Loading ...
news
Teaching materials: the wealth of training departments
December 14, 2012 | Leave a comment
These days, teaching materials represent a considerable competitive asset, although companies are often unaware of their existence and value, making them slow to take advantage of this asset.
What is teaching material?
Together, the teaching resources (either temporary or permanent) generated by human resources departments for blended learning courses are referred to as “teaching materials.” These formally and informally generated teaching materials accumulate over time into teaching assets. Ultimately, teaching materials represent the company’s formalised expertise.
4 types of teaching material
We can distinguish between formal or “traditional” materials, and informal materials, which are innovative content often created virally. What are the 4 components of teaching material, who do they target, and what role do they play?
–>Components: formal materials intended for learners
These materials allow learners to keep a record of the course they have taken.
Examples: slide shows (PPT), duplicated notes, e-learning modules, video and audio files, etc.
–>Components: formal materials intended for trainers
This type of material is significant, because it can be used to reproduce an identical training session, with the same teaching quality.
Example: the teacher’s guide, a complete road map for the trainer, specifically defines the process to follow and steps to be taken when teaching a course.
–>Components: informal materials intended for learners
This type of content results from work by a community and is spread through social learning tools (blogs, wikis, forums, etc.).
Examples: notes, feedback, etc.
–>Components: informal intangibles intended for learners
This refers to the mentoring provided by teachers to those learning from them. “Informal intangible components, such as mentoring, represent an extremely volatile form of teaching expertise since they are generally not structured and remain ‘invisible’ ” (excerpted from the white paper “Optimising teaching assets: the new challenge for HR”).
Examples: mentoring, coaching.
Once an entity’s teaching materials are recognized, the next step is to put them to use and optimise them as much as possible in order to convert them into a true strategic advantage… but the question is, how?
Germany: Online Educa 2012
October 25, 2012 | Leave a comment
Online Educa is the largest global e-learning conference for the corporate, education and public service sectors, with over 2000 delegates from 100 countries. Under the theme ‘Reaching beyond tomorrow’, the experts will inform visitors about the latest research and practices in both education and business. Online Educa will occur from 28 to 30 November 2012 in Berlin.
Rapid learning (TvLearn) to strengthen face-to-face training
October 24, 2012 | Leave a comment
What do the latest e-learning figures show? In France, companies with more than 5,000 employees appear to be major users of e-learning, representing 60% of market share. E-learning is becoming as widespread in companies as in training centres, driven by the availability of IT tools that are accessible to all. The rapid learning feature called “TvLearn”, is one of these tools which is promoting the inclusion of e-learning into training departments.
TvLearn: your trainers on the Internet
TvLearn is a technology developed by the e-learning software publisher e-doceo for quickly producing training content. This learning methodology is part of the trend described as “rapid learning”, which simplifies e-learning design through the production of short transmissive content (see our article “Rapid learning: advantages and drawbacks”).
The TvLearn feature, available in the rapid learning software elearning animgallery, enables trainers or teachers to simultaneously record their webcam and their microphone, capture their PowerPoint or make screen films. In just a few clicks, the e-learning module is in the box and ready to be broadcast to learners.
Rapid learning and vocational training, the winning combination
For companies, the use of rapid learning presents significant advantages, first of all for trainers:
- The internalised production and broadcast of content rendered in a condensed way within a rapid learning module of a few minutes only. The impact of e-learning is thus maximised
- No waste of time for them because a rapid learning module using TvLearn technology takes only a few minutes to shoot
But also for learners:
- A round-up of important information that needs to be remembered
-Viewing at will, in any place and at any time
-A standardisation of the skills acquired by all learners
Companies which choose to combine e-learning with their so-called conventional face-to-face training, significantly optimise the strength of their training. The case of the Moser School shown in the documentary shot by Radio Télévision Suisse is a good example of the successful inclusion of e-learning, in this case in a training centre. The increasing number of organisations that are engaging in the production and broadcast of rapid learning classes proves the strength and relevance of blended learning (the kind of learning that combines face-to-face training and e-learning, also called mixed training).
*Féfaur
Belgium: Forum + Epsilon 2012
October 2, 2012 | Leave a comment
Forum + is a one-day event dedicated to training development in small, medium and large companies and organizations. During this event, about 100 exponents will inform visitors about their products and services. 40 conferences will be also held. Forum + will occur on next 13 November in Louvain-la-Neuve.
More information?
Definition of the terms LCMS and LMS: what are the differences?
September 13, 2012 | Leave a comment
LCMS and LMS, the two terms sound alike, are sometimes associated and frequently confused. And yet… The time has come to shed some light on these two technical appellations from the continuous training world.
LCMS : definition and principle of use
Acronym of Learning Content Management System
An LCMS is a system designed to create and manage teaching materials for blended learning (distance or classroom-based). It is first and foremost a space used to centralise learning content, rendering it easy to search, identify and reuse at any time, whatever the training needs.
The LCMS provides tools for creating training content, that is then manipulated by the teaching design teams, not by the learners.
The LCMS platform is thus intended for training production experts and is used upstream of content dissemination (this 2nd step is performed via an LMS platform).
LCMS : definition and principle of use
Acronym of Learning Management System
The LMS platform is a training dissemination tool, with particular emphasis on distance training. As an online platform, the LMS serves learning content to learners, records training monitoring data (score, time spent, etc.) and facilitates course tutoring.
The LMS platform enables trainers to upload distance training content, but also to precisely monitor and organise the learning courses for their learners. These learners’ results are results are recorded and the LMS generates comprehensive results of their progress through the distance learning course. For learners, the LMS platform is seen as a website onto which they log and access their own distance training content.
In summary, the LCMS is not an LMS to which an authoring tool has been added, but rather a distinct software family in its own right.
LCMS vs LMS : overview of differences
|
>> LCMS |
>> LMS
|
|
Users |
|
|
Training services Production studios |
Training services Learners |
|
Training content creation |
|
|
Yes |
No |
|
Training content dissemination |
|
|
No |
Yes |
|
Content production process management features |
|
|
Yes |
No |
|
Content optimisation and reuse assistance |
|
|
Yes |
No |
|
Data sharing between trainers and learners |
|
|
No |
Yes |
|
Analysis of training results |
|
|
No |
Yes |
HTML5 / Flash, how will these be used in distance training in the future?
August 13, 2012 | Leave a comment
HTML5 is considered as the Internet computer language of the future, logically following on from version 4. Though the W3C (World Wide Web Consortium, international Web standardisation body) has not as yet made any decisions concerning the rules that will define this new standard, many companies have already started down the HTML5 road. In distance training, the production of training content is also impacted by this change, to which e-learning software must adapt.
What is HTML5?
HTML (HyperText Markup Language) is one of the fundamental data languages used to represent web pages by means of tags. Viewable online, HTML documents are accessed using web browsers (Internet Explorer, Mozilla Firefox, Google Chrome, Safari, etc.).
The HTML language is about to undergo its fifth major upgrade with HTML5, aimed at preserving maximum compatibility of websites over all commercially available computer terminals (personal computers, smartphones and touch tablets). The World Wide Web Consortium (W3C) is currently preparing its guidelines for this standard, that it only intends to publish in 2014.
HTML5 in a transition phase
Despite the widespread interest in this technology, HTML5 remains in a state of transition, though this does not appear to discourage companies in the least. Many of these companies are progressively adopting HTML5, particularly in the distance training sector, in which this technology is used to produce mobile training content: in this case, we refer to “m-learning”, or “mobile learning”.
Currently, most e-learning software applications use Flash, which is dedicated to PC/Mac terminals, to create and disseminate interactive and animated training content. e-Learning software publishers are progressively adapting their products to the rise in mobile learning. Training content for distance training must now be able to offer optimum compatibility with all web browsers and computer platforms. There is, however, one considerable drawback: HTML5 is a standard whose outlines have not as yet been drawn. This is thus currently causing a major tag homogeneity and interpretation problem, that varies according to the browser used.
HTML5 + Flash : a winning combination!
In distance training, the mobile learning trend is getting stronger by the day, causing an increasing demand in terms of training content production and dissemination over mobile terminals.
The main challenge for users and, consequently, for e-learning software publishers, is to offer tools able to make use both of Flash and HTML5, thus offering dual compatibility and covering the entire distance training market.
Belgium: e-doceo learning suite breakfast
May 25, 2012 | Leave a comment
Belgium HR and Training professionals are invited to participate to next e-doceo breakfast on 7 june in Brussels. e-doceo specialits will make a demonstration of e-doceo learning suite, the solution to create and manage all e-learning and classroom pedagical ressources.
More information ? http://www.e-doceo.be/inscription.php (FR) or http://www.e-doceo.be/nl/inscription.php (NL)
Social learning or training 2.0
May 2, 2012 | Leave a comment
While it is clear that formal training retains its pre-eminence and is recognised throughout the world of work, informal learning, hitherto little known and appreciated, is now established as a new form of participatory learning. Some countries even validate informal learning in the skills development of individual career paths (”Validation of Acquired Experience” in France, “NVQs” in the UK, etc.). What role does social learning play in optimising training, and in particular distance training via e-learning platforms?
Social learning: what is its principle?
Social learning tends to supplement distance training through social media, aimed at creating more effective communication between students and learning managers as well as optimising the training course objectives.
Social learning develops informal training (learning outside the scope of a structured learning system, based, in particular, on interaction and an exchange of experience) by allowing the learner to supplement the knowledge gained formally: By sharing, questioning, communicating and in short evolving in a more social and practical environment, s/he acquires and internalises even more knowledge.
Remember that nearly 90% of learning is informal: ever-present in our daily lives, discussion with or advice from colleagues or learning managers as well as experience are very important factors in shaping us. In this context, clearly, the presence of social learning would appear to be a natural part of distance training.
Social networking: discussions to enhance learning
Besides the emails or virtual classrooms that have already been a part of e-learning for several years, social learning is today going further in the social dimension by providing the community features of social networking within e-learning platforms. It promotes learning communities via various media and social tools such as wikis, blogs, forums, etc. E-learning platforms feature tools for promoting sharing, such as microblogging. An effective addition for distance training, allowing ever-closer collaboration and communication between the various players.
Off-the-shelf or made-to-order e-learning, where to start ?
May 2, 2012 | Leave a comment
Between off-the-shelf e-learning and made-to-order e-learning,there are clearly two types of training solutions. Each has its advantages and drawbacks, so let us to clarify them.
Made-to-order e-learning, off-the-shelf e-learning: what are the differences?
Off-the-shelf contents are “turnkey” e-learning modules that can be used immediately. They are supplied ready to use, so no production deadlines are required.
It is also a limitation of these pre-designed modules that cannot meet the specific needs of each company. Off-the-shelf e-learning content is on set topics.
Unlike off-the-shelf content, the production of modules on demand will result in the supply of training that exactly matches the company’s expectations and requirements.
Ultimately, the production of made-to-order online training becomes essential as soon as the said entity wishes to give training to its human resources on topics that are specific to the activity and the business environment.
|
>> Off-the-shelf learning content << |
>> Tailored learning content << |
|
Gives training on general topics (computing, foreign languages, etc.) |
Gives training on topics specific to the company (work environment, business line, company policy, etc.) |
|
Targets a broad audience |
Content tailored to specific groups |
|
Available and usable immediately |
Production time from a few hours for rapid learning, to a few months for serious game-type productions |
|
No involvement of internal teams in producing the e-learning content |
Contribution by internal teams |
|
The company adapts to the e-learning content sold on the market |
The e-learning content exactly matches the company’s requirements and training needs. |
|
Limitation in the choice of topics addressed |
All subjects can be treated provided they can be adapted to the e-learning system |
Made-to-order or off-the-shelf e-learning: where to start?
For businesses, choosing off-the-shelf e-learning content is often a way of taking a first step towards distance training. However, it is a very bad idea! Indeed, in many cases, starting with off-the-shelf e-learning is the best way to fail since to validate the effectiveness of e-learning in the company, it must be made strategic. To do so, it must tackle the operational problems of the organisation (and not address general, non personalised issues).
Where off-the-shelf e-learning proposes to rent or sell standard training on generic topics (office automation, foreign languages, management, etc.), the production of made-to-order e-learning content provides training modules tailored to the customer’s specific needs.
In all cases, effective distance tutoring must be implemented by the training department, and this is especially true for off-the-shelf e-learning content within the context of the company.
Benin: eLearning Africa 2012
April 11, 2012 | Leave a comment
eLearning Africa is the continent’s largest gathering of high-level policy makers, decision makers and practitioners from education, business and government. It is the key networking event for developing eLearning capacities in Africa. It will take place from 23rd to 25th May in Cotonou.
More informations ? http://www.elearning-africa.com/
