| Cost effective e-learning solutions from
| |
| | On the other hand, Gagne's nine learning
|
| India
| |
| | events which should be the basis of
|
| Over time, professionals of the
| |
| | designing instruction are:
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| e-learning industry and their clients saw
| |
| | - Grabbing attention
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| the need for cost-effective solutions.
| |
| | - Telling learners the objective of the
|
| Today, the following are known to be the
| |
| | course
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| best ways of showing cost-effectiveness
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| | - Stimulating recall of earlier learning
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| in an e-learning situation:
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| | - Bringing forth the stimulus
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| - Who is your target audience? What are
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| | - Offering guidance while learning
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| his learning preferences? To put across
| |
| | - Educing performance
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| an effective learning program, you must
| |
| | - Providing feedback
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| know your target audience and his
| |
| | - Rating performance
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| learning preferences exceedingly well.
| |
| | - Enhancing retention and transfer
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| Only then can you write strong and
| |
| | Use of interactivity: By using various
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| focused content which should ideally be
| |
| | kinds of interactivity in e-learning
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| reviewed by an end user who will be able
| |
| | content, learners remain involved,
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| to say if it is workable or not.
| |
| | interested and continue with the course
|
| - What are your learning objectives? Once
| |
| | since this takes the monotony out of the
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| you are sure of your learning objectives,
| |
| | single-way communication. It also makes
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| it's easy to write corresponding content
| |
| | active experimentation possible.
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| for it. You must also know the objectives
| |
| | Using real life scenarios: According to
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| of your content and its outcome. Next,
| |
| | cognitive theories, any new learning is
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| you should be able to communicate with
| |
| | possible if it has a reference point,
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| your learners directly.
| |
| | called schema. This makes retention of
|
| - Remember Keller's ARCS model and
| |
| | new information easier. Using real life
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| Gagne's learning events: In 1987, John
| |
| | scenarios and examples helps learners
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| Keller created the ARCS model which
| |
| | relate new information with familiar
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| described the motivating factors for
| |
| | situations or facts and so improve the
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| learning to take place. These factors
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| | quality of transfer of knowledge and its
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| are:
| |
| | retention.
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| A: Attention
| |
| | Self-paced learning: Thanks to
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| R: Relevance
| |
| | technology, e-learning is easy with the
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| C: Confidence
| |
| | help of webinars, facilitators, voice
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| S: Satisfaction
| |
| | chat, chats, video conferencing,
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| The content should grab the attention of
| |
| | asynchronous and on-line tutoring, etc.
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| the learner, be relevant to his needs,
| |
| | These techniques form important links
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| give him confidence during the learning
| |
| | between ILT and e-learning, and add to
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| process and give him satisfaction of
| |
| | their advantages.
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| learning.
| |
| | Pratibha R. S.
|
