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	<title>double take</title>
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	<description>learning e-learning</description>
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		<title>Multimedia in e-learning</title>
		<link>http://www.pakalil.com/blog/?p=40</link>
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		<pubDate>Sun, 04 Nov 2007 17:49:24 +0000</pubDate>
		<dc:creator>pakalil</dc:creator>
				<category><![CDATA[content]]></category>
		<category><![CDATA[interface]]></category>
		<category><![CDATA[motivation]]></category>
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		<description><![CDATA[The images someone sees are processed through the visual channel, the domain of images including photographs, illustrations, charts and graphs. Text and speech are processed through the verbal channel, which is the domain of language. Although text on a computer screen is a visual element, our working memory quickly verbalizes the words and sends them [...]]]></description>
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		<title>Who knows what?</title>
		<link>http://www.pakalil.com/blog/?p=39</link>
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		<pubDate>Sun, 04 Nov 2007 00:47:37 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[adult learning]]></category>
		<category><![CDATA[content]]></category>
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		<description><![CDATA[Instructional design requires selecting, organizing, and specifying the learning experiences necessary to teach somebody something. William Horton, &#8220;E-learning by Design&#8221; While reading a book on e-learning, a sentence grabbed my attention: &#8220;Experts know too much&#8221;. The author implied that although content experts know a lot about their field, they often do not know how to [...]]]></description>
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		<title>Work flow that Works</title>
		<link>http://www.pakalil.com/blog/?p=28</link>
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		<pubDate>Sat, 03 Nov 2007 07:55:12 +0000</pubDate>
		<dc:creator>pakalil</dc:creator>
				<category><![CDATA[development]]></category>
		<category><![CDATA[interface]]></category>
		<category><![CDATA[iterative cycle]]></category>
		<category><![CDATA[usability]]></category>

		<guid isPermaLink="false">http://www.pakalil.com/blog/?p=28</guid>
		<description><![CDATA[Over the years, the focus on iterative design cycles with attention to measurable results has been discussed by many Web developers. The book &#8220;Web Redesign 2.0&#8243;, written by the user-experience and interaction designer Kelly Goto and the founder of the agency Waxcreative Design, explains why iterative design cycles are key to achieving success. &#8220;By breaking [...]]]></description>
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		<title>Blending or blinding?</title>
		<link>http://www.pakalil.com/blog/?p=24</link>
		<comments>http://www.pakalil.com/blog/?p=24#comments</comments>
		<pubDate>Fri, 02 Nov 2007 19:59:20 +0000</pubDate>
		<dc:creator>pakalil</dc:creator>
				<category><![CDATA[advantages]]></category>
		<category><![CDATA[blended solutions]]></category>
		<category><![CDATA[questions]]></category>

		<guid isPermaLink="false">http://www.pakalil.com/blog/?p=24</guid>
		<description><![CDATA[During the early years of e-learning, the combined use of distance education with face-to-face instruction was prevalent. At that period, computer-based training was incapable of stimulating the learner to improve his own abilities, by experimenting freely and effectively learning. We did not know how to explore the new media as a tool to promote meaningful [...]]]></description>
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		<title>The learner at the heart</title>
		<link>http://www.pakalil.com/blog/?p=21</link>
		<comments>http://www.pakalil.com/blog/?p=21#comments</comments>
		<pubDate>Thu, 01 Nov 2007 00:23:47 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[adult learning]]></category>
		<category><![CDATA[individualized instruction]]></category>
		<category><![CDATA[interactions]]></category>
		<category><![CDATA[motivation]]></category>

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		<description><![CDATA[The old style of computer-based training was content-centric, taking into consideration only the information-based definition of content (below), and giving less attention to all the resources that could be used in order to transform the learning process into a meaningful, enjoyable and interesting experience. What is content? Definition Information-based Content is all the information, such [...]]]></description>
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		<title>Sequencing models &#8211; how to organize the content</title>
		<link>http://www.pakalil.com/blog/?p=26</link>
		<comments>http://www.pakalil.com/blog/?p=26#comments</comments>
		<pubDate>Wed, 31 Oct 2007 23:12:34 +0000</pubDate>
		<dc:creator>pakalil</dc:creator>
				<category><![CDATA[adult learning]]></category>
		<category><![CDATA[individualized instruction]]></category>
		<category><![CDATA[interactions]]></category>
		<category><![CDATA[motivation]]></category>

		<guid isPermaLink="false">http://www.pakalil.com/blog/?p=26</guid>
		<description><![CDATA[Adults want to know the value of what they are learning, how the new knowledge relates to their life, and how it will help them to develop important abilities. They want to be challenged with surprising information and effort-saving insights. They do not have time to waste studying things that they already know or having [...]]]></description>
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		<title>Instructions must die</title>
		<link>http://www.pakalil.com/blog/?p=20</link>
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		<pubDate>Wed, 31 Oct 2007 21:28:10 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[interface]]></category>
		<category><![CDATA[usability]]></category>

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		<description><![CDATA[&#8220;The main thing you need to know about instructions is that no one is going to read them &#8211; at least not until after repeated attempts at &#8216;muddling through&#8217; have failed&#8221; Steve Krug, Don&#8217;t Make me Think Michael Allen corroborates Krug saying that &#8220;with an intuitive interface, fewer instructions are needed and learners can engage [...]]]></description>
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		<title>Don&#8217;t make me think, help me learn</title>
		<link>http://www.pakalil.com/blog/?p=19</link>
		<comments>http://www.pakalil.com/blog/?p=19#comments</comments>
		<pubDate>Wed, 31 Oct 2007 20:42:37 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[interface]]></category>
		<category><![CDATA[usability]]></category>

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		<description><![CDATA[We keep hearing about the importance of usability. Why is it so important? The answer is: to make your learner comfortable, confident and productive! We are challenged to develop a clear, easy to use and understandable interface. We must speak the learner&#8217;s language and be consistent. Learners should not waste their time wondering&#8230; Where should [...]]]></description>
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		<title>Between expectation and motivation</title>
		<link>http://www.pakalil.com/blog/?p=14</link>
		<comments>http://www.pakalil.com/blog/?p=14#comments</comments>
		<pubDate>Wed, 31 Oct 2007 06:32:51 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[motivation]]></category>

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		<description><![CDATA[We need to feel that we are doing something important. All learning experiences should be meaningful and memorable. Although content and technology are of concern, it is essential to stimulate interest, point out benefits and confirm progress.]]></description>
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		<title>Transforming lifeless discussions into a meaningful unified project</title>
		<link>http://www.pakalil.com/blog/?p=16</link>
		<comments>http://www.pakalil.com/blog/?p=16#comments</comments>
		<pubDate>Wed, 31 Oct 2007 01:35:50 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[forums]]></category>
		<category><![CDATA[social notebooks]]></category>

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		<description><![CDATA[A problem with obligatory participation in forums is that threaded discussions are not used to create something together, a final unified project. In an online course with a fixed schedule, the discussions are too rigid and seem to have an expiration date. As if last week&#8217;s discussion is not connected with the following discussions. There [...]]]></description>
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