In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
rhondamatrix on 03 Jul 14This article describes a study done in a graduate education course, where students were asked to facilitate discussions. It highlights specific discussion types and walks through the problems students experienced adjusting to this new role. (Even though they were teachers themselves, these graduate students weren't accustomed to functioning in the teacher role during an online class!)
mikezelensky on 14 Jul 14This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions...
