The content of a classroom training session will be spread over many sources – PowerPoint decks, facilitator guides and participant handouts. We need to map the existing content from all sources against the learning objectives.
Most times, we come up with a number of content gaps that we fill up.
Most facilitators use PowerPoint decks to structure their session and as an aid to memory. PowerPoint decks usually do not have detailed narration in their Notes pane. So, a PowerPoint deck has slides with just bullet points, not complete explanatory notes.
We sit with your SME and script the entire narration that is used in the course.
In an instructor-led training session, the facilitator is the main force in helping learners learn. She combines her expertise of the subject and communication skills to teach the subject.
By incorporating the latest instructional design principles and practices, we make sure that the eLearning will be presented in a manner that the learner will not miss the facilitator.
A good trainer keeps her audience engaged with constant interaction and engagement. Again, this interaction is missing from the ILT material.
Our instructional designers and authoring tool experts incorporate a number of interactivities to make the eLearning engaging and interesting.
An effective facilitator ensures that her learners are following her and regularly checks their understanding by asking questions. Again, something that is missing in ILT material.
We make sure that the course has adequate formative assessments to reinforce learning and also a final summative assessment to measure learning at the end.
In addition to the benefits of eLearning of saving in cost, time, reach and convenience, there are other benefits that accrue when you convert your classroom training to an eLearning curriculum:
To convert any ILT material into an effective eLearning course, we need to follow a scientifically laid down process. The following process is the one we developed and refined over years. It is a time-tested one that practically guarantees excellent quality output, quickly and within budgets.
To get a better understanding of the learners, especially if the audience for eLearning is different from that of classroom training. To ascertain how much the learners already know about the subject.
To find out where the learning takes place. At the workplace, home or hotel, or while on the move. This would help us determine the digital formats like microlearning that can be used.
To finalize the performance-based learning objectives and incorporate changes, if any. This would help us with defining the content, instructional strategy, duration and cost of conversion.
To analyze the content – PowerPoint decks, facilitator guides and participant handouts – to understand the topic in detail as well as to decide on an appropriate instructional approach.
By mapping the ILT content to the learning objectives, we can identify content gaps in the existing content sources. We would then try to collect the missing content and arrive at the final content.
Based on the learners and content, we need to come up with an appropriate instructional strategy to ensure the learning objectives are met. It would also include the visual strategy and design of the eLearning course.
We need to ensure that the audio narration is not verbatim and complements the on-screen text.
To ensure that the eLearning course has an appropriate level of engagement, we need to decide the level of interactivity.
We need to incorporate multiple formative assessments per module, placing an assessment at the completion of each enabling learning objective with immediate feedback.
At the end of each module, we need to present the learner with a comprehensive summary and summative assessment to measure learning.
Onboarding and skill development training with a blended approach for a global contract research
organization and drug development services company