By Minyu Anna Philip

A classroom or an office is a blend of personalities. Just as educators develop preferences for methods to teach, learners develop preferences for a specific way of learning. As we set out to instruct, it is our responsibility to build up methodologies to effectively communicate to our unique audience. Every instructional method comes with its own advantages and disadvantages. The type of learner and the level of knowledge they possess are two essential considerations when designing any instructional plan. The physical settings of the teaching space and the materials available also play an important role in the selection of an instructional method. A novice would have to be taught from scratch whereas what a subject matter expert probably needs to learn is probably a new perspective of approaching a problem. Any instructional method requires a level of preparation by the educator and sometimes, from the learners. However, one scenario or subject could be taught in several different ways and here you shall see different types of effective instructional methods.

Role Playing

In role playing, learners take the role of another person to understand what it is like to be in their shoes.

The preparations required for this activity are that the educator defines the problem situation and provides clear instructions, topics and roles.

This activity helps to introduce the scenario dramatically. It enables the learners to assume the roles of others and thus appreciate another point of view. It is also an excellent method of practicing their skills in a practical environment and helps them to explore real-time solutions for problems.

The activity could be time-consuming to set up and execute and it could make a few of the learners self-conscious.

Games

Games introduce active participation to learners in a team-building activity.

The groundwork of game-building activities includes choosing relevant games that can be reasonably expected to achieve the learning objectives. The educator must introduce the game, provide clear, thorough directions and make the objectives known beforehand. It is important that the atmosphere is friendly and pinpointing of losers is avoided so that the confidence of the participants is not shaken. The educator must be able to handle all kinds of situations and not take sides or be partial.

The advantages of this activity are that learners are usually challenged by and interested in games. It brings about a fun and stimulating experience and improves team-building activities.

The disadvantages of having games as an activity are that it could be demotivating for non-competitive learners. It could also instill a feeling of shortage of skill as compared to the more competitive and talented learners. If the focus is on who wins the game rather than the activity itself, it might discourage creativity.

Group discussion

The class is divided into groups and a topic is given to each group to be discussed.

This activity requires the educator to decide on a purpose for each group. It is also necessary to invigilate the group so that the learners do not deviate from the topic in discussion.

The advantage of this activity is that it allows an active participation from everyone in the group. The learners might feel more comfortable sharing in a smaller group as opposed to a larger group.

The disadvantage in this activity is that a few students might dominate and it might not be as effective when there are a lot of students in one group.

Debates

Learners form two groups take different sides of a topic and debate on the pros and cons on a specific topic.

The preparation required for this activity is to come up with a topic that will not create a scene that the educator might not be able to moderate.

The advantages of this activity are similar to having a group discussion. This activity also includes a smaller group and enables active participation. The learners feel more comfortable expressing their thoughts regarding a subject knowing that there are others to support it. This, in turn, encourages team spirit.

The disadvantage of having a debate is that there could be an argument that gets out of hand.

Surveys

Learners prepare questionnaires, online or on paper, and collect information. The educator could also prepare a questionnaire and make the learners fill it out, then form a discussion based on the output.

This activity requires careful thought about the various topics on which a survey could be conducted. It also demands research by the educators to prepare handouts for the students.

The advantages include the possible use of social media to get survey input, encouragement of reflective observation, analysis of direct feedback from the audience and active experimentation.

A disadvantage is that this activity is time-consuming. The learners might be required to go to a variety of audiences to obtain an accurate analysis which can be physically taxing as well.

Service learning

Learners volunteer to provide meaningful help to the community thereby learning from practical experiences.

The preparation for this activity is for the learners to find an area of genuine interest. They might have to travel, ask difficult questions and help those in need. This might require prior counseling before setting out on their course of activity.

The advantages of this activity are getting a first-hand experience of being in the field of work and a sense of giving back to society. It also encourages reflective observation and active interaction with the audience.

The disadvantage is that this could be time-consuming and could cause mental and physical challenges to the learner.

Conclusion

Learners come from different backgrounds, with varying capabilities and areas of interests. It might be difficult to find a method that suits all the learners in an equal way. Having a healthy assortment of instructions and teaching methodologies ensure that all the learners are benefitted.

References

• Bob Kizlik, http://www.adprima.com/teachmeth2.htm, 2018.
• https://www.langevin.com/train/bin/postcards/50_instructional_methods.pdf, 2009.
• Cruikshank, Bainer and Metcal, https://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf, 1999..
  

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  Minyu Anna Philip is a student in the Technical Communications program at Seneca College, Toronto. Prior to this, she completed her Engineering degree in Electronics and Communications and had a short work stint as a Programmer Analyst. She then learned about the field of Technical Writing and secured a job at Lionbridge Technologies as a Technical Writer. After this, she decided to get a formal education in Technical Writing and is now enjoying the course at Seneca. She is excited about starting her work placement in Trapeze North America.

By: Julian Hoh-Il Synn

The use of media has been a great benefit to education. There are many ways that media has impacted our learning such as message boards, social media, and various software. This article will explain the use of various forms of media in e-learning. Additionally, the article will discuss which form is the most useful and efficient, and which ones are less so.

Message Boards

There are many resources online that very intuitive and easy to use. For example, Internet message boards can be helpful. These include websites like Stack Overflow (https://stackoverflow.com) which helps programmers with their code if something isn’t working properly. There are also various forums around the Internet that can be very helpful. People can help each other out by posting a problem, and multiple people can post solutions. This could be even more helpful than sending e-mails. Not only can the sender and receiver view the message, but so can other viewers on the message board and the rest of the Internet. This is more efficient because anyone can view the problem, and if the solution is posted, then there will be fewer people asking the same thing. People can simply search it and the answers will show up.

The Blackboard Tool

Blackboard (https://blackboard.com) is a more formal version of an Internet message board that is used in many schools today. It is used for sending announcements, uploading documents, writing journals, and keeping up with course content. Students can even post on the discussion board, which can be helpful. However, most students never post on the discussion boards unless the teacher makes it mandatory for a grade. They mostly use it for submitting assignments, completing quizzes, and checking announcements, which may already appear as an e-mail anyway. In this regard, it may be better for a student to look up their solutions online, through Stack Overflow or otherwise. Perhaps e-learning modules could be implemented into Blackboard in the future, such as how Adobe Captivate helps people learn in a more visual way. This could give more of an incentive for students and help them learn better. However, students can use other means to get help. The answer is social media, our next topic.

Social Media

Social media can potentially provide a helpful form of learning. People can form groups on Facebook to ask questions about what they missed or concepts they didn’t understand. A classmate can then answer their questions. They can also upload files to encourage further discussion. YouTube can be helpful because of videos that people can post online. For example, if one needs help in Adobe FrameMaker, they can go online to check useful videos so they can see a demonstration. Anyone can search for help on any subject. It could be troubleshooting issues, advice on installation, tips on using different software, and so on.

LinkedIn can be helpful since people in high positions in important companies, recruiters, or employees in a field of interest can inform others of relevant trends. They could post articles to showcase their skills and relay information to others. Connecting with experts in the field can prove to be useful. Videos can also be posted on LinkedIn for viewing relevant information.

Video Tutorials

Teachers can upload videos for complex topics like engineering or medicine to help students learn better by using visual examples and demonstrations. This is especially helpful for a visual learner. Not everyone will have certain software installed on their computers. Therefore, in this case, they can utilize the videos to learn quickly without having to visit their school or library to use the software. Lynda.com (https://lynda.com) is also a website that people can use for learning through videos.

Video tutorials may have some potential to replace in-class learning. However, some people may prefer actual classroom interaction rather than videos. This is usually because videos feel more distant and informal. What if someone wanted to ask a question? Asking in person will take five minutes. E-mails could potentially take days. Learning online can be efficient but the lack of personal interaction could cause issues for some people.

While videos may be informative, some argue that not everyone has the time to watch videos. It may, however, appeal to those who want to learn visually as opposed to reading walls of text. Shorter videos would increase retention as a result because viewers would pay more attention if the video was short and concise. However, through video usage, these days there are several tools for learning. For example, people can use Adobe Captivate, PowerPoint and Prezi to present information in a more visually appealing way. Images should naturally fit with the page and be easy to view for best results. Google Docs can be used to edit in real time so everyone can see what’s being edited. WordPress is also used for editing and creating websites, and can be used for informing others of certain topics.

Final Comments

In conclusion, there seems to be many possibilities for e-learning. However, we also notice that there are advantages and disadvantages to these different types of media in e-learning. Message boards are more archaic, but can get the job done for simpler tasks. Social media can be helpful to many groups of people who can help others simply by viewing the posts and uploading files. Using software has become a helpful way to display information in an appealing way. Depending on the topic at hand, one must judge for themselves which tool is the best for learning, because each type has its own uses.

References

Justin Ferriman, July 21, 2013. https://www.learndash.com/how-to-effectively-use-video-for-training/

YourTrainingEdge, April 12, 2017. http://www.yourtrainingedge.com/how-social-media-is-effective-for-e-learning/

Laura Lynch, March 27, 2018. https://www.learndash.com/6-social-media-platforms-and-how-to-use-them-for-your-e-learning/

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Julian Hoh-Il Synn is a student at Seneca College in the Technical Communications program and has an undergraduate degree from the University of Toronto. Julian decided to go into the technical writing field and so joined Seneca to further hone his skills. Julian has several other skills including web programming, SQL, content management systems, and knowledge in software development. Julian believes that by using these different skills, he can excel in the technical writing field greatly and gain an edge. He is currently in a work-study position and hopes that by getting actual hands-on experience in the field, he can finally confirm that technical writing is right for him.

By: Mike Fowler

Games have been a part of human history going back to ancient times, and with the prevalence of computers, gaming consoles, and mobile devices in the world today, gaming is more common and accessible than ever before. Playing a game is a great way to entertain yourself, but more than that, a game can be a great way to learn a new skill or concept without it feeling like a tedious lesson. Different game mechanics and strategies can help the mind think and absorb information in unique ways. This article discusses some best practices to follow when designing a learning game (also known as a serious game) with a focus on digital gaming for business-related learning outcomes.

Gamification vs. Game-Based Learning

As Holly Bradbury puts it, gaming is, “the application of game mechanics to a non-game activity.” One common way to gamify a work activity is to add additional rewards for completing tasks beyond expectation. A sales competition where employees compete for the best sales record to win a prize could be considered an instance of gamification. Gamification is useful for incentivizing employees to perform tasks with which they are already familiar to a higher degree of professionalism. It doesn’t, however, do much in the way of teaching the user how to accomplish tasks in the first place. On the other hand, game-based learning involves building a game from the ground up with the specific goal of teaching a user how to complete a task or achieve a goal. Steven Boller notes that a good learning game will employ gaming mechanics and gameplay goals which utilize “the science of how we learn […] such as spaced repetition and feedback loops” to reinforce the intended lesson of the game.

Goals of Game-Based Learning

The main purpose of a learning game is to help users achieve an instructional goal while creating a more exciting and engaging learning experience. Getting better at any task involves practice, the same way getting better at a game involves practice. Having the user perform repetitive tasks in a gaming environment makes them practice while not realizing it, so when they perform the task in an actual work environment they already have the skills they need. They are less likely to make costly mistakes because they have already had the opportunity to make those mistakes and learn how to avoid them in a no-consequences gaming environment.

Best Practices for Designing Game-Based Learning Programs

Make Sure the Game is Audience-Appropriate

Always consider your intended audience; they should be the ones that dictate what your final learning game looks and plays like. A younger audience, Duane Shoemaker suggests, may respond better to a fast-paced action game, while an older audience may be the opposite, preferring a turn-based game they can play at their own pace. If the game is intended for a company’s employees, consider what personality types are attracted to the company or industry. A computer programming company and a women’s cosmetics business will probably attract a completely different type of person. Personality type could have a large impact on a game’s visuals and overall appearance, as well as on the gameplay itself.

Know Your Gaming

Before attempting to design a learning game you should be familiar with gaming in general. Common gaming mechanics and conventions give a developer a pre-established platform on which to build. You want this game to be educational and informative, but you also want it to be fun; if the game is not enjoyable it defeats the purpose of learning through gaming in the first place.

Understand Learning Games as a Genre

Learning games are unique when compared to other games. The primary purpose of most games is simply to be fun, leaving a designer a great deal of freedom. The primary purpose of a learning game, however, is to teach users to understand a concept or complete a task while still being, as both Bradbury and Boller put it, “fun enough” to make the learning experience enjoyable. A learning game is a teaching device first, and a game second.

Have a Clear Purpose

While designing your learning game, be sure to always have your purpose at the forefront of your mind. The purpose of a learning game is to help the user achieve a learning goal and every aspect of the game should be working toward this goal. While considering which activities to include in a game and—as Shoemaker mentions, even where to include them—a designer should have a clear idea of what they intend the user to learn from the activity. Boller discusses how, when designing a game intended as a training module for employees, a designer should understand the company’s goals and make sure the gameplay and gaming objectives relate appropriately.

Keep it Simple

Complex games can be fun for a gamer playing for the sake of gaming, but this is not the goal of a learning game. To most effectively communicate learning information—especially more complex information—the gameplay itself should be as simple as possible while remaining entertaining. Long activities and complicated rules can detract from the learning process, making the game more about the game and less about the learning.

Playtest and Get Feedback

Boller also emphasizes the importance of playtesting—the process of having members of your game’s intended audience play your game and provide feedback. This integral part of game design is even more important when developing a learning game, since they must be fun but also educational. Playtesting can give game designers different perspectives based on the types of personalities and knowledge levels of their playtesters. The process can help to iron out kinks in gameplay, identify any points that may be confusing, and provide other suggestions for improvement. Knowing beforehand how your audience will receive your game can save them headaches and frustration, neither of which are conducive to a learning environment.

Conclusion

A learning game can be a great way to teach a user a task or concept, but it should be approached quite differently than a regular game. A designer should invest a good deal of time in planning a learning game so that it will be able to achieve its teaching goal while being audience appropriate and entertaining. A learning game should be simple on the surface, while making use of the science of how human minds learn, and should keep business goals and learning objectives as its top priorities.

 

References

Bradbury, Holly, Instructional Design vs. Learning Game Design: What’s the Difference?, 2017, http://www.theknowledgeguru.com/instructional-design-vs-learning-game-design-whats-difference

Bradbury, Holly, Gamification vs. Game-Based Learning: What’s the Difference?, 2017, https://www.theknowledgeguru.com/gamification-vs-game-based-learning

Boller, Steven, Are you an Instructional Designer, a Learning Game Designer or Both?, 2014, https://elearningindustry.com/are-you-an-instructional-designer-a-learning-game-designer-or-both

Boller, Steve, 4 Learning Game Design Mistakes Instructional Designers Make, 2017, https://elearningindustry.com/4-learning-game-design-mistakes-instructional-designers-make

Shoemaker, Duane, Games for Learning, 2010, http://www.instructionaldesignexpert.com/games_for_learning.html

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Mike Fowler is a student attending the Technical Communication program at Seneca College. He has had a very successful first semester and is looking forward to his Work Integrated Learning semester working for the Royal Bank of Canada. Mike’s hobbies include playing guitar and playing games of all kinds.

By: Alyssa Haffejee

Instructional materials are tools that can be used to support teaching and learning. They are any resources used to help teachers teach, like a textbook or workbook. When designing instructional material, you want the content to be designed to promote learning. By following these best practices, you can improve your instructional material for better retention.

Choose an instructional design model

Follow a pre-existing design model to help shape your content in a way that will best suit your material and your readers.

ADDIE Model

The ADDIE model consists of five phases:

• Analysis
• Design
• Development
• Implementation
• Evaluation

The ADDIE model is used to create learning experiences, courses, and instructional content.

The first phase is the analysis phase. It defines the instructional problem, the instructional goals, the learning metrics, and the reader profile. Next is the design phase where the learning objectives, method of instruction, and content are defined. Then comes the development phase, which involves taking the information in the design phase and developing the content and learning interactions. The implementation phase is when the content and materials are input in to the Learning Management Systems or given to the trainers. Finally, the evaluation phase determines the effectiveness and success of the material created.

The ADDIE best fits organizations that adopt a waterfall methodology.

Sam Model

The SAM model develops instructional material through iterations. It is an agile process created for performance-driven learning. The model is broken down into three large phases: the preparation phase, the iterative design phase, and the iterative development phase.

The preparation phase is where background information is collected. Next is the iterative design phase. It starts with a collaborative brainstorming meeting then rotates through design, prototype, and review stages. The third phase is iterative development. It involves cycling through the developmental, implementation, and evaluation stage.

Unlike the ADDIE model, the SAM model is a better instructional design model for organizations that encourage flexible processes and fast feedback.

Learning Circle Framework

The Learning Circle Framework includes three phases: target, create, and launch. Much like the SAM model, the Learning Circle Framework is an agile-friendly model.

The target phase defines the focus of the content, the audience, and any other information that should be considered when creating the material. Then is the create phase where the learning materials are created, tested, and revised. Finally, there is the launch phase, which is concerned with material delivery.

Chunk your information

Chunking information is when you group information into bite-sized amounts. It enhances comprehension and memory. By organizing information into manageable chunks, you will help your audience follow and remember the lesson.

Be precise

What do you want your audience to learn from the material? This question should help pinpoint exactly what you should and shouldn’t include.

Follow Mayer’s 12 multimedia design principles

Richard E. Mayer defines 12 principles that should be followed when creating multimedia presentations. The 12 principles are founded on how people learn better in multimedia lessons such as e-learning materials or PowerPoint presentations.

1. Coherence: Remove extraneous words, pictures, and sounds.
2. Signaling: Add cues that highlight the organization of the material.
3. Redundancy: Add graphics and narration.
4. Spatial contiguity: Present corresponding words and images near each other.
5. Temporal contiguity: Present words and images simultaneously.
6. Segmenting: Present information in user-paced segments.
7. Pre-training: State the names and characteristics of the lesson’s main concepts.
8. Modality: Add graphics and narration.
9. Multimedia: Add words and images together.
10. Personalization: Use a conversational style.
11. Voice: Use a friendly human voice.
12. Image: Don’t add a photograph of the speaker.

Conclusion

Learning is an individual process. We all have different learning styles and preferences. Give your audience the best possible opportunity to learn by following these best practices when designing instructional material.

References

 “Instructional Design Models”. Instructionaldesigncentral.Com, 2018, https://www.instructionaldesigncentral.com/instructionaldesignmodels. Accessed 3 Dec 2018.

“Learning Circle Framework”. Instructionaldesigncentral.Com, 2018, https://www.instructionaldesigncentral.com/learning-circle-framework. Accessed 3 Dec 2018.

“So Who Is SAM? – Friesen, Kaye And Associates”. Friesen, Kaye And Associates, 2018, https://www.fka.com/so-who-is-sam/. Accessed 3 Dec 2018.

Mayer, Richard E. Multimedia Learning. 2nd ed. Cambridge: Cambridge University Press, 2009.

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Alyssa Haffejee describes herself as a professional brunch eater, and graduate student in the technical communications program at Seneca college. She is about to begin her Work Integrated Learning semester at Nuclear Waste Management Organization as a developmental communications student. She also has an undergraduate degree in professional writing from York University.

By: Ainsley Ma

The Information Age

We are living in the Information Age. Merriam-Webster dictionary defines “information age” as the current period in human history during which we are using information as a commodity “that is quickly and widely disseminated and easily available especially through the use of computer technology.” However, collecting information does not make us smarter.

Julian Birkinshaw discusses four consequences of having too much information:

1. Paralysis through Analysis: the larger the decision, the more information we need to justify our actions.
2. Easy access to data makes us intellectually lazy: our dependence on automated processing machines has deterred us from exercising our critical thinking and judgment.
3. Impulsive and flighty consumers: having access to multiple sources of computer technologies makes us more distracted and less productive.
4. A little learning is dangerous: we consume and share information with limited understanding of it.

We must find a way to use technology without experiencing Birkinshaw’s consequences. One solution is flipping the traditional classroom. We need to teach students how to use technology as a learning tool.

Flipped Classroom Model

The traditional classroom model follows Bloom’s Taxonomy. It is lectured-based and begins by introducing new concepts to students in the classroom. In a flipped classroom, instructors introduce new materials to students before the classroom. Instructors can assign video lectures, short readings, lecture slides, and other online media to their students before the class meets.

This method enables students to spend more time in-class analyzing, evaluating, and creating original ideas with peers and instructors. Overall, students further their mental development and reduce their homework load. However, these are not the only benefits.

Flipping Birkinshaw’s Article

A flipped classroom enables students to use technology as a tool that accelerates their cognitive development. In a flipped classroom, students learn to overcome Birkinshaw’s consequences:

1. Paralysis through analysis
2. Easy access to data makes us intellectually lazy
3. Impulsive and flighty consumers
4. A little learning is dangerous

Technology Cultivates Good Researching Skills

In a flipped classroom, instructors use technology to introduce new material to their students prior to class. Instructors can post online videos, lecture slides, recorded lectures, and other online media to prepare their students for in-depth class activities.

Instructors lead by example. When instructors use information from the Internet, they are also demonstrating to their students what makes an online source credible, legitimate, and original. As a result, students are more confident when conducting online research because they know where to find credible online sources. Thus, students can use technology to find the right information and make informed decisions.

Technology Encourages Critical Thinking

Instructors in a flipped classroom use technology as a tool to organize activities that focus on critical thinking and judgement. By posting online quizzes, uploading worksheets, or assigning short writing assignments, instructors can check if their students have completed the readings and gauge their level of understanding. Students can use these mini assignments to see their progress as well.

This model utilizes the classroom as a space for students to collaborate and discuss new concepts. Some in-class activities that develop higher cognitive skills include: debates or discussions, group presentations, and problem sets that practice out-of-the-box thinking. Therefore, instructors in a flipped classroom use technology to prepare students for activities that focus on higher cognitive skills.

Technology Promotes Self-Learning

Birkinshaw writes, “With multiple sources of stimulation available at our fingertips, the capacity to focus and concentrate on a specific activity is falling.” However, instructors in a flipped classroom use technology for educational not gaming purposes. Thereby, students learn to use technology without being distracted.

Before class, students can access online course materials whenever and wherever they want. Instructors may choose to introduce new content in the following ways:

• Video lectures or tutorials
• Lecture slides
• Digital modules
• Links to articles, journals, or blogs
• Other online media

This model enables instructors to create a space for their students to engage with technology that is conducive, not distracting, to their mental development.

Students can learn at their own pace. They can also discover what their preferred method of learning is: read and write, visual, auditory, or kinesthetic. When students learn to use technology for educational purposes, then technology becomes a powerful learning tool.

Technology Makes Us Informed Users

Todd Schwartz and his co-authors all argue that flipped classrooms have more flexibility when it comes to customizing in-class activities. For instance, if students want to learn about the latest Artificial Intelligence (AI) technologies, then instructors can spend more class time teaching AI technologies.

Instructors can show their students recorded panel discussions on YouTube or provide a list of the latest products that use AI. Then, they can instruct students to research companies that use AI and to create a presentation about their findings. In conclusion, this model encourages students to become informed users of the Information Age.

What’s the verdict?

The chances of experiencing Birkinshaw’s consequences increases as more content is posted online. To prevent students from being overloaded with information, instructors should consider flipping the traditional classroom model.

Resources

Birkinshaw, Julian. “Beyond the Information Age.” Wired. Retrieved from https://www.wired.com/insights/2014/06/beyond-information-age/

Information Age. Merriam-Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/Information%20Age

Todd A. Schwartz, Rebecca R. Andridge, Kirstin L. Sainani, Dalene K. Stangle, and Megan L. Neely. “Diverse Perspectives on a Flipped Biostatistics Classroom.” Journal of Statistics Education, 24: 2, p. 74-84, 2016. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/10691898.2016.1192362?needAccess=true

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Ainsley Ma earned a BA in Creative Writing from York University but found it difficult to find employment as a creative writer. She wanted to utilize writing and communication skills but needed more experience as a writer. Through word of mouth, she discovered the Technical Communication program at Seneca College. Before enrolling, Ma had no idea what a technical communicator does. She says, “Now that I’m a Technical Communication student, who’s done the first semester and about to enter the Work Integrated Learning (WIL) placement, I can confidently say that I am a technical communicator.”