Client Snapshots

Client Snapshots

Converting a paper-based and/or instructor-led lesson?

  • What does it take to transform boring, pedantic online courses into highly effective tools of instruction? How can you involve your people in the learning process? By using the right interactivities, you can ensure that your learners “connect” with the eLearning course.
  • Proper use of interactivities goes a long way in overcoming the problems caused by the absence of an instructor in eLearning.

Thousands of online programs have opted for the video and handout structure of learning. Popular Learning Platforms are set up for this kind of video-handout learning, which puts enormous strain on even the most motivated of learners.

Since the common definition of “interaction” in eLearning seems to be as long as the learner is clicking a button, they are doing something interactive, many course developers do not go much beyond layering textual/animated/graphic information on a series of slides. This in and of itself does not make online courses engaging. This style of eLearning is like listening to a powerpoint presentation, except that you aren’t in a classroom.

 

Seem familiar?

Interactivities in online courses can be classified into two groups, based on their purpose. They are:
1. Interactivities to teach
2. Interactivities to assess

It is very important to use the right interactivity at the right place to facilitate effective learning. Used wrong, an interactivity adds little to no engagement, and may in fact get in the way of the learning flow. It is more important to understand where learners are in the flow of their learning. For example, a high level overview will have more audio/text content than an activity meant to reinforce and extend  learning.

OVERVIEW

TASK – Details

TASK – Evaluate

TASK – Analyze

TASK – Awareness

TASK – Compose

 

OVERVIEW: This is where your learner needs some details and specifics, but you don’t want to overload them with lots of info.

Click-on-Images

Interactivities, like click-ons, are used to explain related points in the learning, when information does not need to be accessed sequentially. However, an entire lesson of these can be extremely boring. They are useful when giving high level overviews.

 

Similarly, hotspots can be used to effectively explain individual levels of a system.

While this information ‘push’ gives some information, the trick is to supply a scenario and an activity to get the learner working through the materials right away, allowing more content to be gradually ‘pulled’ from the activity rather than ‘pushed’ from a presentation. Learner’s are introduced to a character’s voice with audio description. The story about Sarah Pie continues throughout and learner’s also follow her new understanding and her goal to create a modern resume.

TASK – Details

In this case example, once the learner has received some pretty good information and examples about ‘targeted resumes’, they are then led into deeper explanation (audio with visual) with an accompanying downloadable template where they start to practice filling in their bullets in key ‘targeted resume’ areas. They download written instructions, and also answer an online non-graded knowledge check to see if they can identify parts and purpose.

TASK – Evaluate

Learners are given an online quiz with descriptive answers (not short) where they match example skillsets to job requirements. They are given a PDF of a job ad and a sample resume.

Learners are provided immediate feedback via an online quizmaker which strengthens and reinforces their understanding. From there, they complete another downloadable exercise and link up to a group call or instructor call to open the discussion.

TASK – Analyze

Learners then get to take the role of hiring managers, critically analyzing resumes against hypothetical job ads. An avatar and audio tells them what to expect to learn from critically evaluating another’s work. Learners then proceed through evaluation exercises looking for ways to improve or make a resume more complete, and commenting on areas that are effective. They then join online breakout rooms and open a discussion on the quality and effectiveness of the resumes.

 

TASK – Awareness

Now learners go through the various resume types and why and where they would be used. Having more information at the end ensures that they can assimilate new information more easily. This goes back to ‘presentation’ mode where they are presented with information in audio, written, and graphical format.

 

TASK – Compose

While composing, learners are still brought along a structured learning path of information, knowledge checks, worked examples, and exercises with feedback.

Skills

Posted on

May 23, 2018

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