Welcome to Normalton: Leveraging Effective E-Learning Principles for Adult Learners

Autor/in	Moore, Robert L.
Titel	Welcome to Normalton: Leveraging Effective E-Learning Principles for Adult Learners
Quelle	In: International Journal of Designs for Learning, 10 (2019) 1, S.155-165 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-449X
Schlagwörter	Adult Students; Instructional Effectiveness; Electronic Learning; Educational Principles; Learning Modules; Electronic Libraries; Local Government; Land Use; Instructional Design; Public Officials; Governance; Decision Making; Professional Training; Multimedia Materials; Expertise; Cognitive Processes; Difficulty Level; Municipalities; Vignettes; Government School Relationship; State Universities; North Carolina + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Unterrichtserfolg; Bildungsprinzip; Learning module; Lernmodul; Digitale Bibliothek; Elektronische Bibliothek; Gemeindeverwaltung; Bodennutzung; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Decision-making; Entscheidungsfindung; Berufliche Fachbildung; Berufliche Fortbildung; Expert appraisal; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Magistrat; Staatliche Universität
Abstract	This design case details the critical design decisions used in the development of an e-learning module library for North Carolina local government officials focused on land use regulations. These modules cover topics from an introduction to land use regulations, to evidentiary hearing conduct guidelines, defining vested rights, and explaining how to adopt and amend an ordinance. This project was in response to the North Carolina League of Municipalities (NCLM) members' increased requests for training in this subject area. This organization requested the assistance of the two faculty members at the University of North Carolina at Chapel Hill School of Government (SOG) who specialize in this content area. Additionally, the professional organization wanted to mitigate risk from cases going to litigation for improper land use decisions. The Target Accomplishment Past Prototype Artifact (TAPPA) Process (Moore, 2016) was used for the module development. This five-step process emphasizes the rapid development of distance education content artifacts in close collaboration with subject matter experts. Between 2013 and 2018, the TAPPA iterative design process guided the development of sixteen modules moving from initial script to finished modules. This design case is relevant for instructional designers who need to develop comprehensive e-learning modules covering complex and often complicated tasks. Examples of design decisions, informed by Clark and Mayer (2016)'s principles of multimedia design, are dispersed through the design case. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01