The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.

Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.

sheer absences of structural orientation cues

For elearning to be successful, it needs to be crafted for experience at all the above three levels

Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.

She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.

a designer cannot control the development of expectations in the learners' minds

The designer can only control the product

Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.

dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.

ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience

One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.

contribution as creating spaces that evoke desired experiences.

Establishing geography lets the viewer get the bearings on the topography of the event.

pre-logical phase of knowing as 'tacit knowledge

Michael Polanyi placed a strong emphasis on dialogue within an open community

Perhaps the strongest echo of his work that we encounter as educators comes through the work of Donald Schön and Chris Argyris on knowing in action, and in Eisner's consistent arguments for connoisseurship and criticism in evaluation.

By paying attention to Polanyi's conception of the  tacit dimension we can begin to make sense of the place of intuition and hunches in informal education practice - and how we can come a better understanding of what might be going on in different situations

praxis (informed, committed actions) that stand at the heart of informal education.

Our intellectual skills are driven by passionate commitments which motivate discovery and validation.

Commitments lead innovators to risk their reputation by committing to a hypothesis. He gives the example of Copernicus, who declared, contrary to our experience, that the Earth revolves around the Sun. He claims that Copernicus first arrived at the truth of the Earth's true relation to the Sun not by following a method, but via "the greater intellectual satisfaction he derived from the celestial panorama as seen from the Sun instead of the Earth."[3] What saves this approach from the charge of relativism is his conviction that tacit knowing connects us with objective realities.

Knowing more than we can say helps to explain how knowledge can be passed on within a tradition by non-explicit means, via apprenticeship i.e. a pupil improves their skills by observing a master.