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Welcome To Your E Learning Course

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  • Frame #: 0.2 Title: [Font] [Size] [Colour] [Location] Buttons: Forward arrow to next page.

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  • 1. Welcome to the ‘Fleur Moir’ e-learning Course Designed by Mia Roditis 10692174
  • 2. Establishing the e-learning Environment Employees will commence their learning when they acccess the online e-learning course. Learners are will be presented with the following program. The layout of the course is designed to present the course is sequence, the activities are presented via the use of multimedia such as video, sound elements, graphics, images and a selection of text. The participants are presented with ‘what’ they are learning and ‘why’ on the introductory page outlining the mission statement, company objectives and goals of the organisation. In particular the reason the organisation has developed the course is shown through the e- learning course objectives. This page confirms the structure, flow, connections and engagement the learner will actually see and receive. It is the priority of the organisation that the learner is immersed in a well structured, content rich, learning environment.
  • 3. E-Learning course: Forever Young Mission Statement: We want to allow learners to build upon the opportunity to develop interpersonal skills. The purpose of this program is to develop learning for employees to build the necessary skills in application to the workplace context. Why we’ve designed this course to help you The organisation Forever Young has developed a training program for you. As a learner you are required to complete the online learning course. This course has been evolved for our target audience of Retail Assistants. Within the framework of the course we are not asking you anything you don’t already know. We have developed Tom. Use your knowledge and experience in the workplace as a tool to reflect on past situations and apply them to the activities. We will guide you through the course but it is up to you to explore your learning environment and get your creative thinking cap on. We aim to give you feedback on your progress and encourage you to work at your own time, pace. This will include: • You will be presented with engaging activities such as interactive scenarios and role plays. • There are videos to watch, and narration to listen for. • At the end of the course we would like to hear what you thought. Your opinion is valued. Please fill out the Happiness sheet. The objectives of The Fleur Moir Program include: • Building skills to work effectively in a team and individually. • Develop detailed knowledge based on procedures, operations and stock. • To deliver excellent customer service. • Work on your communication skills. “The voyage of discovery is not seeking new landscapes but in having new eyes” – Marcel Proust.
  • 4. Establishing the e-learning Environment The e-learning is based on the following principles (Facer 2007p.52) •For an optimal learning experience learners should be able to control the time, pace and location of their learning. •The learning environments should respond to learners actions and provide quick feedback and levels of gradual changes in levels of difficulty. •That learning contexts should be characterized by challenges which are perceived by participants as authentic and engaging. •Learners should be able to explore multiple identities and explore the interplay between immersion and reflection. •Participants in the learning environment should be able to explore environments that require them to apply themselves with ‘complex challenges and the inter-relation of multiple variables, representations and modalities’ (Facer 2007 p.54). •Learners should be able to collaborate in communities of practice for instance sharing ideas, hints and tips and encouraging progress to higher levels of skills. Game playing Quiz – multiple choice, Decision Making statistics, figures, tools Click and Drag exercise Narration Reading Slideshow High level of interaction Activities involved in the course Presents learners with scenarios Comprehension and engagement Learners build skills Spot the difference Slow paced Experience gained Recognising objects and Receive Feedback testing knowledge Evaluation Learners draw from previous experience
  • 5. Directions on how to use the module Instructions Activity One: 1. Press ‘play’ on the yout ube video. • You have the option to complete the modules in chronological order 2. Read the questions. OR you can skip activities and return to them when you are ready using the icons on the bottom of the page. 3. Click on the ‘text space’ on the screen to type • It is recommended that you complete all activities to gain the your answers to optimal experience of the course, deliver the best results and allow the Questions. us to give you more feedback. 4. What was the problem? • Each activity has a set of different instructions. Tom the character on your screen acts as your guide. Click on him and he will tell you what 5. Place yourself in to do. If you prefer to have your instructions in plain text they will the situation the retail appear in a side tab just click on the help button. assistant in the video is facing. 6. Identify 4 steps would you take to resolve the issue? • Each step is numbered which directs you to what to click on first. • “If you want to make a dream come true wake up. Wake up your own strength. Wake up the role you play in your own destiny” Keith Ellis.
  • 6. Icons & Features: Look out for these buttons they can help! It is our goal at Fleur Moir to allow you to work at a pace that you are comfortable with. Don’t forget to: • Adjust your speakers to a volume that suits you. Home • Get your thinking cap on. Volume • Look for these Icons -> Play Video Please feel free to: • Look for Tom, the guide for your training course . Tom is happy to give you a hand when you are after a hint and lead you around. Tom can’t give you the answers because we want to see how much you know & if you can figure it out for yourself. • Select the following buttons to navigate your way around the pages and move at your own pace. • ‘Help’ ‘Previous Page’ ‘Next Page’ ‘Stop you’re too fast’ ‘Demonstration’ ‘Quit’ STOP “The time has come for me to get my kite flying stretch out in the sun, kick off my shoes, and speak my piece” Harpo Marx.
  • 7. Guide and Faciliate Learning The character TOM acts as the facilitator of the e-learning course. It is the learners choice to involve TOM more or less throughout the learning process. The course has been designed and developed to accommodate to learners needs: Logic Memorising Fundamental Concepts Symbolics key facts Ethics / Social Complications Design Aesthetics Intuition Learning Theory Story telling Wholistic Thinking Multiple Perspectives Resourcefulness Visualisation Metacognition Curiosity Practical application What learners need (Sierra 2008)
  • 8. The Visual Design The panels have been designed one at a time to guide the learners throughout the course. The layout of the design follows the same colour schemes. The reason for this is to create a continuing pattern so that when learners are faced with a new activity their learning environment is not changed drastically. This allows adaptation. The use of a white background on a busy layout allows for the learner to concentrate on the main graphic or textual elements on the screen. The contrasting colours allow the learner to identify new activities and modules throughout the course. The alignment of a side panel displaying all icons grouped together, delivers an organised effect. When corresponding words and pictures are presented near rather As presented by Mayer (2003) than far from each other on the From words and pictures rather the principles of Multimedia page/ screen (Spatial Contiguity than just words (Multimedia Principle) or when presented Design theorize that Students Principle) simultaneously rather than learn better: successively (Temporal Contiguity Principle) From Animation and narration When extraneous words, than from on screen text pictures and sounds are (Modality Principle) or from excluded rather than included animation, narration and on (Coherence Principle) screen text (Redundancy principle)
  • 9. Module Information Session LEARNING RE-CAP Module One Conflict Senario SUMMARY OF LESSONS LEARNT PRESENTATION Module Four Module Two: OHS. Evaluation What’s wrong here? VIDEO Module Three Decision Making
  • 10. Select a Module to start Modules T O M Module One In this session you are Conflict Senario required only to absorb the information you are presented with. It only takes a few minutes per session and then you can get started. Module Three Module Two: Decision Making OHS. What’s wrong here?
  • 11. STOP Module One The issue of Conflict Play Video How would you deal with this customer complaint? T •Questions appear at the end of the Video Clip on the screen. O •You may replay the video to watch it again. M •Click to type your answers to the questions here. Home
  • 12. Volume STOP Module Two OHS: What’s wrong here? T O M Click the screen. •In the workplace there are many hazards which may occur. By using the mouse click to highlight and Identify the obstacles the retail assistant faces. •Outline what a hazard is. •Explain 5 Steps that need to be followed. Home
  • 13. STOP Module Three Decision Making Click on the box that completes the sentence there is more than one correct answer: Taking Responsibility: You and your employer have shared responsibilities in the workplace - this includes: Employers providing information, instruction, training and supervision. Employers and employees identifying hazards and controlling risks. Looking after yourself and your own safety and not worrying about the safety of your workmates. T Manual Handling: Click on the two boxes where the statements are correct. Manual handling is about any work that requires you to lower, push, pull, hold or restrain a person, animal or thing. O Manual handling is about how to lift things that are heavy. M If your job involves lifting, carrying etc. you should be informed and trained in correct manual handling methods. Hazardous Substances: Click on the box where the statement is correct How hazardous a substance is depends on the type of substance and how it enters your body. If you use a substance often, you don't need to check whether it's safe. You will learn all you need to know about the hazardous substance by reading the label. Noise: Click on the box that completes the sentence Warning signs of hearing loss may include: Ringing in your ears after noisy work. You experience unusual build up of wax in your ears. Not hearing other background noises such as telephone or doorbells ringing. Injuries: Injuries caused by mechanical equipment may include: Open wounds. Amputations. Fractured bones. Upset stomach / Gastro Home
  • 14. STOP Module Four Testing your Knowledge Select Box 1. You will be led to a 1. Stock new screen to Knowledge T complete an O activity & quiz. M The screen will 2. guide you back. Operations & Procedures 3. Teamwork building communication skills 1. 2. 3. Home
  • 15. Feedback T As a follow up to the e-learning course, we are interested in your feedback. This O information will assist us in making sure we provide a high level of service, M information and follow up. This survey will only take a few minutes. We appreciate your time to assist us! For the following questions please use the following to decide whether you: 1. Totally Agree 2. Agree 3. Somewhat Agree 4. Somewhat Disagree 5. Totally Disagree Did the content of the course met my expectations. I received the necessary tools to do my job effectively. The training/ mentoring I received has been helpful. I reveived accurate and complete information from the training course? I am satisfied with the quality of the course. The site is easy to navigate. Thankyou for your feedback! We appreciate your time! We wish you luck in your future endeavours.
  • 16. Conclusion • The design and development of The Fleur Moir e-learning course has been composed of various elements. The elements have involved the application of the cognitivist learning theory and multimedia principles based on the Competency Based Model. The integration of Web 2.0 and multimedia technologies have been selected based on the objectives and purpose of the course to suit the context and needs analysis. Most importantly the course has been structured and delivered in an organized matter for the transfer of information and delivery of insight and meaning.
  • 17. Reference List • Reference List • Boone, E.J. (2003) ’Developing programs in adult education: A conceptual programming model’, 2nd edn in Chapter 2: A review of major writings’ Waveland, Prospect Heights, pp.21-37. • Brophy, J (1990) Educational Psychology: A realistic Approach, 4th edn. White Plains, New York. • Bye, J. and Reich, A. (2003) Planning and Preparing for Effective Instruction’ in Henley (ed) Aviation Education and Training: Adult learning principles and teaching strategies, Aldershot, Ashgate. • Caffarella, R (2002) Planning Programs for Adult Learners, Jossey-Bass, San Francisco. • Lehrer (1993) Learning Networks in Practice (2007) in Emerging Technologies for Learning vol.2. Becta, United Kingdom. • Mayer, R. and Moreno, R (2003) ‘Nine Ways to Reduce Cognitive Load in Multimedia Learning’ in Educational Psychologist, Lawrence, Erlbaum Associates Inc, California, Issue. 38, vol. 1, no.43-52. • Reich, A (2007) Program Development Models for Adult Learners, University Technology Sydney. • Rogers, C. (1983),’ The Interpersonal Relationship in the Facilitation of Learning’ in ‘Freedom to Learn for the 80’s’ C.E. Merill Publishing Co., Columbus, Ohio, pp.119-134 • Turner, K. Ireland, L. Krenus, B. Pointon, L. (2008) ‘Thinking and Reflecting’ in Turner, K Essential Academic Skills, Oxford, Australia. •