Epic – blended learning and knowledge solutions

I found this via a white paper on Blended Learning from the Epic web site. This could be helpful when you’re looking at which components of your learning plan should/could be online and which could be offline. Their three categories are: (1) Offline (face-to-face) (2) Offline (Individual work) and (3) Online.

I think the online category may be better if it were split between synchronous and asynchronous (or individual and group work). None the less, you could easily use it as is or add the fourth category and use this as a good planning tool for your blended learning.


Epic – blended learning and knowledge solutions

Stock Photo Images

 Via Tony Karrer comes this big list of resources for photos and images. Unless I missed it that list didn’t include my number one source; Microsoft’s Clip Gallery Live

Here are my top three. What are your’s?

  1. MS Office Online
  2. Sxc.hu
  3. Flickr

Stock Photo Image and Other Media Sources : eLearning Technology

Bookr | Online Flickr books


VectorMagic | Web-based image tool

VectorMagic might be a pretty handy tool to add to your bag of tricks. I know there have been times when I’ve wished I could enlarge a non-vector image but couldn’t without it becoming so pixelated it was no longer useful. If you don’t know why a vector image is different; they can be enlarged without the distortion that occurs with standard .jpg and .gif formats.

If their claims are true then this could be very helpful. What do you think?

VectorMagic | Comparisons

Clive on Learning: e-Learning and the Science of Instruction


Use of media

  • Use words and graphics rather than words alone (89% gain in learning).
  • Keep graphics and text that relate to each other near each other (68% gain).
  • Where possible, describe graphics using audio narration rather than text (80% gain). An exception here would be text (unfamiliar terms, instructions, etc.) which require time to process.
  • Avoid presenting words as both narration and text (79% gain).
  • Cut out extraneous/non-essential text, audio and graphics (82% gain).
  • Use a conversational style, using the first and second person, for both text and audio (67% gain).

Practice questions and worked examples

  • Better learning results when practice questions are distributed throughout the learning, rather than all at the end.
  • Questions that ask the learner to merely recognise or recall information previously provided in the training will not promote learning that trasfers to the job.
  • Transfer is maximised when the practice questions mirror real-work situations.
  • For critical tasks, such as those with safety consequences, more practice is required.
  • The more practice the better the learning.
  • Instructions for practice questions and feedback should be presented as text rather than audio and placed alongside the question.
  • Where audio or video is needed for practice, include a replay option.
  • Worked examples/demos are popular with learners and can replace some practice questions.
  • For procedural tasks, a single worked example is likely to be adequate.
  • For problem-solving tasks, a wide range of worked examples might be needed.


  • Collaborative tasks should be designed in such a way that they require learners to interact and contribute to a group outcome, i.e. they cannot be achieved by single participants working alone.
  • Collaborative tasks work best with learners working in pairs or groups of no more than six.
  • Heterogeneous groups get better learning outcomes than homogeneous groups.


  • Learners like learner rather than program control.
  • Student preferences and judgements often may not be good indicators of the way they learn best.
  • Use learner control for learners with high prior knowledge or metacognitive skills and/or for courses that are advanced rather than introductory.
  • When using learner control, design the default navigation options to lead to the most important instructional elements.
  • Make sparing use of links that take the learner away from the current screen or which provide the primary means of access to important elements of the course (because most learners will regard these as peripheral).
  • Provide advice to help learners make decisions about what to do next.
  • Use program control when most of the audience is likely to be novice and/or high levels of skill attainment are critical.
  • Use course maps to provide an overview and orient learners.
  • Provide basic navigation options (back, forwards, menu, exit) from every display.

Clive on Learning: e-Learning and the Science of Instruction

Sharedview: New take on NetMeeting?

 Via Webworker daily I see that Microsoft now has a beta of SharedView. My 1st question is how is this better/different than NetMeeting? Other than aesthetics, etc? Yes, it looks nicer but it actually takes extra steps to get someone into Sharedview as compared to NetMeeting. Am I missing something?

If you don’t already use NetMeeting it’s ok but if you already have colleagues who are used to NetMeeting I don’t think I’d make the switch. Would you?

Sharedview: Free Screen Sharing for Web Workgroups « Web Worker Daily

eLearning Examples

If imitation is truly the finest form or flattery these folks should get ready to be flattered. I’m always on the lookout for examples of what others are doing in elearning; specifically what their design looks like. First Cathy Moore and now Tony Karrer have provided lists of links to elearning content.

eLearning Examples : eLearning Technology

Embed Kyte.tv in WordPress.com

How to embed video in your WordPress blog.

[kyte.tv appKey=MarbachViewerEmbedded&uri=channels/6118&embedId=10002423]

Link to How do I embed Kyte.tv? « WordPress.com

Need To Do Something Online?

This should keep everyone busy for awhile. Need to do something online? Here’s a good first place to look via Mashable.com

5000+ Resources to Do Just About Anything Online


This is embedded via Splashcast – another presentation type service that handles, audio, photos, documents, recordings, etc. A little more robust that others.

[splashcast MUHB5495FC]

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