o be effective, an e-learning course must go far beyond a succession of video clips interspersed with quizzes. It must also go beyond the stage of so-called interactive activities where we are too often preoccupied with media interactivity at the expense of pedagogical interactivity. Whether you want to arouse interest or mobilize attention, the best way is to put the brains to work... The more brains work, the more knowledge they build and the more they grow. There is no better way to achieve your business goals and improve performance.
This training will enable you to create online training modules and achieve clearly established pedagogical objectives. The results will amaze you and, most importantly, you will see increased participant involvement, greater cognitive engagement, sustainable and observable results in the workplace and increased productivity.
Please note: this course is a workshop and throughout the training, you will work on a project from your work environment.
Duration
2.5 days
Schedule
See training dates for details
Regular fee
$1,160
Preferential fee
A preferential rate is offered to public institutions, to members of certain professional organizations as well as to companies that do a certain amount of business with Technologia. To know more, please read the "Registration and rates" section on our FAQ page. Please note that preferential rates are not available for online training courses. Discounts cannot be combined with other offers.
$1,045
Objectives of the training
At the end of this training, participants will be able to produce the educational material necessary for multimedia integration.Targeted audience
Technopedagogist or anyone concerned with producing cognitively engaging e-learning activities.Prerequisite
NoneTrainers
Course architecture
Learning Unit (LU) 1 - Learning Needs Analysis
At the end of this learning unit, participants will be able to identify training needs and characterize the target clientele.
At the end of this learning unit, participants will be able to identify training needs and characterize the target clientele.
How can you get results that will make a difference if you don't know the target audience, the constraints that need to be addressed, the context and, most importantly, the problem that needs to be addressed? Symptoms are often confused with the problem, which leads us to treat the symptoms without addressing the root of the problem. In such a context, we must recognize that we are working in the short term and that the problem may reappear at the first opportunity. This learning unit will help us identify the problem in order to formulate an enlightening problem for the future.
Main knowledge involved :
- Problem to be solved
- Target clientele
- Constraints
- Potential solutions
LU 2 - The Learning Objective
At the end of this unit, the participant will be able to formulate the learning objective according to Bloom.
Most of the objectives we see on the web are cluttered, confusing and do not respect Benjamin Bloom's recommendations. However, this researcher has left us with a powerful tool for those who know how to use it correctly. The main objective is the basis for the entire training: the choice of knowledge, its type, the common thread, the organization of the training, the teaching techniques to be used and even the evaluation, if relevant. The objective is the cornerstone, so take the time to formulate it correctly!
Main knowledge involved
- Bloom's taxonomy
- Krathwolh's taxonomy
- Formulation of an objective
LU 3 - Essential Knowledge
By the end of this AU, participants will be able to select the knowledge that is essential to achieving the learning objective.
- Bloom's taxonomy
- Krathwolh's taxonomy
- Formulation of an objective
LU 3 - Essential Knowledge
By the end of this AU, participants will be able to select the knowledge that is essential to achieving the learning objective.
In most cases, there is too much knowledge in our training. It's as if we can't hold back from adding another one just in case... Unfortunately, this posture is harmful because peripheral knowledge makes noise and hinders the construction of essential knowledge. The question to ask here is: what knowledge is needed to achieve the goal? Quite simply. The exercise is completed by adding links between the selected knowledge.
This learning unit is critical because it distinguishes between knowledge and skills. Most training focuses on knowledge acquisition at the expense of skill development. To obtain lasting results and to have an impact in the workplace, knowledge must be used as a lever for skill development.
Main knowledge involved
- Types of knowledge
- Knowledge selection criteria
- Summary modeling of knowledge
LU 4 - Training architecture (macrodesign)
At the end of this unit, participants will be able to organize content around a common thread.
- Types of knowledge
- Knowledge selection criteria
- Summary modeling of knowledge
LU 4 - Training architecture (macrodesign)
At the end of this unit, participants will be able to organize content around a common thread.
A course without a common thread is like a movie without a story. Enthusiasm is minimal and retention is low. A well-chosen common thread carries the whole course and gives it meaning; it also serves as a backbone to structure the knowledge. Without a common thread, the organization of knowledge looks like a collage. With the red thread, the knowledge tells a story that leads to the achievement of the learning objective. The difference between the two approaches is major in terms of adherence, motivation and retention
Main knowledge involved:
- Red thread
- Training architecture
- Macrodesign (high-level design)
LU 5 - Pedagogical scenarios (microdesign)
At the end of this AU, participants will be able to create pedagogical scenarios appropriate to the e-learning context.
Now that we have a structure and a common thread that supports it, we need to increase the level of detail and imagine the flow of activities for the participant. What will they do? Will they be given assignments? Will we use role plays? Will they interact with other participants? Will they have to collaborate synchronously, asynchronously? What will they be able to discover on their own? What support modules will they need? So many questions to consider here, so many answers to find. The imagination of e-learning designers is at work here.
Main knowledge involved :
- Microdesign (detailed design)
- Learning scenario
- Supervision scenario
- Pedagogical interactivity
- Rich feedback
LU 6 - Storyboards
At the end of this unit, participants will be able to design storyboards based on the pedagogical scenarios.
At the end of this unit, participants will be able to design storyboards based on the pedagogical scenarios.
We have had some good ideas, we have a relatively clear vision of what will be proposed to the participants, now we have to write it all down so that the production can begin. We have to write the narrated texts, design the video clips, describe the images that the graphic designer will have to find or produce. Writing the instructions is also a good challenge, because they have to be very clear and very short. The instructions for the multimedia integrator must also be described precisely: sequence of screen pages, animation, feedback, etc. If this step is carried out with meticulous care, the project is almost guaranteed to be completed on time and within budget.
Main knowledge involved :
- Functional model
- Storyboard production tools
- Storyboarding
- Media interactivity
- Playful elements
LU 7 - Validation of storyboards
By the end of this unit, participants will be able to produce a validated version of the storyboards.
Since the quality of the storyboard is critical to meeting costs and deadlines, it is wise to take the time to validate the storyboards extremely carefully. Ideally, it should be validated by the designer but also by someone outside the project. Indeed, a fresh pair of eyes will have an easier time detecting inconsistencies, incompleteness and inaccuracies.
Main knowledge involved :
- Types of validation
- Actors involved
- Importance of storyboard validation
- Quality criteria for a storyboard
Pedagogical details
Training architecture
Course-workshop, coaching, discussion, learning in action.
Type of training
Skill development
Skill development and knowledge integration
Decision support
Basic knowledge
Private or personalized training
If you have more than 8 people to sign up for a particular course, it can be delivered as a private session right at your offices. Contact us for more details.
Request a quoteDuration
2.5 days
Schedule
See training dates for details
Regular fee
$1,160
Preferential fee
A preferential rate is offered to public institutions, to members of certain professional organizations as well as to companies that do a certain amount of business with Technologia. To know more, please read the "Registration and rates" section on our FAQ page. Please note that preferential rates are not available for online training courses. Discounts cannot be combined with other offers.
$1,045
Private or personalized training
If you have more than 8 people to sign up for a particular course, it can be delivered as a private session right at your offices. Contact us for more details.
Request a quote