• Love to Learn. Online.

    Love to Learn. Online.

As I explained in my post on our instructional design, quality content is merely the starting point of the learning journey. An effective instructional design also requires an active engagement with challenging assignments embedded in a community of peers. Only by combining these three elements can we ensure that learners reach their destination: advanced learning outcomes.

The Elements of the Learning Process: Content, Context, Community

At iversity, we call the elements that work together to create an effective learning process the three Cs: content, context, community.

Three Elements Make Up the Learning Process

Content: A great online course comprises the full range of multimedia content from video and audio, to text, photographs, infographics, illustrations or even comics. Quality is key. But this doesn’t mean that everything necessarily has to be polished. Sometimes, something that’s a bit rough around the edges but authentic can work just as well or better (like a page from a notebook or a few snapshots taken in the street to illustrate a point with real world examples). What’s most important is that elements work well together and tell a story. More about this in another post on storytelling in online education.

Context: The second C refers to context. This often causes some confusion, because it is not quite as self-evident as the other two. Context refers to assignments. Why context? Because assignments require learners to apply their knowledge in different contexts. For example, in order to solve a case study, I have to take what I have learned – the knowledge I have gained from working through the content – and use it to solve a real or fictitious problem.

Community: While a few autodidacts are very good at teaching themselves, most of us find it a lot easier to learn together with others. That’s why iversity puts social learning front, right and center. Both the platform and the course design aim at fostering meaningful interactions between learners. The community provides the information, inspiration, feedback and motivation that are often key for effective learning to take place.

The Intersections = Traditional Learning Formats

The intersections of these elements represent the learning formats traditionally found on campus: self-study with a textbook, for example, which offers content and assignments; the lab section or tutorial where students come together to work on assignments in a group; and the seminar where they discuss the learning material amongst each other.

Taking this comprehensive approach to instructional design, which combines online all three core elements of the learning process, allows our courses to cover the full range of Bloom’s taxonomy. (What this means exactly and why it is important for learning, comprehension and ROI, I will explain in my next post.)

P.s. This model is very much indebted to William Rankin who has mapped out this idea in a lot more detail in his overview on Dimensions of Productive Formal Learning.

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E-learning has been around now for two decades. In this time, it hasn’t earned a great reputation. When I tell people that I work in the online learning space, the reaction is rarely one of excitement. People who work in the corporate world usually tell me about the most recent compliance training they had to suffer through. “28 Clicks on “Next”, a few multiple choice questions, and that’s it.” The problem here is that working through content in isolation and without real challenges gives little cause for excitement. We need a new kind of instructional design for effective online learning!

The traditional approach to instructional design: elarning course = content

The iversity Approach to Instructional Design

Unlike other learning solutions that merely provide content, we at iversity understand learning as an active, social process. Education thought leader David A. Wiley summarised this point very well: „If high quality reusable content were all that were required to support learning, libraries would never have evolved into universities. That is to say, interaction with other human beings always has been and always will be an integral part of the learning process. This is especially true when learning of higher-order skills.”

Our fresh approach to instructional design: iversity course = learning process „If high quality reusable content were all that were required to support learning, libraries would never have evolved into universities. That is to say, interaction with other human beings always has been and always will be an integral part of the learning process. This is especially true when learning of higher-order skills.” David A. Wiley

That’s why iversity courses feature more than just content. As well as high-quality multimedia learning materials, all our instructional design combines challenging, open-ended assignments with a variety of ways for students to interact and learn with and from each other, such as the learning journal, a discussion forum and messaging feature. Students acquire knowledge in order to understand a certain topic, but must then apply it in different contexts, actively creating their own pieces of work while analysing and evaluating the work of others.

This kind of instructional design covers all steps of Bloom’s Taxonomy of Learning, allowing learners to reach learning outcomes they would not be able to reach with traditional corporate e-learning formats such as web-based trainings (WBTs). How exactly the approaches differ in this respect is something I will explain in a future post.

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2017 is off to a fresh start and so is the iversity blog. After quite a long break we decided that we should give it a new focus. A focus that will be the same as our new motto: « Love to learn. Online. » Surprise, surprise – it’s all about online learning you will love.

iversity - Love to Learn. Online.In the past, our posts have covered a broad variety of aspects of online learning as well as course topics. As a consequence, the blog had something for everyone, but wasn’t geared towards anyone in particular. We want to take a more focused approach, true to our new motto «Love to Learn. Online.» Going forward, this blog will investigate what makes online courses an experience you love.

In the last five years, I have travelled all over the world attending scores of conferences in over a dozen countries on three different continents in order to learn about the future of learning. I will draw on the knowledge and connections I have gained during this time, as well as on the book “The University in the 21st Century” that I co-authored with Yehuda Elkana. It was published originally in 2012 in German and as a revised edition in English in 2016.

The following presentation that I gave at the TEGEP Summit in Istanbul in November 2016 gives you a glimpse of much of the material that I will cover in significantly more depth over the coming weeks:

You can download the slides of the presentation here.

If You Love to Learn: Join the Conversation!

Post topics will range from the conceptual thinking behind our instructional design to course production techniques; from platform features and our UX-philosophy to course case studies; from expert guest contributions to interviews with instructors and other iversity team members.

We want to engage in a reciprocal and mutually beneficial conversation with learners, instructors, corporate L&D experts, bloggers, journalists, learning psychologists, and other learning researchers. Whether you already use (and hopefully love) our courses, or you just stumbled upon this page, we would like your input to help us create online courses you love. Please leave a comment or send us an email if you have something you would like to share!
In short: we want to make this blog one of the best and most useful resources out there on fun and effective online learning.

Oh, and since I just mentioned sharing: of course we would be delighted if you decide to share our posts and the insights you have gained reading them with your network by email, in online social networks (yes, LinkedIn counts!) or even by the coffee machine.

Feel free to reach out to us to suggest topics for future posts: blog@iversity.org

We look forward to hearing from you!
Hannes Klöpper & the iversity Team

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(Hier geht’s zur deutschen Version dieses Artikels.)

Do you enjoy learning at iversity? Then recommend us to your friends and get rewarded for it! With our Spring Rewards Programme (15 March – 15 April) for each purchase your referred friends make, we’ll give 10% of the purchase value back to you. Are you taking a course you really like? Are there courses you would like to recommend to your friends? Not only is learning more motivating and fun with friends, you can enjoy a little something extra this Spring.

How can I participate in the Spring Rewards Programme?

Invite your friends to a course by sharing your personal referral link. Just go to your My Referrals page, found in the drop down menu in the top right corner, under your login name. Here you can find all the information about the Spring Rewards Programme, an overview of all courses you can refer and your corresponding personal referral links. Which courses would you like to recommend to your friends? To invite your friends, send them your unique referral links next to the courses or share them by using the social media buttons. Remember: Only when your friends enrol via these links, can we attribute them to your iversity account. If you would like to know more about referrals, please visit the FAQs at the bottom of your My Referrals page.  Continue reading Spring Rewards Programme: Invite Friends, Earn Rewards

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