There are experts and then there are instructional experts who have brought a huge value by proposing various best-practice instructional approaches to aid web-based science education and training. All such instructional theorems and hypothesis contribute to the foundation grid lines of online training and education.

While physical models and virtual 3 D models deciphers a great value for teaching Fundamentals of Electrons in Atoms and Molecules; the greater need has always been to empower students to read, research and discover underlying facts of such subjects.

Leveraging from emerging e-learning technologies and tools, e-learning inventors have produced innovative and immersive discovery tools that cater to the above said need.  Leading educators like Wiley, Elsevier and other scientific innovators have transformed model-based training methods to discovery-based simulation applets.

A Case Example:

To teach the Motion of  a Projectile, a simulation can be created as an applet. The “Reset” button brings the projectile to its initial position. You can start or stop and continue the simulation with the other button. If you choose the option “Slow motion”, the movement will be ten times slower. You can vary (within certain limits) the values of initial height, initial speed, angle of inclination, mass and gravitational acceleration. Below is an example of similar instruction as created at Walter Fendt.

Another interesting example can be seen at Glovico provides a social business platform to learn and teach languages. Teachers are native language experts who decide their coaching prices. Students get the liberty to choose teachers based on prices and ratings.

I remember learning about Set Theory and Venn Diagrams in the late 90’s by reading text books and practicing exercises on paper notebooks. I feel envious of what technology has brought to today’s mathematics students. Utah State University has been creating interactive mathematics exercises that allow Discovery-Based learning for student. Using applet-based intuitive functions and guided instruction, students can explore and attempt randomized mathematical problems.

It is heartening to see technology and learning instructions blending into exploratory tools that encourage and empower learners to adopt online learning and training through a Scientific-Discovery based instructional approach. For all ages to come, I firmly believe, in way or other, this would be the best instructional approach to any subject of training, majorly for science education and training.