Tag Archives: Screencasting

The ‘Test then Tell’ Approach – A Revolutionary Methodology

3 Jun

Today I read a fascinating blog post by Toni Tasic from Saffron Interactive. Check out the post here:
http://www.saffroninteractive.com/taking-the-place-of-the-instructor-in-e-learning/
In Toni’s post, he explains the ‘Test then Tell’ approach that Saffron take when creating e-learning. Basically the ‘Test then Tell’ approach allows learners to reflect on a topic before receiving further information. For example, a topic is raised in a form of a question. From this question, learners use their own intuition, experience or previous learning to formulate an answer. Further information is then given, allowing the learners to refine their conclusions. This approach is the opposite of the more traditional ‘Tell and Test’ approach that has dominated education – learners have to absorb information and are tested on their memory recall.
I like the ‘Test then Tell’ approach because I would argue it offers a more engaging learning experience. For example, I’m currently working on a 1 minute screencast for file management training. In this screencast I want to get across the importance of versioning files. I could simply tell the learners about versioning and then create a test at the end. Or I could create a scenario that opens with a question. What would be more engaging? Right, clearly the scenario.
So, perhaps rather than calling the ‘Test then Tell’ approach, an approach, I would suggest we should start calling it a methodology. For me, the ‘Test then Tell’ approach presents a method that is revolutionary.

The Future of Instructional Design – New Questions for an ID to Answer

24 May

Recently I read a blog post by Tony Bates on an instructional design workshop (Just ID) at the University of British Columbia (UBC). It’s a fascinating read on how Instructional Designers in BC view the challenges facing their profession and its future directions.
Check out the post here:
Tony Bates Blog Post
For me, the most interesting point that Tony Bates made in the post regarded what he called the “elephant in the room” – namely the “the design of campus-based learning experiences when much can be done online.” I would argue that this elephant is also applicable to corporate training/adult education. As more learning technologies (e-learning, screencasting, mlearning, virtual classroom etc … ) become part of the training culture, Instructional Designers will have to develop the tools/models to make decisions about the most appropriate mode or modes of training.
At the moment, these types of decisions are seemingly made with just the budget in mind. But what happens when we begin to think about putting the interests of learners first?

The Tangible Benefits of Screencasting

5 May

Recently I created a number screencast videos that demonstrated the functionality and oddities of an application.

These videos will soon replace a classroom based training course that was both problematic to schedule participants into and perceived as too long in duration.

Addressing these classroom based problems aside, I believe these videos have other tangible benefits. For example, these videos allow learners to focus on the areas of the application that they feel are more relevant to their work. The videos also allow the learners to revisit the areas they find most difficult as often as they like.

As such, I feel these videos are also empowering learners to take responsibility for their learning. In fact, more than the obvious reductions in travel costs and time, I believe the real benefit from these videos is the creation of a culture of learning where the focus is on the learner and their needs.

For more on screencasting check out this link:
http://onlignment.com/2011/05/a-practical-guide-to-creating-learning-screencasts-part-3-using-desktop-tools/