Intended for:
For the teams of companies and institutions responsible for training, to start the development of remote asynchronous training materials.
Challenge:
Professionals have no doubts for a long time - in the future, training will increasingly be digital.
However, the realization of this future is not so clear. Participants perceive digital materials differently, so their preferred format differs from traditional learning practices. Therefore, the creation of e-materials requires processes and skills that the preparation of traditional lessons does not provide.
How to practically implement asynchronous learning?
The good news is that there is a solution to this challenge! True, more nuanced questions need to be answered on the way to it. How do audiences learn synchronously and asynchronously? What are the main differences between synchronous and asynchronous learning materials? How to create asynchronous learning courses? What are the formats for delivering asynchronous learning material? How to combine different asynchronous learning formats? How to assess audience knowledge asynchronously? How to get feedback? What are the challenges of producing asynchronous learning materials?
We will find answers to these and other questions in the series of practical workshops of Kārļas Apkalnas "e-Materials development".
Benefits of the course:
Students are prepared for the development of asynchronous learning materials with:
-
understanding of the possibilities of developing asynchronous learning materials;
-
production process suitable for practical implementation (work forms);
-
detailed plans of future e-courses;
-
prepared first learning materials (prototypes) of the course.
Course format:
-
the group is planned for pairs of 4-5 participants (topic expert + methodologist);
-
the course requires participants to have a high level of digital literacy;
-
in the course, 20% of the time is devoted to theory, and 80% to practical tasks related to the planning and development of e-learning content;
-
independent work is scheduled for the participants between classes each time.
Trainers:
Karl Apkalns
-
MBA (Riga Business School).
-
skills trainer since 2006, created seminars on 20+ topics;
-
led the seminars of curators of the University of Latvia, lecturers of LU, Riga State Technical School, Daugavpils Technical School, Liepāja Technical School, Valmiera Technical School, Ventspils State Technical School, and directors of professional technical educational institutions;
-
has trained top-level managers of the University of Latvia, Bank of Latvia, State Revenue Service, Latvenergo administration team, Latvian state administration, leading Latvian start-ups and teams of 400+ other organizations;
-
worked with students of Riga Business School (RBS), Riga Law School (RGSL), Riga School of Economics (SSE Riga).
Yelena Horoshkina
-
The whole professional life is connected with training and personnel development.
-
B.Ped., Mag.Psych. + training design mini-MBA
-
15 + HR management practices in retail companies. Experience in creating and developing corporate learning systems, organizing and managing business training.
-
Methodologist for adult learning programs. Develops teaching methodology for synchronous and asynchronous training programs.
-
Within the framework of the "Learning for adults" project, she has developed and conducted the course "Designing a digital course", with a total duration of 160 hours, for several streams.
Program:
10 online training sessions, a total of 40 hours of synchronous works + homeworks
Session I
THE FUTURE OF E-LEARNING
4 academic hours
TRAINING CONTENT
As the 21st century evolving teaching environment?
-
Members' current events/questions
How do developments affect me?
-
Variants of the learning center strategy
EXERCISES
Exercise:
Environmental change analysis
Homework:
1) form Course description; 2) form Project limitations
Session II
FORMATS
TARGET AUDIENCE
4 academic hours
TRAINING CONTENT
What can/can't be done in person and remotely?
-
Formats, their capabilities and limitations
How does target audience affect instructional design?
-
Important characteristics of the target audience
EXERCISES
Exercise:
What can and cannot be done remotely?
Homework:
3) form Target audience; 4) form Goals
Session III
LEARNING OBJECTIVES
CONTENT PLANNING
4 academic hours
TRAINING CONTENT
How to formulate learning objectives?
-
Bloom's taxonomy and its application
How to clearly plan extensive learning content?
-
Context vs. Mind map
EXERCISES
Exercise:
5) form Course learning objectives
Homework:
Visual map of course content
Session IV
ASYNCHRONOUS CONTENT FORMATS
4 academic hours
TRAINING CONTENT
What are the ways of providing information
-
Homepage, documents, etc. formats
What are the options for video materials?
-
10+ video formats
EXERCISES
Exercise:
Analysis of existing materials
Homework:
Description of the visual concept
Session V
LESSON CONCEPT
4 academic hours
TRAINING CONTENT
What elements can we use in the lesson?
-
Sequence of lesson elements
How to create a saturated but not oversaturated load?
-
Planning principles and practices
EXERCISES
Exercise:
Different elements of the lesson
Homework:
Formulation of lesson concept
Session VI
COURSE PLANNING
4 academic hours
TRAINING CONTENT
What elements can and should be planned in the course?
-
Important course components
How to see "the whole course in one picture"?
-
Student Journey formation
EXERCISES
Exercise:
Important elements of the course
Homework:
Dividing content into layers/carriers
Session VII
CONTENT PRODUCTION I
4 academic hours
TRAINING CONTENT
How to create a visual concept of materials?
-
Design principlesfor non-designers
How to prepare an expert for work in a video camera?
-
Scenario method and Emphasis method
EXERCISES
Exercise:
Enumeration of visual elements
Homework:
Visual concept of the course
Session VIII
CONTENT PRODUCTION II
4 academic hours
TRAINING CONTENT
How to balance engagement and motivation?
-
Different engagement level tools
How do digital tools facilitate the creation of e-materials?
-
Overview of the most current tools
EXERCISES
Exercise:
Creating scenarios (with and without aids)
Homework:
Video editing plan
Session IX
CHECK
EVALUATION OF COURSES
4 academic hours
TRAINING CONTENT
How to create an effective performance evaluation?
-
Formative and summative assessment
How to evaluate the effectiveness of courses?
-
Kirpatrick's Course Effectiveness Model
EXERCISES
Exercise:
Test of created prototypes
Homework:
Preparation of material demo
Session X
PROJECT MANAGEMENT
4 academic hours
TRAINING CONTENT
How to manage e-materials creation projects?
-
The four stages of project management
What is the renewal cycle for e-materials?
-
The most important steps and principles
EXERCISES
Practical work:
Demonstration of prepared materials
Projects realized:
Want to learn more about e-Materials development training?
By leaving your contact information, our tr content planning expert will contact you and tell you more about the possibilities and benefits of this training for your organization.
