Designers who have become experts at synchronous face-to-face or asynchronous online course design face new challenges and expectations when designing synchronous online (virtual) sessions. Pressured to keep virtual sessions short while delivering lots of content, designers might cut objectives and activities that are critical to motivation and engagement. And by focusing on designing for “the event,” designers might not recognize the various ways to engage learners and evaluate the effectiveness of learning activities.
Participants in this session will review how instructional-design models were considered and applied in a real-world example, helping you ponder whether your focus on “the event” or on one model might prevent you from seeing all the options for engaging your learners and for evaluating and improving your learning activities. You’ll learn how you can use learning objectives and a simplified Bloom’s Taxonomy model to identify those objectives best addressed with interactivity in a virtual session and those objectives best addressed in communications or asynchronous activities outside the session.
In this session, you will learn:
- How you can use the Attention Relevance, Confidence, and Satisfaction (ARCS) model to think more broadly about engaging learners
- How to leverage a simplified Bloom’s Taxonomy model to address all needed learning objectives
- Tips for measuring the effectiveness of your learning activities
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