insights about / creating more engaging instruction.

Disney’s Soarin’ Over California Exhibits and rides at Disneyland, Disneyworld, and EPCOT Center take participants into environments that simu- late real-world adventures. Soarin’ Over California, an experience at Disney’s SEPTEMBER 3, 2002 California Adventure, incorporates the effect of flying in a magic-carpet hang glid- FIGURE 2 Return to Midway uses a number of techniques to involve learners. 4 DESIGN / techniques

battle at Midway. The site uses real-time stories, dispatches, and photos with a solid core of more static content. An online forum is also included as another technique for involving learners. One of the most interesting techniques used in Return to Midway is the “dive down” experience that helps learners understand how deep three miles actually is. This illustrates an effective use of an interstitial screen on the Web. http://www.nationalgeographic.com/midway

At the Tomb of Tutankhamen This National Geographic Web experi- ence (Figure 3) highlights the use of inter- stitial spaces to move learners in time and space. It also demonstrates the use of sto- ries or narrative with several points of view. One side of the story was the official account printed in the National Geographic magazine; this is presented as “live” dis- patches from the field. The letters the National Geographic correspondent sent to the magazine’s editors provide the other perspective. The letters convey Williams’ experience not revealed in the official story, including his disappointment in what he saw in the tomb and his effort to estab- lish the young National Geographic Society as a respectable scientific organization. Since both points of view are provided, the learner can interpret the story for FIGURE 3 At the Tomb of Tutankhamen tells a story from multiple points of view. him/herself. This site also invites learners ence that can be investigated and used to to enter the tomb, and by doing so, learn- learn. ers are one step closer to physical as well http://www.imprintit.com/Creations/Group THE ELEARNING DEVELOPERS’ JOURNAL / SEPTEMBER 3, 2002 as intellectual involvement. When learners mindBody.html choose to enter the tomb, they are taken into a spatial mockup of the tomb’s layout. Congo Trek When they select points of interest in the This site, based on Michael Fay’s year- mockup, they are shown pictures as if they long trek through Africa, provides real-time were standing inside the tomb. reports and pictures from the author http://www.nationalgeographic.com/egypt (Figure 4). Maps are included, and the Trekviewer Groupmind connects geography with the reports. Audio Groupmind, developed by Imprint and of each report is included. The dispatches The BIOS Group, offers an experience or reports tell the story, providing real-time designed to enhance organizations’ team involvement. Learners form their own opin- collaboration and productivity. Groupmind ions about each section of the trip as they allows a group of up to one hundred read and listen to the reports. The realism “pilots” to work together to fly and navi- of the dispatches and the availability of the gate a spacecraft through a series of audio provide an engaging experiential envi- obstacles. There is no designated team ronment for the learners. leader. To be successful, groups must http://www.nationalgeographic.com/con- quickly form, learn what the necessary gotrek tasks are and how to perform them, and then must cooperate with each other. Telecommunications Account Games such as this provide us with Specialists Course FIGURE 4 Congo Trek uses real-time ideas about how to immerse users in a The author served as design guide for reports to connect the learner to the holistic experience, but one that is not the initial prototype of an immersive, Web- experience. 5 highly structured. This is a robust experi- based experience for a major telecommuni- DESIGN / techniques

FIGURE 5 This immersive exercise is part of a blended solution.

cations company, to train their account spe- vincing presentation about new products More recently, immersive experiences cialists about several new products and to a client (the workshop portion of the have come to the fore through the use of how to position them with clients (See course). In addition to text responses from virtual (VR) technology in both mili- Figure 5). the colleagues, network diagrams and tary and medical applications. Immersive As a prerequisite to a facilitated work- other graphics as well as a full range of VR technology using helmet-mounted dis- shop (making the WBT part of a blended resources on the corporate intranet pro- plays has been used in these applications solution), the learner is placed into a real- vide a rich environment in which learners to provide users the feeling of being inside life situation (the manager leaves a voice- explore and take full responsibility for and surrounded by the environment. While mail containing minimal guidance) and is developing their knowledge and skills. only some training situations call for the directed to a variety of resources, including use of VR technology, the principles Design guidelines and tips for applied in all of these contexts can be

THE ELEARNING DEVELOPERS’ JOURNAL the corporate intranet, the Internet, and immersive learning

/ key individuals within the “office” who can applied to Web-based training. (See the share information about specific topics Instructional designers will take cues sidebar on page 7 for a summary.) through simulated dialogs with the learner. from current successful immersive experi- Other communication media provide By navigating to a colleague’s on-screen ences. The term “immersive” seems to guidelines about how to involve learners office (represented with a blueprint-type have been used first to describe very suc- more significantly in the instructional expe- graphic) and then selecting from a set of cessful museum “exhibits,” like the rience. For instance, successful advertising possible questions shown at the bottom of Holocaust Museum in Washington, DC, and parallels the learning process with similar the screen, the learner can delve as deeply very successful “interactive” Web sites requirements: (1) attention, (2) informa-

SEPTEMBER 3, 2002 into the content as is personally required, such as the National Geographic site about tion, (3) challenge to the viewer/reader, (4) knowing that his or her ultimate objective Robert Ballard’s search for the ships sunk conclusion about the product/service, and

6 is to learn what is needed to make a con- during the WWII battle at Midway. (5) call to action. Similarly, good drama — THE ELEARNING DEVELOPERS’ JOURNAL / SEPTEMBER 3, 2002 7 showing, in a real- heightened authenticity to techniques stimulating speculation a “safe” environment in which So, as Schank advocates, the environ-So, as Schank advocates, Infuse the experience with attributes that equiring simple recognition. It’s well Provide the learners with access to all If critical information already exists on a that present a challenging situations at situations level. Simplistic and demanding and “problems” with lit- that can be solved tle or no cognitive effort are no better than by questions a knowledge dump followed r increases,known that as meaningfulness so does comprehension and retention. which the learnerment should be one in goals, fail to meet can pursue meaningful the goals, try and eventually develop again, a theory improve. of how to Just when the learner interject fails is a good time to another story — perhaps one from a peer who tells about having taken the same course of action and what a better ap- proach might have been. foster motivation: risk and consequence, solving meaningful problems presented in a job-related context, and getting learners to consider why things happen the way they do. This can be accomplished, mini- by providing assignments related to mally, job tasks that require learner the to do investigation prior to completion. Provide access to resource materials the resources they need to achieve the goal of the instructional experience, but don’t spoon feed the content — make them observe what is happening in the scenario and investigate the sources pro- vided or referenced to learn they what need to know to make the next decision(s). corporate intranet or even on the Internet, provide links to the locations rather than stimulating, challenging situations to foster DESIGN / DESIGN to the Realistic visual and audio design: Problem-based: Mood and tone set at outset and maintained throughout: selling the learner on the authenticity and value of the experi- ence foster transfer to the job independent thinking contribute Active responding and natural feedback: Problems without “right” answers: Provide ways to test ideas: Learner Techniques Engagement istic context, rather than telling and creativity to achieve success to fail, try again, and succeed Scenario-based instruction isn’t a new While cinema involves the viewer with Employ storytelling to involve techniques learners participate Use job-related scenarios as the fabric of the narrative Provide multiple perspectives on the story techniques idea. The key is to create scenarios that have the critical “flavor” of the real job and continuous changes in point of view, an continuous changes in point of view, interactive or immersive experience must constantly engage the learner in a dialogue with lifelike characters. Immersive training experiences can also provide multiple points of view or perspectives on the same events, allowing learners to choose their perspective and interpret the information provided to form their own conclusions. Thus, storytelling becomes an even more powerful device for engaging learners ini- for holding their attention, and for tially, and engaging them at least cognitively, preferably emotionally as well. and immerse the learner, moving away the learner, and immerse from the traditional roles of storyteller and narrativepassive audience. The should not but only stimulate the learner cognitively, If possible, physically. also emotionally and allow learners personalize to customize or the environment so they story. Providing a core content that of fixed “dispatches” or is supplemented by live other synchronous adds events not only but a sense that the storyauthenticity, or realaction is happening in time. These and complexity to techniques add richness the narrative environment. a microworld for applying personal presenting different points of view, meaningful, authentic problems with links to real-world information participatory and supportive learning events facili- focused on high-level competencies using multiple design ele- using multiple design to the learner (what’s in it for me?). or techniques to provide a holistic, Multiple perspectives: Job-related scenarios: Narrative and storytelling techniques: Blended: Holistic: Access to resources: Robust, supportive environment: High-fidelity learning context Organization and connectedness of experience risk and consequence tated by instructors/content experts in and possibly contribute to the story principles and solving problems since life isn’t black and white IMMERSIVE DESIGN PRINCIPLES A number of design techniques — which A number of design techniques Concentrate on designing a holistic expe- obust, and authentic environmentobust, and authentic the for Use storytelling and narrative Create holistic experiences for the learners r the extent that the learners to explore. To instructional approach incorporates a num- ber of these techniques, the “IQ” (immer- sive quotient) increases, which means more engaged learners. ments depicting what’s known as the “hero’sdepicting what’s jour- a correspondingney” — follows course: (1) exposi- establish conzflict, (2) opening to (3) escalation of conflict tion of crisis, (4) conflict resolu-(who’s going to win?), fade out (viewer is tion (climax), and (5) one experience richer). individually — areoften have been used of these A number briefly described below. they aretechniques overlap, but described Remem- of clarity. individually for the sake successful immersive the key to a ber, experience is rience rather than a series of discrete les- sons with discrete topics, each with their own objectives. Focus the learners on achieving competency at the highest level rather than at the enabling objective level. Perhaps that the it goes without saying competency statement and supporting objectives should be performance-based and job-oriented, but don’t neglect affective objectives, beginning with, for example, a willingness to employ the new methods being taught because there’s a benefit DESIGN / techniques

incorporating the content directly into the ee might respond to an inappropriate state- ing environment) whose solution isn’t easi- system. Not only does this save develop- ment made by the learner, the irate em- ly negotiated arouses our natural curiosity ment time, but it also contributes to the ployee’s response should be provided as and provides motivation to learn whatever authentic environment being created since, natural feedback to the learner. There is is necessary to solve the problem or in the real world, the individual would have now much less emphasis on system-judg- achieve the goal. This also means not to search for the information. ment and more emphasis on the learner resorting to teaching clear-cut, “right” testing ideas, failing or succeeding, and answers, especially in far-transfer situa- Develop a robust, supportive environ- moving on. tions, but allowing learners to be stimulat- ment for learning ed by the problem situation or goal and to Require learners to interact by exploring Push the envelope of learners’ abilities use various means to determine how to a robust, supportive environment. Learners Create an experience/environment that achieve success. should not be allowed to be passive recipi- demands the learner’s attention, arouses ents of a presentation. Like computer- curiosity, and stimulates interest. These Provide opportunities to test new ideas based adventure games in which the player are the first conditions for learning, but we in realistic situations must query the environment or take some often turn learners off by “welcoming” them Consider using the model of an adven- action before proceeding through the envi- to a lesson on X, at the conclusion of which ture game (not a “finger-twitch” game) for ronment, learners should be presented they “will be able to: A, B and C.” When a training environment in which the player/ with what Seymour Papert called micro- learners are presented with problems just learner must assess his or her current sit- worlds: incubators for knowledge that allow beyond their present grasp and are pointed uation and make a judgment about whe- learners to invent and test their assump- toward a solution, independent thinking can ther he or she has the requisite assets tions about how things work. be fostered. In addition, problem-based (possessions, knowledge, or skills) to pro- This means putting emphasis on what learning fosters further self-directed learn- ceed toward the goal. Provide opportuni- Ruth Clark calls “far-transfer” goals: situa- ing, so that the more learners are immer- ties for the learner to exercise sound rea- tions in which the learner’s action is not sed in challenging, problem-solving environ- soning, to search for necessary informa- exactly the same every time — where the ments, the more they want to learn! tion, and to test new theories and ideas in learner applies principles to solve a unique realistic situations and to succeed or fail problem rather than completing procedural Use entry and connecting points based on the application of current knowl- steps the same way in every situation. creatively edge, skills, and attitudes. Content areas that involve far-transfer Make creative use of what are known as include customer service, sales, manage- interstitial spaces — entry points and con- Employ “blended” solutions ment, and technical troubleshooting. necting spaces within the environment. Build in participatory learning events Such microworlds allow learners to flex Novels and cinema frequently make use of where possible and appropriate. Web- their cognitive muscles and determine for this technique by providing a “hook” to based learning can rarely stand on its own, themselves how and why things work the capture the audience’s attention and “drag so “blended” solutions should be consid- way they do. The microworld is a “dynamic them in” in an opening scene of a movie ered. Whether the Web-based experience is metaphor of some slice of reality, complete (perhaps behind the credits) or in the pro- complemented by threaded discussions, with data about events within the micro- logue of a novel. presentations by experts, or even class- world and preprogrammed rules governing At the Holocaust Museum, the 30-second room-based application sessions, a neces- the interaction of those events.” elevator ride at the outset of the exhibit sary component of learning for the knowl- So for example, when confronted by a seemingly transports visitors back 70 years edge worker is collaborative or participato- (virtual) irate employee in the course of an in time and provides a first-person account ry learning. Constructivists assert that mul- experience about managing one’s team, if of the horrors of the concentration camps, tiple perspectives should be presented to the learner is not prepared to say and do immediately engaging the visitor in the sub- the learners in order that they can abstract things to diffuse the anger, the system ject. Connecting two exhibits in the muse- from the situation what is relevant to the deals out the consequences that might um, a passageway next to a huge pile of goal and share responsibility for their result if the learner were facing a real shoes taken from people at the camps instruction. employee in the same situation. enhances the visitor’s involvement. In a Have instructors and/or subject matter Web-based world, the splash screen for the experts function as coaches and mentors Require active responding followed by learning environment can be used to set the instead of presenters of content. These “natural” feedback mood and tone of the experience and “sell” knowledgeable individuals also can func- THE ELEARNING DEVELOPERS’ JOURNAL Learners must be active, but not simply the learner on the value of the experience. tion as experts and/or moderators of / responding for the sake of responding. threaded discussions. James Li and M. David Merrill deliberately Provide a challenge represent true interactivity with the term Provide a measure of challenge. It’s far Employ visual and audio design “instructional transaction,” which is a too easy to progress through most technol- to heighten authenticity of the dynamic, give-and-take between a learner ogy-based instruction, especially when environment and an instructional system that results designers continue to think that clicking a Provide the most realistic visual design in an exchange of information. button equates to an interaction. Problem that is economically feasible and that rep- This exchange of information should solving is finding a way out of a difficulty or resents real life spaces and their inhabi- SEPTEMBER 3, 2002 occur in a “natural” manner, meaning that around an obstacle. Finding ourselves in a tants. Use the spaces and the characters

8 rather than being told how an irate employ- situation (such as a scenario-based learn- as navigational devices. Realistic visuals THE ELEARNING DEVELOPERS’ JOURNAL / SEPTEMBER 3, 2002 9 (CTC) is a is a unique, Enterprise Guild is an interactive media www.cycloneinteractive.com www.cycloneinteractive.com Contact: Earl Dimaculangan [email protected] 617.350.8834 www.spectrainteractive.com Contact: Brenda Pfaus, President [email protected] Ottawa, Canada (613) 230-9978 techniques www.clarktraining.com Contact: Kimberly Perkins 602-230-9190 learn a how to become main menu. discussion: Journal Topics SIG Talk as soon as you hit the Submit button on the form.

Sponsor, please contact David Holcombe at please contact David Holcombe Sponsor, [email protected] or call 707.566.8990. To CLARK Training & Consulting CLARK Training global leader in instructional design offer- ing both training and consulting services. Our award-winning seminars are based on the latest research in instructional psychol- ogy and human performance improvement. THANK YOU TO THESE GUILD ENTERPRISE SPONSORS full-service e-Learning consulting company — growing and expanding in North America and Europe to meet the growing for need expertise in e-Learning strategy develop- ment, instructional design and program implementation. Spectra Interactive Learning and web development firm creating online, CD and presentation solutions for a wide range of clients and industries. Cyclone Interactive Extend your learningthe printed beyond 1. Go to www.eLearningGuild.com button on the Click on the SIG Talk 2. Using the pull down menu, select the 3. Select this article4. from Subject list. the 5. Click on ADD A NEW MESSAGE. Enter your message. It will be posted 6. employ effective He has design principles. published and presented frequently on issues related to the robust design of Whiteside by email instruction. Contact Dr. at [email protected]. SIG TALK DISCUSSIONS SIG TALK Follow these easy steps to participate: page! If you are looking for more informa- have questions tion on this topic, if you about an article, or if you disagree with a article,viewpoint stated in this then join online and extend discussions the SIG Talk your learning. . . DESIGN / DESIGN . . , . In Search . Englewood (2 vols.). . Reading, Mathematical Commentaries The Power of , 23(1), 72-86. Virtual Learning: A Mindstorms: Once upon a time: Hamlet on the How to Solve It . New York. McGraw-Hill. . New York. Museums and the Web . New York: The Free Press. . New York: Journal of Research on Fleming, M & Levie, W. H. (1978). Fleming, M & Levie, W. Huhtamo, E. (1992). Whiteside, J. A. (1986). The unexpected Alan Whiteside has designed training Mellander, K. (1993). Mellander, Li, Z & Merrill, M. D. (1990). Transaction Papert, S. (1980). Murray, J. (1997). J. Murray, Polya, G. (1957). Polya, G. (1962-1965). Schank, R. (1997) J. (1986). T & Palmer, Snyder, 2000. Instructional Message Design: Principles From the Behavioral Sciences Cliffs, New Jersey: Educational Technology Publications. on interactivity and metacommentaries Presentation at International Society for the Electronic Arts Symposium, Sydney, 1992. Australia, November, http://www.isea.qc.ca/symposium/archive s/isea92/essay2.htm Marable, B. (1999). and performance support solutions in a variety of media for business/industry, mili- tary, and academic audiences for over 20 Whiteside has built, managed, years. Dr. and mentored a number of training devel- opment groups, producing engaging solu- tions that both leverage technology and Learning: Fostering Employee Growth Alexandria, Virginia: American Society The and Development. for Training Holodeck: The Future of Narrative in Cyberspace Children, Computers, and Powerful Ideas New York: Basic Books, Inc., Publishers. Basic Books, New York: NY: Anchor Books. Doubleday Garden City, Discovery: On Understanding, Learning, Problem Solving and Teaching New York: Wiley. New York: Massachusetts: Addison-Wesley Publishing Massachusetts: Addison-Wesley Inc. Company, Revolutionary Approach to Building a Highly Skilled Workforce of the Most Amazing Thing: Children, Education, and Computers treasure: Developing problem-solving skills through “interactive fantasies.” Computers in the Schools, 2(4), 115-122. AUTHOR CONTACT shells: A new approach to courseware authoring. Computing in Education Using in educational web sites 1999. http://www.archimuse.com/mw99/papers/ marable/marable.htm Presentation at , (2nd Ed.). . Hillsdale, Meaningful learn- . Presentation at Developing Technical Performance Improvement Constructivism and the Technology Duffy, T. M. & Jonassen, D. H. (eds.). Duffy, T. Clark, R. C. (2000). Four architectures of Clark, R. C. (1999). FitzPatrick, S. (2000). Just like other instructional approaches, In short, thoughts about John Woo’s ashington, DC: International Society for aining: A Structured Approach for the equirements), immersion can work very References Implications — accompanied by related— accompanied audio as appro- of to the authenticity priate — contribute the environment, reinforcing in the minds of the learners very this experience is that similar to the work environment. This transfer of knowl- authenticity fosters the realedge and skills to the job. Pilot train- ing simulators are extreme examples of providing a realistic environment in which to learn, practice, fail, and try again until competent. W Performance Improvement. (1992). of Instruction: A Conversation ing through mindful activities: Designing a constructivist learning environment for social welfare education Tr Development of Classroom and Computer- Based Instructional Materials. New Jersey: Lawrence Erlbaum Associates, Publishers. Association for Educational Communication Long Beach, CA, February, and Technology, immersive instruction is not appropriate for every training situation. This approach is inappropriate and even overkill if learners just need to memorize facts (e.g., product when features and benefits). However, learners need to gain high-level skills (e.g., in Bloom’s taxonomy: application, analysis, synthesis, and evaluation) in order to per- form (e.g., develop critical job functions sales strategies to meet clients’ unique r well. films could be used to describe immersive instruction: “Just like real life. Full of laugh- ter and tears. Pain and happiness.” This approach will force learners out of the com- fortable, passive mode they are used to into an active, problem-solving mode in which all of their energies — cognitive and emotional — are funneled into applying their existing knowledge and the resources provided to them to make sense of situa- tions, draw conclusions, and make deci- sions to address unique situations. instruction. 39(10), 31-38. Get Published in...

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Editorial Director Heidi Fisk This publication is by the people, for the people. That means it’s written by YOU the readers and Editor Bill Brandon members of The eLearning Guild! We encourage you to submit articles for publication in the Journal. Copy Editor Charles Holcombe Even if you have not been published before, we encourage you to submit a query if you have a Design Director Nancy Marland great idea, technique, case study or practice to share with your peers in the e-Learning community. If your topic idea for an article is selected by the editors, you will be asked to submit a complete The eLearning Guild™ Advisory Board article on that topic. Don’t worry if you have limited experience writing for publication. Our team of Ruth Clark, Conrad Gottfredson, John Hartnett, editors will work with you to polish your article and get it ready for publication in the Journal. 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