Loading ...
news
Rapid Learning: advantages and drawbacks
October 12, 2011 | Leave a comment
At a time of “everything straightaway”, rapid learning tools have carved out their place in the last few years in the distance training world. A direct evolution from e-learning content production softwares, the so-called authoring tools, rapid learning tools allow you to create simply and in record times, distance training modules.
What is rapid learning?
Rapid learning is based on a simple principle. It involves mixing the scenario and production stages and replacing them with a single final design phase which is a great advantage for the training manager. A ppt slideshow initially planned as classroom material can thus be used to create an e-learning resource. Rapid learning tools, such as elearning animgallery, enable short transmissive training modules to be produced, (preferably 15-20 minutes), that deal with topics that are often general and routinely updated. The speed of the training modules created by rapid learning is thus contained both in their design and the learning they offer.
What are the advantages and drawbacks of rapid learning ?
| Advantages |
Drawbacks |
| Simple user-friendly tools to produce rapid learning |
Limited educational possibilities |
| Mass production of distance training modules using existing materials |
Risks linked to over-rapid production: quality of the scenarios and learning sometimes overlooked |
| Reduction in production costs |
Often nearer to information than training |
| Reduction in production times |
Often over-transmissive approach |
| Affordable prices for small organisations with limited training departments |
|
| A response to occasional needs |
|
| Ability to create serious games with rapid learning tools |
|
| Compliance with SCORM and AICC standards by many softwares |
|
| In-house production of distance training modules |
|
| Autonomy of the training department |
|
| Quick training in using these tools to become fully independent |
The serious game. What learning concept?
October 12, 2011 | Leave a comment
The serious game and more particularly the learning game are anchored in the large learning-through-play family. But what educational value lies behind this concept?
E-learning solutions: learning through play ?
The basic principle of learning through play is to create in the learner the feeling that they are undergoing a particular experience. It is known that mnemonics and assimilating knowledge, expertise or a particular behaviour are encouraged by the environment in which the learning situation takes place. This is the very principle of the learning game which, to achieve a particular learning goal, uses the affect and emotions. Learning through play allows transfer situations to be worked on directly, even though the latter are all too often the wishful thinking of educators. It is obvious that although learning through play is another weapon in the training manager’s armoury, it is not an end in itself and cannot meet all training goals.
Serious games, I love them !
Although learning through play can be attractive, it can also make a large group of learners unhappy who more than anything are looking for efficiency. Indeed, as part of learning-through-play, the learner is only slightly or not at all aware of the learning goal. Sometimes and even worse, the proposed game worries the learner in respect of the completeness of their training course (have I covered everything?).
Finally, serious games often bring with them an additional cognitive burden for the learner, that of game play. This cognitive burden often reflected in overly-complicated game rules can demotivate the learner after just a few minutes of training.
e-learning platform: what does an LMS require to be efficient?
June 13, 2011 | Leave a comment
e-learning training platforms are becoming increasingly comprehensive tools, though some tend towards bloatware. When choosing an LMS, it is therefore necessary to consider what its intended purpose is before selecting a publisher.
What are the key features of an e-learning platform?
It is always a good thing to go back to the fundamentals and consequently to consider the factors that gave rise to remote training platforms. The purpose of an LMS can be summarised in three points:
- distribute e-learning content while managing access rights
- track trainees via SCORM or AICC standards
- allow the organisation of asynchronous or synchronous tutoring
The efficiency of an LMS is thus focused on these three aspects. These will be systematically implemented in your LMS.
The go-to HR software
Certain LMSs are first and foremost components of an HRIS with a much broader functional scope, including recruitment management, payroll, skill management, etc. It is therefore important to determine whether you are looking for a one-stop product, or if you wish to dissociate your HRIS from your e-learning portal. Both of these solutions have their own set of advantages and disadvantages. Integrated solutions, however, are not really up to standards with respect to certain expected features. Demands are necessarily higher for a specialist than for a generalist.
e-learning: advantages and disadvantages
June 13, 2011 | Leave a comment
Time and money savings, mass training, each day, e-learning attracts new companies for their professional training needs, thanks to persuasive arguments. This is illustrated by the market’s turnover of 144 million euros in 2010, a 25% increase over the previous year (source: Féfaur). A considerable progression underpinning the success of remote training and predicting a great future for this learning method.
Though the e-learning system possesses many assets, it also has its limits. In particular, e-learning is faced with the reticence of certain companies and employees faced with an innovative and unfamiliar learning method. The following table lists the advantages and disadvantages of e-learning from the point of view of the 3 parties involved in e-learning: the learner, the company and the trainer.
From the learner’s point of view
|
Advantages |
Disadvantages |
|
Learner actively involved in his/her e-learning |
Command of computer tools, reticence in face of new technologies |
|
Interactivity and attractiveness of e-learning content |
Autonomous self-management as no imposed training framework |
|
Flexibility and adaptability according to availability (time, location) |
Management of motivation and involvement in e-learning, concentration effort |
|
Training at own pace, independently of other learners |
No direct contacts with trainer (except in the case of blended learning) |
|
Self-assessment during and at end of course |
|
|
Personal progress monitoring during e-learning course and appraisal of results obtained thanks to tracking |
|
From the company’s point of view
|
Advantages |
Disadvantages |
|
“Mass” training (unlimited number of learners) |
Companies sometimes ill-informed and hesitant with respect to new technologies |
|
Savings relative to classroom-based training indirect costs (travel, accommodation, etc.) |
No control over motivation, involvement and course management by learners |
|
Flexibility and adaptability according to learner availability (time, location) |
Investment in computer hardware and software |
|
Customization and adjustment of training courses to predefined skills and teaching goals |
e-learning content occasionally difficult to design for training in highly specific fields (to be checked) |
|
Low logistical constraints (no room booking, employee travel, accommodation, etc.) |
Change management to implement within the training department |
|
Precise course reporting and automated results analysis thanks to tracking |
|
|
Durable and updatable teaching materials |
|
From the trainer’s point of view
|
Advantages |
Disadvantages |
|
Prerequisites for assessing learner levels |
No direct contacts with learner (except in the case of blended learning) |
|
Training performed on interactive and attractive tools for both trainer and learners |
Transformation of the “knowing” role into that of “conductor” |
|
Flexibility and adaptability according to availability (time, location) |
Transition of predominantly oral to written communication |
|
Learner monitoring from the platform (tracking) |
|
Acquiring a Learning Managment System (LMS)
October 14, 2010 | Leave a comment
It is surprising to see companies that acquire a Learning Management System (LMS) without identifying their needs or even establishing specifications first.
Online training (e-learning) has now proved its worth, and several organizations turn to LMS solutions.
With all the available solutions, how can I make sure to choose right? How can I be sure that the chosen solution will meet my needs? Can this solution (the LMS) be customized based on my company’s needs and growth? Does it comply with industry standards? Do I have to buy it or can I simply rent it? Finally, can the provider offer me appropriate assistance for the implementation of my project?
All these essential questions are part of the “shopping” process when you are looking for a solution for your organization. You must compare apples with apples and avoid buying the first solution you find. In addition, you must ensure that all the previous questions are addressed diligently.
It can be very useful to seek external advice from an independent consultant or firm in order to ensure objectivity when identifying your needs and choosing your solution.
Regarding the acquisition mode, the Software as a Service (SaaS) model, which was initially used mainly for Customer Relationship Management (CRM) solutions, has been extended to learning management solutions. This type of outsourcing or rental allows companies to use the solution without buying it. Since software solutions are already offered in SaaS mode, this method not only reduces the cost, but also allows an extremely quick rollout.
Many organizations make the mistake of prioritizing technology over pedagogy. Educational efficacy and easy access for learners must come first when you choose your solution. Organizations often don’t realize that their project is focused on technology, whereas it should be guided by educational (training) needs.
The implementation of an LMS will not solve everything by itself – it must be linked to an effective communication strategy so that the culture change generated by this new method is well understood and accepted, and that your employees or learners adhere to it.
Choosing a Learning Strategy
October 14, 2010 | Leave a comment
The way in which a learner absorbs knowledge depends on the type of knowledge presented. Procedural, declarative, strategic and factual knowledge are all integrated differently.
Factual knowledge is concrete, uncontentious facts that can be transmitted easily by a presentation strategy. Often, this type of knowledge is used to inform someone rather than teach them, so the presentation is well suited to this type of knowledge. In addition, factual knowledge is the easiest type to integrate.
Procedural knowledge varies in complexity, depending on whether the procedures are concrete or abstract. To allow the learner to integrate procedures as effectively as possible, we recommend creating a learning environment where they can be practised. This can be achieved directly or through a simulation. For example, we could train someone to create a mailing list with a software package by creating a simulated database. This would allow the learner to manipulate data without jeopardizing the integrity of system data.
The complexity of declarative knowledge (concepts) also varies with the degree of abstraction. It is much easier to understand the concept of exponents than it is to understand the concept of logarithms, even though the two are closely related. An effective way of addressing these concepts is to describe their attributes and provide a large number of examples and counter examples, making it easier to classify them. Mastering a concept is about recognizing its attributes and properties and being able to identify whether or not a fact belongs in this class. The classification and identification of properties are the best activities to facilitate the integration of concepts. Despite its inherent limitations, the analogy is also a powerful tool, as is the Socratic dialogue, especially when it is presented in written format.
Strategic knowledge is probably the most difficult to comprehend. Because it deals with the “When” and the “Why” of a given subject, it is often associated with a large amount of field experience. To make learning as efficient as possible, the learner must be able to test this knowledge. Simulations provide an invaluable asset and are particularly useful for this type of knowledge.
“Technically speaking”: The importance of language in e-learning
October 14, 2010 | Leave a comment
E-learning is a powerful way to transmit knowledge. It conveys content through a variety of communication channels that work together to reinforce the key message. The success of this reinforcement is based on the quality of each instructional process, with language playing a leading role. It is made even more important given the context of e-learning, where software resources cover most of the learner’s essential needs. If they are inadequate, the learner will need the constant support of a tutor, making this type of training program ineffective. Language is critical to resources and visual aids—think about the concepts and instructions displayed on screen and covered in narration—and must meet several criteria in order to achieve the targeted learning objectives.
Above all, the level of language used must be tailored to the audience, meaning it should relate to the learners (based on their level of education, occupation and socioeconomic status) and lead them to a better understanding of the subject material. Whether we’re talking about style, tone or complexity of language, each of these parameters should be given special attention because learning starts with the accessibility of the language in which the content is presented. Clearly, the language used will be different for a young teenager than for a retired person. Similarly, we will adapt our structures and vocabulary if the training is aimed at high school students as opposed to university graduates. Moreover, the tone—be it formal or playful—must respect and enhance the concept being learned. For example, in a serious game where the learner is expected to become familiar with the various technical processes of the production chain at the plant where he or she works, a lively, investigative style can be effective. If this first approach is ignored, and the learner fails to click with the subject material, it will be very difficult to proceed with the training.
Once we reach the learner, it is important to make smart choices in terms of the terminology of the field covered by the training. We must be careful not to make it too simple or too complicated. It should be appropriate to the job in question and include relevant terminology that is both necessary and useful, introduced in a measured way. To ensure that the terminology talks to, not down, to the learner, complex terms should be presented in a way that makes them easy to integrate into everyday speech. The learner should be able to grasp the full scope of the knowledge being transmitted through the accuracy and richness of the chosen vocabulary and the tools that allow him or her to explore these terms (e.g., glossary, examples, images, animations, etc.).
It goes without saying that a training program with a coherent, clear and rigorous structure, starting with the table of contents and continuing through the modules, concepts and activities, gives the learner a simple roadmap, optimizing the use of available resources and clearly demonstrating the opportunities, milestones and targets of the proposed learning path. Another critical component of any e-learning course is that it is free of clumsiness, misspellings and grammar errors. Poor quality language seriously tarnishes the credibility of its authors and compromises both its instructional and commercial success. After all, language is used to teach concepts, and the program’s instructional value can be degraded by the way language is used and the impact it has on the learner. High quality language allows the learner to assimilate the subject material and perfect his or her mastery of the terminology. The quality of language—whatever the learner’s level—should never be compromised. It is, without a doubt, a sign of the quality, success and sustainability of any e-learning program.
Rapid learning or e-learning ?
March 11, 2010 | 9 comment
It’s not always easy to separate these two terms and to see what’s hiding behind each definition.
What’s rapid learning ? A way to create content or a way to learn ? What differentiates producing e-learning from rapid learning ?
Once again, your e-learning expert tells you everything you need to know in 2 minutes.
Click here to see the interactive word from the designer video
A word from the designer: the match Pixel vs Vector
January 6, 2010 | 3 comment
In the internet world, there are some simple rules to follow to communicate effectively.
One of them is the difference between a vector graphic and a pixelized image…
Your e-learning expert tells you everything you need to know in 2 minutes.
Click here to see the interactive word from the designer video
Multimedia Touchscreen-based Language Labs: An Innovative Solution for Higher Education
January 27, 2009 | 1 comment
Digital solutions are becoming an integral part of language labs in secondary and higher education and are gradually replacing traditional audiocassette or tape-based language laboratories.
Both students and teachers can now access all the features of a language laboratory via a simple and intuitive touchscreen-based interface in an ergonomic digital environment.
The Features of a Touchscreen-based Language Laboratory
These types of digital labs provide users with access to all multimedia-related resources: digital audio and video media, that can used repeatedly without any perceptible distortion or loss of clarity. AAC (Audio Active Comparative)-compatible, the labs offer all the capabilities of classic language labs.
Technology Platform and Teaching Tools
The solution is made up of three components:
- The teacher console, used for managing the learning sessions and teacher/learner interactions;
- The server, which centralizes, organises and stores the teaching resources and student productions;
- The student units, which are simple, easy-to-use installations.
Touchscreen-based language laboratories are based on audio active comparative methods that are used to create linguistic automatisms; students review digital audio and multimedia content, record a separate audio response track, which are then compared.
A Technology Environment that Fosters Language Learning
The solution offers language instructors features that are practical and easy-to-use.
The language lab is displayed on the screen in three dimensions, enabling the teacher to identify and select groups of learners and/or to initialize one-to-one exchanges. The teaching actions are linked to the touchscreen via a simple interface.
Solution Details
The teacher console provides powerful and comprehensive desktop tools allowing language instructors to:
- Lead the sessions and monitor the progress of each student;
- Easily identify and locate students through the 3D display;
- Organise the class by groups of users to customise teaching;
- To launch learning activities on student consoles and support them while they work individually, in pairs, or in groups.
- Use digital or analog resources to create learning sequences.
Teachers can also organize the sessions by type, subject, or level and choose which students or groups of students will have access to which type of resources.
The teaching tools can be accessed via an exercise and resource library during the class or independently. When there are several teacher consoles involved, the library content can be shared thanks to a user rights management feature.
