eLearning Content Conversion

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

TIME OFFTransfer 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

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



http://www.bbc.co.uk/languages/spanish/mividaloca/




http://www.youtube.com/watch?v=JFVkzYDNJqo

http://www.cyber-budget.fr/jeu/index.html


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 trainingbreakdown 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. Takea look at the training breakdown

structure on the trainer’smanual.




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/videoor a short presentation

• Read about

• Listen to a podcast

Absorb

• Answer questions

• Practice a procedure

• Play a game

• Solve a case-study

Do • Current learning to:

• Life

• Work

• Prior knowledge

Connect




Absorb - read, listen, watch

Absorb

Read about

Watch a tutorial

Listen to a podcast

Watch a video

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




Do- exercise, explore, discover

Do

Practice a procedure

Play a game

Answerquestions

Solve a case-study

Trainees do something with what they are learning. They practice, explore and discover.




Connect - work, live

Trainees connect what they are learning with their work, their lives, and their prior knowledge.

Connect

Research

Job aids

Ponder

Tell stories




Examples of connect activities

Research

• The trainee discovers and use their own sources of information. Teachthem to gather, analyze and report information. E.g.: guided research –trainees consult various sources of information on a topic andsummarize their findings.

Job aids

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

Ponder

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




Use combinations of activities to achieve learning objectives

Absorb

• Watch, read, listen

Do

• Answer, practice, play, solve

Connect• Current learning to

life, work and prior knowledge




Combine activities to achieve learning objectives

ObjectiveKnow how to trigger the EU mechanism alert in a case of social crisis

Read a presentation about the procedures and actors

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

TypeActivities

Answer a self-assessment questionnaire

Play a simulation game based on a real situation

Checklist with actors, procedure and steps of how to activate the mechanism

Absorb

Absorb

Do

Do

Connect




Combine activities to achieve learning objectives

ObjectiveKnow how to trigger the EU mechanism alert in a case of social crisis

Answer a self-assessment questionnaire

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

TypeActivities

Read a presentation about the procedures and actors

Play a simulation game based on a real situation

Checklist with actors, procedure and steps of how to activate the mechanism

Absorb

Do

Absorb

Do

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 thenpractice or praticeand 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 thetarget public ofyour module.




Sixth step – review

Does the overall breakdown structure makessense?

•Review the breakdown structure (in columnand in row, back and foward) and see if theunits, objectives, activities and time definedmeet the overall objectives of the module.

Put yourself in thetrainees shoes




Reference materials

FAQs GlossaryLearningmanual

Links

Runs along all the units of the module




POSSIBLE E-LEARNING SCENARIOS FOR YOUR MODULE




E-learning models

Self-study

Learningmaterials (online,

CD, LMS, etc.)

Learning manual

Online tutor

Self-study

Online forum

Blended-learning

Self-study

Face-to-faceinstruction




Online tutor

Self

study

• Learning materials and learning activitiesdelivered online/CD/LMS

Online

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




Blended-learning

Self

study

• Learning materials and learning activitiesdelivered online/CD/LMS

F2F

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

[email protected]



http://www.selmavedor.net/

Education

eLearning Content Conversion