打造TOP 1 線上學習方案:取法e-Learning成功典範、強化企業競爭優勢。

  • Schank, Roger C. 2002)。台北市:美商麥格羅.希爾。

  • 建構線上學習之前的四個步驟 (2章、p.50~54)

  • 良好設計與表達 (5章、p.97~109)

  • 錯誤的案例 (8章、p.135~148)

  • 成功的案例 (9章、p.149~177)

  • 課程設計 (10章、p.200~202)

  • 課程評量 “FREEDOM”  (13~14章、p.254~263p.269~278)實做doing、推理reasoning、探索exploration、觀察observation(學員) 失敗failure、激勵motivation、情緒emotion

 

E-Learning:提升個人競爭力、強化企業優勢的終極學習策略。

  • Rosenberg, Marc J.2002)。台北市:美商麥格羅.希爾。

  • 電腦化訓練行不通的十一個理由 (3章、p.64~70)

  • 知識管理  (4章、p.90~96, 102~103)

  • 學習管理系統LMS、標準  (6章、p.192~202, 207~208)

  • 內容的創作  (6章、p.205~206)

  • 成功4C:文化、捍衛、溝通、變革 (7章、p.210~233)

  • 主管怎麼看「效益」、Kirkpatric評鑑 (8章、p.251~258)

  • 小本經營 (11章、p.314~317)

  • 打造e-Learning步驟  (12章、p.321~331)

  • e-Learning二十大問題  (附錄、p.347~351)

E-Learning in the 21st Century.

  • Garrison, D. R., & Angerson, T. (2003). London, UK: RoutledgeFalmer.

  • e-Learning理論基礎 (Chapter 1, p.18)

  • 科技與互動 (Chapter 4, p.40~43)

  • e-Learning presence 社群存在之構面 (Chapter 3 & 5~7, p.27~31)

  • Cognitive presence:認知=批判思考critical thinking (reflective thinking, p.57~61)

  • Social presence:社群、情緒 affective, communication, cohesion (p.51)

  • Teaching presence:教師角色 (p.66~68, 70)

  • Application應用 (Chapter 8, p.76, 78, 81, 83, 85, 87~90)

  • Assessment & Evaluation評量/評鑑 (Chapter 9, p.94~97, 104)

  • Deployment導入 (Chapter 10, p.107, 108, 110, 112)

  • Reference參考文獻 (p.153~160)

The e-Learning Fieldbook.

 

  • If we build it, will they come?會來用嗎?

    •    (沒有人來造訪, 成了網路廢墟?)

  • If they come, will they learn? 能學到知能嗎?

    •  (純粹熱衷交友聊天?)

  • If they learn, will it matter to the business?有助於工作績效嗎?  

    •   (只是提高線上遊戲功力?)

  • van Dam, Nick (200). New York, NY: McGraw-Hill.

  • [Forward] An e-Learning Launch: A study in Change Management

    • e-Learning is a change initiative that has the potential to impact business results.

    • Blended e-Learning programs redefine learning as work-based activities engaging people in communities of practice. … It was about learning from orders in the workplace and understanding how to contribute as an active member of a learning community. (page. ix~xi)

    • Measurement and marketing plans are crucial for providing results specific to achieving strategic business goals, rather than large ROI percentage increases.

    • Change Manager: Chief Learning Officer (CLO) http://www.elearningfieldbook.com

  • 發展The state of e-Learning today (p.6)

  • 整合應用Integrated e-Learning solutions (p.10)

  • 文化策略Culture aspects (p.103, 106, 107, 111, 112)

  • 績效與策略Business impact/results & e-Learning strategy (p.18, 19, 21, 72, 74)

  • 部門支援To get support: Decision makers, IT HR (p.22, 27~31, 33~35)

  • 混程學習Blended e-Learning (p.41~48, 127, 131, 221, 248, 251)

  • 學習科技Technologies for e-Learning (p.42~54, 60~66, 88)

  • 推廣行銷Promotion & marketing (p.91, 95, 99)

  • 章節目錄

    • 1 . Does e-Learning has a credibility problem ? 可信度

    • 2 . Does e-Learning make business sense? 經濟效益

    • 3 . What gains the commitment of people that matter? 投注力

    • 4 . How do you design blended learning program? 混成()學習

    • 5 . What makes e-Learning technology work? 學習科技

    • 6 . How do you measure e-Learning initiatives and results? 成效評量

    • 7 . What does it take to work successfully with vendors? 供給者

    • 8 . What motivates people to engage in e-Learning? 學習動機

    • 9 . How do you launch e-Learning to global workforce? 全球化

    • 10~17. 25 Case studies企業實例

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning.

  • Clark, Ruth Colvin, & Mayer, Richard E. (2004).

  • Chapter 3. Applying the Multimedia Principle圖文並茂: Use Words and Graphics Rather Than Words Alone.

    Chapter 4. Contiguity Principle鄰近原則: Place Corresponding Words and Graphics Near Each Other.

    Chapter 5. Modality Principle 媒體型式: Present Words as Audio Narration Rather Than Onscreen Text.

    Chapter 6. Redundancy Principle 多餘文字: Presenting Words in Both Text and Audio Narration Can Hurt Learning.

    Ø          Avoid Presenting Words as Narration and Identical Text in the Presence of Graphics.

    Ø          Consider the Narration of Onscreen Text in Special Situations.

    Chapter 7. Coherence Principle噪音: Adding Interesting Material Can Hurt Learning.

    Ø          Avoid e-Lessons with Extraneous Sounds.

    Ø          Avoid e-Lessons with Extraneous Pictures.

    Ø          Avoid e-Lessons with Extraneous Words.

    Chapter 8. Personalization Principle 個別化: Use Conversational Style and Virtual Coaches.

    Ø          Use Conversational Rather Than Formal Style.

    Ø          Use Onscreen Coaches to Promote Learning.

    Chapter 9. Does Practice Make Perfect? 練習及回饋

    Ø          Interactions Should Mirror the Job.

    Ø          Critical Tasks Require More Practice.

    Ø          Apply the Media Elements Principles to Practice Exercises.

    Ø          Train Learners to Self-Question During Receptive e-Lessons.

    Chapter 13. e-Learning to Build Problem-Solving Skills. 問題解決能力

    Ø          Use Job Contexts to Teach Problem Solving Processes.

    Ø          Focus Training on Thinking Processes Versus Job Knowledge.

    Ø          Make Learners Aware of Their Problem-Solving Processes.

    Ø          Incorporate Job-Specific Problem-Solving Processes.

Change Management & E-Learning
  • To Successfully Implement E-learning, Forget What You Know About Change

    #1. Forget about seeking management support!
    — Instead, build the business case.

    #2. Forget about reaction and learning!
    — Instead, focus on business results.

    #3. Forget about roll-outs!
    — Instead, create 'pull.'

    #4. Forget about accountability!
    — Instead, focus on engagement.

    #5. Forget about large scale!
    —Instead, implement where the need is greatest.

    #6. Forget about being a change agent!
    — Instead, build a change agency.

    #7. Forget about kick-offs!
    — Instead, communicate with frequent, specific messages.

    #8. Forget about taking years to change!
    — Instead, focus on speed and quick wins.

    #9. Forget about overcoming resistance!
    — Incorporate resistance.