eLearning Content Conversion

TIME OFF
Transfer of Innovation in Methodologies
for European Officials: Follow up on a
joint learning path
Work Package 5 – Development of
five ICT supported modules
1-5 March 2010, Bratislava, Slovakia

Leonardo da Vinci Programme Selma Fernandes | e-learning training team | http://elearning.ina.pt

Our goal
• Adapt and develop existent f2f modules to e-
learning


Our agenda
• What’s e-learning all about?
• Lets take a look at a few e-learning samples
• How to adapt a f2f module to e-learning
• Useful guidelines to develop e-learning
materials


The concept of e-learning
“All of my fellow eLearning gurus
will tell you that learning is the
important part of eLearning, not
the "e".

Jay Cross, Internet Time Group


e-learning? Do you mean … ?
Self study?

Self study with access to a reactive tutor?

Self study with a proactive tutor?

Group learning at a distance with a tutor?

Distance learning + f2f sessions?


And what about the e-trainee?
• What is expected of
him?
• Take a look at the
breakdown structure of
the f2f units of your
module and see which
tasks are assigned to
the trainer and which
are assigned to the
trainee.


e-learning samples
• Mi vida loca
• Choose a different ending
• Cyber budget


METHODOLOGY - HOW TO
DESIGN THE E-LEARNING
MODEL


First step – learning units
Which are your learning (thematic) units?
• List the main topics of your module and group
them in learning (thematic) units?

Take a look at the training
breakdown structure on the
trainer’s manual


Second step - objectives
What are the learning objectives for each unit?
•List what the trainees should be able to
do/know/be aware/etc. at the end of each unit
(1 to 3).

ACTIONS, not information. Take
a look at the training breakdown
structure on the trainer’s
manual.


How are we
going to reach
these objectives?


IF YOU CAN DO IT IN A
CLASSROOM, YOU CAN DO IT
IN AN E-LEARNING COURSE
William Horton


Learning activities
Learning activities are necessary to provoke
learning experiences.

•Use 3 types of learning activities:
– absorb
– do
– connect


3 types of learning activities

• Watch an animation/video Do • Current learning to:
or a short presentation • Life
• Read about • Answer questions • Work
• Listen to a podcast • Practice a procedure • Prior knowledge
• Play a game
• Solve a case-study

Absorb Connect


Absorb - read, listen, watch

The learner absorbs
Read
about knowledge, is
physically passive,
but mentally active.

Watch a Watch a
video Absorb tutorial

Listen to a
podcast


Do- exercise, explore, discover
Trainees do
something with what
Practice a
procedure
they are learning.
They practice, explore
and discover.

Solve a Play a
case-study Do game

Answer
questions


Connect - work, live
Trainees connect what
Research they are learning with
their work, their lives,
and their prior
knowledge.

Tell stories Connect Job aids

Ponder


Examples of connect activities
• The trainee discovers and use their own sources of information. Teach
them to gather, analyze and report information. E.g.: guided research –
trainees consult various sources of information on a topic and
Research summarize their findings.

• Tools that help the trainees apply learning to real-world tasks. E.g.:
Job aids check-lists, reference summaries, glossaries, etc.

• The trainee thinks deeply and broadly about what is learning; invites
him to adopt a new perspective about the subject. E.g.: rethorical
Ponder questions, brainstorming activities, summary activities.


Use combinations of activities
to achieve learning objectives

• Current learning to
Connect life, work and prior
knowledge

Do

• Answer, practice,
play, solve
Absorb

• Watch, read, listen


Combine activities to achieve
learning objectives
Know how to trigger the EU mechanism alert in a case of
Objective
social crisis

Activities Type
Watch a video which presents an overview of the EU Alert
Framework
Absorb

Read a presentation about the procedures and actors Absorb

Answer a self-assessment questionnaire Do

Play a simulation game based on a real situation Do
Checklist with actors, procedure and steps of how to activate
the mechanism
Connect


Combine activities to achieve
learning objectives
Know how to trigger the EU mechanism alert in a case of
Objective
social crisis

Activities Type
Watch a video which presents an overview of the EU Alert
Framework
Absorb

Answer a self-assessment questionnaire Do

Read a presentation about the procedures and actors Absorb

Play a simulation game based on a real situation Do
Checklist with actors, procedure and steps of how to activate
the mechanism
Connect


Alternate “absorb”
activities with “do”
activities!


If not, by the time the
trainee has the
opportunity to practice
what he had learned,
he had already
forgotten.


Third step - activities
What trainees need to do to accomplish in order
to reach these objectives?
•Design the learning activities and define their
sequence.

Keep in mind the
time allocated to
the module.


Fourth step – learning path
Does the sequence of the activities create a
coherent learning path?
•Review the sequence of the activities so it
creates a consistent and logical learning path
that allows the trainees to reach the learning
objectives.

Read and then
practice or pratice
and then read?


Fifth step – time
How much time will each activity last?
•Estimate the duration of each learning activity
in minutes. The time allocated to the your
module is 6 to 8 hours.

Keep in mind the
target public of
your module.


Sixth step – review
Does the overall breakdown structure makes
sense?
•Review the breakdown structure (in column
and in row, back and foward) and see if the
units, objectives, activities and time defined
meet the overall objectives of the module.

Put yourself in the
trainees shoes


Reference materials

Learning
FAQs Glossary Links
manual

Runs along all the units of the module


POSSIBLE E-LEARNING
SCENARIOS FOR YOUR MODULE


E-learning models

Blended-
Self-study Online tutor
learning
Learning
materials (online, Self-study Self-study
CD, LMS, etc.)

Learning manual Face-to-face
Online forum
instruction


Online tutor

• Learning materials and learning activities
Self delivered online/CD/LMS
study

• Online forum; online group activity. E.g.:
groups discusses a case and presents
solution. The tutor gives FB and all the
Online
groups’ activities are shared.


Blended-learning

• Learning materials and learning activities
Self delivered online/CD/LMS
study

• Activity on a face-to-face session, with a
trainer. E.g.: case-study analyzed on a
F2F F2F session


Lets design
activities to
these scenarios!


Useful guidelines to subject-
matter experts


When writing remember to
• Use short sentences - large blocks of text tend to
be avoided by readers
• Don’t tell the obvious
• Use the active voice - is more direct and requires
less words - shorter sentences.
• Place the most important information first –
inverted pyramid


When writing remember to
• Say “you” and “me”. Write as if you’re speaking
directly to your trainee
• One idea per paragraph
• Use a conversational tone
• Delete words and details that aren’t crucial to
your meaning- Cutting excess words, highlights
relevant content


Selma Fernandes

www.selmavedor.net
selmafernandes@yahoo.com


eLearning Content Conversion

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (17)

Semelhante a eLearning Content Conversion

Semelhante a eLearning Content Conversion (20)

Mais de Selma Fernandes

Mais de Selma Fernandes (9)

Último

Último (20)

eLearning Content Conversion