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Presentation about the impacts of information overload in learning design, delivery and performance.

A Welcome video from Ray Jimenez, an Overview presentation of the program and detailed Objectives and Instructions.

Share a small yet concise for your workshop mini-project. You can always change your mini-project during the upcoming weeks of the workshop.

The definition of the Story-Based Learning Design

Video on impacts of overload in learning design, development and delivery.

Video by Ray on dealing with information overload.

We face a major dilemma in the training world today. The growth of technologies provides an abundance in opportunities to help learners learn better. However, the same capacity allows us to produce massive amount of content so efficiently we choke, the learners with too much overwhelming facts.

Show the prototype concepts of a Story-Based Learning Design lessons

Share one idea you learned.

Coming Soon!!!

Session 1 Handout - Story-based eLearning Design

Story-Based Learning Design Document Resources and instructions for the mini-projects Guide and documentation for Micro-Lesson Design (Version 05, September 24, 2014)

This document will show you examples for each of the steps you need to take in your mini - Project. It will give you some ideas to help you complete your own documentation.

Teaches about credit card debt

This is only a mock-up and demo as scratch and alpha concept.

This is only a mock-up and demo as scratch and alpha concept.

It is easier to find negative stories and use them for learning purposes. There are plenty in our daily lives. Some examples would be accidents, fiascos, errors and blunders. Although negative by nature, using errors as lessons is one way of learning.

Imagine trying to explain the color red to someone who is blind. Or trying to help a deaf person understand how the music of Beethoven or the Rolling Stones make you feel.

Now that we know what types of learners we are likely to face, it becomes clearer how we can improve the way we create and use stories in our learning objectives.

How do we strike a balance between the scientific and the emotional? What checkpoints can we use to determine if we are hitting the right notes?

Why are questions powerful and important? How do we design them to provoke, instigate and encourage learners to think and reflect and apply learning ideas?