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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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Our goal
• Adapt and develop existent f2f modules to e-learning
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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?
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
e-learning samples
• Mi vida loca
• Choose a different ending
• Cyber budget
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
METHODOLOGY - HOW TO DESIGN THE E-LEARNING MODEL
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
How are we going to reach these objectives?
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
IF YOU CAN DO IT IN A CLASSROOM, YOU CAN DO IT IN AN E-LEARNING COURSE
William Horton
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Learning activities
Learning activities are necessary to provoke learning experiences.
•Use 3 types of learning activities:
– absorb
– do
– connect
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Alternate “absorb” activities with “do” activities!
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
If not, by the time the trainee has the opportunity to practice what he had learned, he had already forgotten.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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?
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Reference materials
FAQs GlossaryLearningmanual
Links
Runs along all the units of the module
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
POSSIBLE E-LEARNING SCENARIOS FOR YOUR MODULE
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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.
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Lets design activities to these scenarios!
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Useful guidelines to subject-matter experts
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
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
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Selma Fernandes | e-learning training team | http://elearning.ina.ptLeonardo da Vinci Programme
Selma Fernandes
www.selmavedor.net
[email protected]