Around the time of my web design certification, I started designing
cards to
visualize concepts from learning theory, gamification, and motivation.
The collection grew organically as I worked through these topics.
It's
been sitting unchanged since 2023, but the principles still hold.
april '21
four Phases of a users’s Journey
2016 yu-kai chou published the octalysis framework. This includs the 4 phases of a user journey, mentioning that "Most people see a product or service as one summed up experience – the product is good, bad, interesting, easy to use, funny or boring. That seems to be intuitive – after all, it is one product. However, when it comes to user engagement design, I believe that’s a big mistake."
#gamification #ux #framework #product
more →
|
DISCO
VERY ONE
The first phase of a player’s journey start when the player first discovers and learns about your product or service.
||
ONBOAR
DING TWO
During the onboarding phase, you train the users to become familiar with the rules of the game, the options, the mechanics, and the win-states.
|||
SCAFF
OLDING THREE
The third phase of on-going and regular activity of the game is where players use all the rules and options they learned during onboarding to try to achieve as many Win-States as possible.
||||
END
GAME FOUR
The Endgame is when players believe have done everything there is to do at least once and are starting to feel like there are no longer unexplored Win-States.
chou yu-kai: actionable gamification. beyond points, bdages, and leaderboards. octalysis media. 2014-2016.
april '21
SAM
2012 M. W. Allen outlined the SAM model in his book Leaving ADDIE for SAM. SAM is one of the most popular is learning design methodology challenging ADDIE. it is a instructional design approach that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process, like in ADDIE, from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance.
#instructionaldesign #samvsaddie
more →
preparation phase
background
gather information and get all the background knowledge
iterative design phase
project planing additional design
rotating through design, prototype, and review.
Iterative Development phase
design proof | Alpha | Beta | Gold.
rotate through development, implementation, and evaluation
https://www.alleninteractions.com/services/custom-learning/sam/elearning-development
march '21
Bloom's Taxonomy - Revised
2001, a group of experts published a revision of Bloom's taxonomy. It draws attention away from the somewhat static concept of “educational goals” in Bloom and points to a more dynamic conception of the classification. So-called “action words” describe the cognitive processes through which users encounter knowledge and work with it. In total, they identified 19 specific cognitive processes that illustrate the limits of the six categories.
#learningobjectives #evaluation #analytics #id
more →
remember
recognizing (identifying) recalling (retrieving)
Understand
interpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating) classifying (categorizing, subsuming)
Apply
executing (carrying out) implementing (using)
Analyze
differentiating (discriminating, distinguishing, focusing, selecting) organizing (finding, coherence, integrating, outlining, parsing, structuring) attributing (deconstructing)
Evaluate
checking (coordinating, detecting, monitoring, testing) critiquing (judging)
Create
generating (hypothesizing) planning (designing) producing (construct)
Iowa State University
Center for Excellence in Learning and Teaching
https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
february '21
ccaf design model framework
2016 M. Allen created The CCAF Design Model framework for instructional interactivity. an instructional design model that is learner-centric and establishes 4 components—Context, Challenge, Activity, and Feedback—as the essential pieces of effective learner interactions.
#experiencedesign #interactivity #framework
more →
| CONTEXT |
Provide a meaningful framework that identifies how this task or information is relevant and essential to the real world of the learner.
| CHALLENGE |
Motivate the learner to engage with authentic intention through establishing meaningful risks, significant outcomes, and the potential for success.
| ACTIVITY |
Use gestures that correspond and evoke the real-life activities at the heart of the desired performance.
| FEEDBACK |
Reflect back to the learners not only indicators of correctness but, more importantly, intrinsic and extrinsic indicators of how they can improve.
e-book:Using Instructional Interactivity to
Improve e-Learning Design
by Ethan Edwards, Chief Instructional Strategist.
https://www.alleninteractions.com/resources/ebook/using-instructional-interactivity-to-improve-elearning-design
february '21
implicit and explicit knowledge
1997 prost described 'knowledge' as the set of skills and expertise - knowlegde - that enable people to solve problems. the value for a company is only visible if the knowledge about the WHAT is converted into a skill- the HOW - that ends up in appropriate actions. but, the ability is only specifically demonstrated and implemented when there is a motivation or drive to do so.
#knowledge #behavior
more →
implicit knowledge
is knowledge which people are often not even aware of. cannot be passed on - or only be passed on with difficulty.
explicit knowledge
is knowledge that is explicitly available and accessible, e.g. formulas or operational procedures
k. north, k. reinhardt, b. sieber-suter.
kompetenzmanagement
in der praxis.
mitarbeiterkompetenzen
systematisch
identifizieren, nutzen und entwickeln.2., überarbeitete und erweiterte Auflage. springer gabler. 2013
february '21
multi store model of memory
1968, so over 50 years ago, atkinson and shiffrin described a concept of a cognitiv model, named the 'multistore model of memory'. in this our memory consisted of three stores: a sensory register, short-term memory (stm) and a long-term memory (ltm). the model is simplified, but one strength of is that is gives a good understanding of the structure and process of the stm. the model has been criticized for being a passive/one way/linear model.
#memory #cognitivism #overcomemodel
more →
sensory memory
... information is detected by the sense organs and enters the sensory memory ...
short-term memory (STM)
... if attended to this information enters the short term memory.
long-term memory (LTM)
... information is transferred to the long-term memory only if that information is rehearsed (i.e. repeated).
if maintenance repetition does not occur
... then information is forgotten, and lost from short term memory through the processes of displacement or decay.
the memory stores | encoding
... is the way information is changed so that it can be stored in the memory. there are three main ways in which information can be encoded (changed):
1. visual (picture),
2. acoustic (sound),
3. semantic (meaning).
the memory stores | capacity
... capacity concerns how much information can be stored and duration refers to the period of time
the memory stores | duration
... refers to the period of time information can last in the memory stores.
m. neelen and p.kirschner: evidence-informed learning design. creating training to improve performance. koganpage. 2020
january '21
learning experience design
2020 m. neelen and p. kirschner puplished their approach on how to design a holistic learning experience. all parts of it should focus on authentic learning tasks, means learning based on extisiting workplace problems. physical and social context, as well as authentic learning assessments are an essential part of a holistic design approach.
#experiencedesign #ux
more →
start with the perfomance problem
task or processes who creates struggle within the comapy but are required within the company. confirm you probelms and prove your assumptions.
determine if learning can help
consider that performance problems can pop up by many factors (e.g. lack of support, motivation problems) ask yourself if training the right solution.
clarify how success looks like
measurement is key as you need to know if users achieved or improved their performane. it is a crucial part.
determine learners' needs
understand your learner. waht knowledge do they need, what skills are required and lack, challenges tehy have, what prior knowledge do they have etc.
m. neelen and p.kirschner: evidence-informed learning design. creating training to improve performance. koganpage. 2020
january '21
3 types of feedback
2020 m. neelen and p. kirschner puplished some techniques of nuanced design to support leanring: feedback and direkt direct instruction. mentioning that feedback is the most important technique they describe is as part of a process instead of a one thing in learning. poeple learn in phases from novice to expert knowledge, means the feedback needs to differ too. as it posivly effects the outcomes and motivations, it is worth looking at the three types to reduce the knowlegde gap.
#feedback #loops
more →
corrective feedback
single loop
providing the what was wrong and provide correct answer
directive feedback
double loop
providing direction on how to carry out a task or process even better
epistemic feedback
tripple loop
encouring to to think about the why in relation to the task
m. neelen and p.kirschner: evidence-informed learning design. creating training to improve performance. koganpage. 2020
january '20
five goals of learning analytics
2019 m. ebner considers the overall goal of collecting learning analytics to compare and contrast values to optimize learning as well as the learning experience. the data collection is done in different ways, characteristics as well as activities.
#learninganalytics
more →
data as the basis for predictions and forecasts
predicting and intervening
data as the basis of learning recommendations
recommendations
data as the basis to design individualized and adaptive learning environments
personalization
data as a basis for reflection on feedback gained in the learning environment
reflection and iteration
data as the basis to identify weaknesses and for analyzing appropriate methods
benchmarking
m. ebner: learning analytics – eine einführung. bildung und beruf. ausgabe februar 2019. S.46-49. via researchgate.
december '21
four d's of learning
2007 j. hart began conducting a survey on learning tools that is updated every year. the results not only relate to the most popular learning tools but also take into account how and why people learn today. from the results, she developed the four types of learning, so called the four d's.
#adulteducation #learning
more →
informal learning
DISCOVERY
| finding things out |
social learning
DISCOURSE
| interacting with others |
formal learning
DIDACTICS
| being taught |
experiential learning
DOING
| learning from working |
https://www.modernworkplacelearning.com/cild/mwl/5-features-of-ow-modern-professionals-learn/
december '20
four principles of adult learning
1984 knowles pushlished 4 principlis which apply to adult learning.
#adulteducation #learning
more →
involvement
they need to be involvement in the planning and evaluation of their instruction.
experience
their experience provides the foundation for their learning activities.
problem centered
their learning is problem centered rather than content-oriented.
impact
relevance
they are most interested in topics with relevance and impact on their job or personal life.
https://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
november '20
left and right brain gamification
2016 yu-kai chou published the octalysis framework describing 8 core drive to support the creation of gamified environments. the core drives are useful dividing things up between the logical and the emotional aspect.
#gamification #motvation #behavior
more →
left
brain
extrinsic
motivation
emotional
core drives:
result and
goal
focused
right
brain
intrinsic
motivation
logical
core drives:
process and
journey
focused
chou yu-kai: actionable gamification. beyond points, bdages, and leaderboards.
octalysis media. 2014-2016.
icons from www.flaticon.com
october '20
white and black hat gamification
2016 yu-kai chou published the octalysis framework dscribing certain motivations - core drives - and techniques which trigger them and are either categorized as "white hat" or "black hat" gamification.
#gamification #motvation #behavior
more →
white
gamification
core drives: 1 - 3
elements that make people feel powerful, fulfilled, and satisfied.
make people feel in control of behavior our own lives and actions.
black
gamification
core drives: 6 - 8
make people feel obsessed,
anxious, and addicted. very strong
in motivating our behaviors - and can make people feel
losing the control of their behaviors.
chou yu-kai: actionable gamification. beyond points, bdages, and leaderboards.
octalysis media. 2014-2016.
icons from www.flaticon.com
october '20
four level of evaluation
1959 kirkpatrick published the first version of 4 level of the training evaluation model. each level is an measurement of evaluating and increasing the effectiveness of a training program.
#evaluation #analytics #behavior
more →
level 1
reaction
respond on participation and relevance
level 2
learning
increase in knowledge, attitude and skill
level 3
behavior
skill improvement and behavior change on the job
level 4
result
experienced benefits in the organization.
https://lapaas.com/kirkpatrick-model/
https://annalangheiter.com/kirkpatrick/
september '20
habit loop
2012 duhiggs' published the so called 'habit loop'. in a nutshell: "...the cue triggers us to start a routine, which motivates an action, which provides a reward, which then satisfies the craving and, ultimately, becomes associated with the cue." research shows that we also have so-called “keystone habits” that trigger a range of reactions and that it is in our interest to make changes to the way we work.
#habits #behavior
more →
1. trigger
the cue that signals us to start the routine
2. section
the habit itself, both good or bad
3. reward
the positive feedback that we eventualy seek
https://newtothepost.wordpress.com/2019/03/04/habits-why-we-need-change-them/
august '20
six didactical questions
2006 schlutz published 6 didactial questions for the processes of teaching and learning. the key questions take this into account: target group, content, planning, implementation, evaluation and reflection. based on this, further questions can be derived, e.g. about the prior knowledge of the learner and the analysis of success.
#didactics #instructionaldesign
more →
for
what
?
different usage situation
for
whom
?
target group
needs
what for?
learning objectives
qualifications
what?
content
how?
organisational
methode
by
which, where?
media
learning locations
e. schlutz: in didaktik der erwachsenenbildung der die-wissensbaustein für die praxis online-erstveröffentlichung. 2015
august '20
feasp model
2000 asleitner published the feasp model which supports instructional designers strategically in the creation of holistic and emotional-based elearning environments. In a nutshell, the goal is all about avoiding negative emotions and foster positive ones as the concept assumes a beneficial impact on the learning process.
#emotions
more →
reduce
fear
usage of arcs
display success
failure as chances
critical thinking
positive orientation
reduce
envy
comparison by criteria
transparent learning
evaluation
openness
avoid privileges
reduce
anger
flexible perspectives
no aggressive content
problem solving
constructive feedback
encourage
sympathy
relationship
sensitive interactivity
partnerships
kooperation
promote
pleasure
well beeing
of the instructional
open learning
environments
humor
playful
h. astleitner: designing emotionally sound instruction. the feasp approach
instructional science. 28. in:
reinmann g: instructional design. kultur- und sozialwissenschaften.
fernuniversität hagen. 2015.15.
july '20
eight elements of blended learning
2015 erpenbeck und sauter defined 8 elements of effective blended learning systems.
#blendedlearning
more →
self-directed learning
individually control of the learning processes within the framework of agreed principles.
organization and support
coaches and trainer plan and control formal and support informal learning processes. feedback for the continuous optimization of learning processes.
problem-solving
integrated transfer tasks and real problems for process-based emotional conflict reduction.
structuring aids
coordination of obligatory agreements for the design of the self-directed self-learning phase.
ongoing feedback structures
feedback on the learning process and achievements on two levels: standardized tasks (automated via a system) and open tasks (via a learning community).
individual benchmarks
online availability of work results for collective discussion and presentation. individual identification of the performance among other participants.
learning path tandems
integration of tandem-based work fostering emotional, motivational, and strategic learning support for learners.
learning path
groups
supporting tandem work through the use of small groups to increase competence development through further motivation and correction options.
j. erpenbeck s. + w. sauter: e-leanring und blended learning. selbstgesteuerte lernprozesse zum wissensaufbau und zur qualifizierung. springer. 2015.
july '20
cognitive load theory
1980er sweller published the cognitive load theory. it conducts that our short term memory, or working memory, can only retain a certain amount of information simultaneously - and that learners can absorb and retain information effectively only if the content is presented in a way that it does not “overload” their mental capacity. keeping information simple, the presentation vaious, and the lessons small can reduce it.
#instructioanldesign #cognitivload
more →
intrinsic cognitive load
inherently involved in learning tasks
complexity an difficulty of the material
extraneous cognitive load
under controlll of instructional design
generated by the manner in which information is presented. non-relevant, unimportant elements.
germane cognitive load
development mental ressources
helps bulidung new complex schema, successive from novice to expert effort to learn and memorized information learned.
https://www.slideshare.net/elearningindustry/cognitive-load-theory-and-instructional-design
Andrea Jakop 2010. Die Cognitive Load Theory als Erklärungsmodell für den
Lösungsbeispieleffekt und ihre Grenzen. https://www.grin.com/document/200615
june '20
five ingredients for learning
2020 neelan und kirschner determined five ingredients for effetive learning strategies.
#learningdesign
more →
spaced practice
key words: nuggets, pause,
memory
retrieval practice
key words: recall, transfer, ebbinghaus
interleaving
key words: case study, overlap, jumble
questioning
key words: challenge, explain, assimilation
explain to self
key words: explain themselves, assimilation
m. neelen and p. kirschner:evidence-informed learning design. creating training to improve performance. koganpage.2020
june '20
modern resource design
2019 jane hart introduces 5 principles of modern resource design.
#learningdesign #workplacelearning
more →
shift
from courses to resources
provide
it in the most appropriate format
keep
it as short & simple as possible
ensure
flexibility & personalisation
make
it easily accessible in the workflow
r. m. branch: instructional design: the addie approach. springer. 2009.
d. clark: nwlink. history isd and addie. 2015.
may '20
learning
2019 jane hart summarized what is wrong in the usage of the word "learning".
#learning #rightterms
more →
you can't
design learning
you can't
deliver learning
you can't
transfer learning
you can't
manage learning
j. hart: modern workplace learning. a framework for continous improvement, learning and development at work. 2019.
may '20
east framwork
2012 the 'behavioural insights team' developed the EAST framework. after initial testing in different environments with members of the team with uk civil servants they outlined four simple principles for applying behavioral insights.
#behaviour #motivationdesign
more →
E asy
harness the power of defaults. reduce the ‘hassle factor’ of taking up a service. simplify messages
A ttractive
attract attention design rewards and sanctions for maximum effect.
S ocial
show that most people perform the desired behaviour. use the power of networks. encourage people to make a commitment to others.
T imley
prompt people when they are likely to be most receptive. consider the immediate costs and benefits. help people plan their response to events.
behavioural insights team. EAST: four simple ways to apply behavioural insights. 2015.
april '20
player types
2015 marczewski created a user type hexad for the design of gamified environments based on motivational attributes of each player type.
#gamification #playertypes
more →
philanthropists
players
disrubtors
marczewski, andrzej. user types hexad.2015
april '20
multimedia principles
2001 r. mayer stated that people learn better from words and pictures than from words alone. Or, more specifically, that people learn more or more deeply when appropriate pictures are added to text. It is supported by empirically derived theory suggesting that words and images evoke different conceptual processes and that perception and learning are active, constructive processes.
#multimediadesign
more →
multimedia
use a combination of text and illustrations instead of only text
modularity
use voice-over to explain graphics or animations instead of written text
continuity
place related images and written text together
redundancy
don't present written text and voice-over toghether
coherence
use relevant and related content to engage
personality
use authentic design, a more colloquial style and pedagogical guidance
r. arnold + m. lermen: elearning-didaktik. Schneider. 2006.
r. clark and r. mayer: e-Learning and the science of instruction, 4th ed.
hoboken, nj: wiley. 2016.
april '20
layer cake of design
2014, d. peters determined three layers of interface design. depending on thesort of project a learning designer operates in one or a combination of three levels.
#multimediadesign #ux #ui
more →
multimedia content
graphics, video, audio, animation
objects; info and interaction design.
course architecture and navigation
information design
interface styling
look and feel, interface elements,
customization skins and themes,
information design.
system design
information architecture,
interaction design,
default interface elements,
and look and feel.
d. peters: interface design for learning.
design strategies for learning expereinces. new riders. 2014.
april '20
nine events of instruction
1965 robert gagné proposed a series of events which are general considerations to think about when designing learning environments.
#instructionaldesign
more →
#attention
#objectives
#recall
#content
#guidance
#practice
#feedback
#assess
#retention
r. heinich and m. molenda: instructional media and technologies for learning.merril prentice hall. 2002.
northern illinois university center for innovative teaching and learning.
gagné’s nine events of instruction. 2020.
april '20
addie model
1975 the florida state university created an instructional design model for the us army. the program was researched to implement an instruction model for military training.
#instructionaldesign #addievssam
more →
analysis
identify the probable causes for a performance gap
validate the performance gap.
determine ID goal.
confirm the indended audience.
identify required resources.
determine potencial delivery system.
compose a project management plan.
statement (goal): analysis summary.
design
verify the desired performance and appropriate testing methods
conduct a task invetory
compose performance objectives
generate testing strategies
calculate return on investment
statement (goal): design brief
development
generate and validate the learning resources
select or develop supporting media
develop guidance for the user
develop guidance for the teacher
conduct formative revision
conduct a pilot test
statement (goal): learning resources
implementation
prepare the learning environment and engae with the user
prepare the teacher
prepare the user
statement (goal): implementation strategy
evaluation
assess the quality of the instructional products and processes, both before and after implementation
determine evaluation criteria
select evaluation tools
statement (goal): evaluation plan
r. m. branch: instructional design: the addie approach. springer. 2009.
d. clark: nwlink. history isd and addie. 2015.
april '20
arcs model
1987 john keller published an instructional design model for designing and improving the motivational quality of instruction. it determines that the right conditions keep learners engaged and interested, and motivates them to continue - life long - learning.
#motivationdesign #lifelonglearning
more →
A_TTENTION
capturing the interest of learners; stimulating the curiosity to learn.
process questions: how can i make this learning experience interesting and enjoyable for my user?
R_ELEVANCE
communicating the usefulness of the learning content for the achievement of personal goals and for the satisfaction of certain needs to effect a positive attitude.
process questions: in what ways will this learning experience be valuable for my user?
C_ONFIDENCE
development of a positive expectation of success and competence measurement as well as helping the learners believe/ feel that they will succeed and control their success
process questions: how can i assist the user to achieve and allow them to control their success via instruction help?
S_ATISFACTION
reinforcing accomplishment with rewards (internal and external), feedback and opportunities to assess performance.
process questions: what can i do to encourage the user to feel good about their experience and desire to continue learning?
john m. keller: motivational design for learning and performance. the arcs model
approach. springer. 2010.
h. niegemann et al.: kompendium mudlitmediales lernen. springer. 2008.
march '20
four pillars of flipped learning
2018 dirk ifenthaler compiled four pillars of flipped learning to engage learners in the learning process. They are intended for adult education approaches to be utilized in the digital workplace.
#flippedlearning #workplacelearning
more →
flexible
environment
various learning modes, e.g. group work, individual study and, ubiquitous learning.
learning
culture
key element in adult learning. flexible environment.
intentional
content
knowing the purpose of learning. delivering minimized but sufficient time. achiving learning task and assignments in a brief but efective time.
professional
educator
need to be prepared for the use of educational content (approaches, leaner-centred methods). providing learning materials online. bring problematic issues to the classroom. create an atmosphare of discussion.
d. ifenthaler: digital workplce learning. bridging foral an informal learning with digital technologies. springer. 2018.
march '20
assure
1999 heinrich and molenda developed a instructional design guide to support the integration of multimedia and technology to enhance the learning environment.
#instructionaldesign
more →
a_nalyze
learners
identify your learners. specify and define your audience. analyze them by general characteritics, specific entry competencies, like (prior-)knowledge, skills and attitudes as well as learning styles.
s_tate
objectives
objectives must be as specific as possible. objectives are focused on four pillars: labeled audience, behavior, conditions, and degree (abcd). set the conditions under the result is performed. describe how you measure it.
s_elect
methods
build connections between audience and objectives. choose your instructional methods, relevant media, graphics, text animations and videos that will appropriately meet the state objectives.
u_tilize
media
plan the use of technology, media and materials to implement your methods. choose appropriate materials by focusing learners approach to the selected media. preview the use of media and materials before.
r_equire
learner
let them practice what they have learned. facilitate instructions for practicing skills and knowledge with meaningful activities for participate in problem solving and discussions. create room for appreciated feedback
e_valuate
impact
check you instructional impact for further improvements. evaluate the complete instructional process to get the big picture. in case of discrepancies revise your plan.
r. heinich and m. molenda: instructional media and technologies for learning.
merril prentice hall. 2002.
q. faryadi: instructional design models: what a revolution!. 2007.
a. salas: is the addie framework better than the assure model?. stylelearn.com.
2019.
march '20
aida
1898 elmar lewis published a marketing strategy and described it as a targeted art of dialogue. known under the acronym aida it provides a simplified strategy to influence user behavior by using rational and emotional reasons. it illustrate all stages of the journey that people go through to become customers.
#marketing
more →
a
ttention
get visibel, get in touch. start the user journey and create a brand awareness
or affiliation with your product or service.
step one: emotion
i
nterest
adress the special interest of the customer. present the benefits and solutions
of your product or service and keep their engagement.
step two: information
d
esire
increase the motivation for the product or service. show your brand and
personality and move them from 'liking' it to 'wanting' it.
step three: emotion
a
ction
plan a call to action. let the customer interact with your company and taking
the final step.
step four: action
k. moore and n. pareek: marketing the basics. routledge. 2006.
c. penn: marketing white belt - basics for the digital markter. 2011.
a. hanlon: the aida model. smart insights. 2018.