I have no special talent. I am only passionately curious.
– Albert Einstein
This article is a guide on establishing and maintaining a productive working relationship with Subject Matter Experts (SMEs).
One of the joys of being a learning designer is the opportunity to learn new things, including things that we’ve known little or none about. A big part of this awesome learning comes from our experiences working with SMEs. Working with SMEs is an important task of our job as learning designers. But is this process always smooth, fun, and exciting?
The Cognitive Load Theory is a powerful tool in a learning designer’s toolbox. It has had many practical implications in my own learning design work. It has help me not have to walk in the dark when making many design decisions. The theory has been developed since 1988 by John Sweller, an Australian educational psychologist. It focuses on how learners’ cognitive resources are used during learning and problem solving and how we can design instructions and learning experiences to best utilise scarce cognitive resources.
These basic multimedia learning principles help guide learning designers in designing effective multimedia learning experiences. Using these principles, we aim to:
- Reduce extraneous processing
- Support essential processing
- Encourage generative processing
Welcome to the belated 2018 edition of Learning Design – related trends.
As we look at these trends, there are clear influences of technology and learner demand, e.g. how learners want to learn. Technology and learner demand do not only strongly influence the forms and ways that learning takes place, but also impact the possibilities and potential of what learning can be. Technology is developing at such a fast pace, organically influencing our working, learning and playing habits. This habit development happens gradually over time, and one day, we realise we have now formed new habits and needs. As learning experience designers, we need to understand these needs and be prepared and equipped to take on the learning design challenges in the new context.
What does research say about the best way to label and explain a diagram?
Have you ever read a book where the labelling or short explanation for a diagram was located on a different page than where the diagram was?
Have you ever read an online tutorial where the explanation for an image was located far from where the image is?