Tag Archive: web based training


One of the basic objective for any  training program is to ‘maintain the capability to learn and grow’. Especially, in a set up where continous and multiple training programs are being developed and delivered, it becomes essential for the trainers to engage and stimulate the learner brain in a fundamental way, so that it keeps engaged, alert and adventure-seeking.

While designing an elearning program, or any training program, STANDARDIZATION is the last thing I would like to do. Standardization kills the excitement.

The brain is a high-speed assumptive device that loves to run ahead of sensory perception. Imagine watching a movie. As an exciting scene is percieved by our brains, our brain starts creating assumptions. It starts creating storyboards of future scenes. A stimulated brain learner more. The learning rate here is high. 

Only when it watches a dull and uninteresting scene, it lays dull and that is symbolic of low learning rates.

The brain is interested in reconstructing environments and is always looking for the surprising, unusual or different, says Michael M. Merzenich, chief scientific officer of Posit Science.

Life today is already so equipped- with tools, technologies and information availability. It has become more or less, so very predictable. We plan, we do, we get. There is a certain lack of unusualness, surprising and thrilling.

Learning and Training cannot be built or delivered with the standardized usual feel. “The more you engage your brain in ways that stimulate it, the more you’re doing to maintain your capacity to learn and to improve. It’s actually right at the heart of maintaining yourself in a fundamental sense”, Merzenich says.

People tend to take more breaks when they perform same, boring tasks- essentially predictable tasks. It is the nature of the task that prompts the engagement of the worker.

5 things that help eLearning maintain efficient learning rates

1. No to Standardization, Go to newness
2. Every minute be the First minute of your training program
3. Add distinctiveness to every chapter/ program
4. Challenge the learner brain with surpise-elements
5. Add variations in problems you let the brain face

A must read for all who care about transforming knowledge into WISDOM.

Are Other People’s Graphics Better Than Yours? Here’s What to Do About It.

There was a time
when instructional designers didn’t need to worry about graphics.
Among other things, the skills and tools were highly specialized,
which meant that instructional designers or technical writers wrote
and graphic artists did graphics.

Today, almost every
authoring tool contains a graphic drawing component, and your boss
knows it. “Hire a graphic artist? You’ve got to be kidding me.
Why can’t you do it yourself?”

Of course, there
are a number of reasons why you shouldn’t have non-graphical people
doing their own graphics, but if you think that your boss will have a
change of heart and hire a professional graphic designer to help with
your project, you may be making a big mistake.

It would be better
for you to learn a few reasons why graphics that other people create
are better than your graphics, and to take the steps needed to make
your graphic images appear more professional.

Left brain versus right brain

As a rule, when you
write descriptions of processes or procedures, you use your left
brain, but graphic designers utilize their right brains (creativity)
more than their left.

Does that mean you
cannot create your own graphics? Absolutely not. But you should be
aware that it will be easier to create your graphics if you separate
the two tasks. Write your text first, and then review it later with a
focus on graphics – and with your mind in right-brain mode.

As you review the
text, identify “visual clue” words that lend themselves to
graphics. For example, if the text describes a program that runs
under another program or within a certain operating system, “under”
and “within” are visual clue words that will help you to create
an appropriate graphic.

Some specific guidelines

There are a number
of fine points in the use of graphics that will give your production
a more professional appearance. Here are the key ones.

Orientation

Gradients

Fonts

Arrows and Arrow lines

Colors

Photos

White space

Will your graphics ever be better than
other people’s graphics?

If you are patient and practice these
skills, it won’t be long before someone says, “Hey, that’s
pretty nice
!” And then you’ll know you can wear that Graphic
Designer hat proudly as you create your own graphics.

Read more at www.learningsolutionsmag.com

 

HTML 5 holds enormous promise for the browser experience without a plug-in requirement. Capabilities include drag-and-drop file copy, animation, video playback with synchronization, all sorts of transitions, interactive canvas and font manipulation, advanced typography, Web SQL data storage and rollback, online/offline testing and a myriad of others available now or under way.

If you are still unsure about HTML5, just take a look at some of Apple’s past bets. The company’s flagship technologies such as FireWire and SCSI, foresaw that CDs would replace floppies and that all computers would need Ethernet, and was using SIMM modules when others were still inserting memory chips one at a time.

Chrome, Firefox and Safari browsers now support HTML5. Microsoft is planning to support it, and maintains an excellent HTML5 Web site where it displays news, capabilities and emerging features about HTML5 and other technologies that have not yet been standardized.

And when combined with CSS3 and JavaScript, as in Apple’s HTML5 demo web site, its potential to create amazing Web experiences simply knows no bounds. Indeed, there appear to be no limits on the type and scope of applications built with HTML5. For example, there’s an effort to build HTML5 WebSockets, which permit bi-directional communication between the browser and the Web server, giving it the ability to update browser content without the need to reload the page. And as with all HTML versions, apps made with HTML5 would be cross-platform and would not reply on proprietary operating system-specific runtimes.
Read More at http://goo.gl/7vhnO

Landamatics, or Algo-Heuristic Theory as it was originally called, was developed by Lev Landa in the early 1950’s.

Landa (1975) said, “It is common knowledge that pupils very often possess knowledge that is necessary in a certain subject, but they cannot solve problems. Psychologists and teachers often explain this by saying that their pupils do not know how to think properly, they are unable to apply their knowledge, the processes of analysis and synthesis had not been formed in their minds, . . .”.

Landa believes knowledge is made up of three elements:

1. image – the mental picture of an object,

2. concept – the knowledge of the characteristics of an object,

3. propositions – the relationships the object and it’s parts to other objects.

Specification of Theory
(a) Goals and preconditions
Problem-solving:
Processes – Sets of operations: Operations are transformations of (or changes to) material objects or mental models.

(b) Principles
1. It is more important to teach algo-heuristic processes versus prescriptions.
2. Processes can be taught through prescriptions and demonstrations of operations. (Operations = changes of mental or material knowledge)
3. Discovery of processes is more valuable than providing formulated processes.
4. Individualize instruction.

(c) Condition of learning
1. Instructional processes are influences directed by a “teacher” and directed at transformation. (teacher refers to any teaching agent, live or material, i.e. books, AV, computer)
2. Instructional processes are affected by teacher actions or instructional operations.
3. Instructional processes can be affected by certain conditions.
– external conditions, student psychology, teacher knowledge
4. There are three types of instructional rules: descriptive, prescriptive, and permissive. Descriptive rules are statements about what occurs. Prescriptive rules are statements about what should be done. Permissive rules indicate possible alternatives to prescriptive rules.

(d) Required media
None

(e) Role of facilitator
Teaching involves solving instructional problems; the teacher has to determine and perform actions that should be executed in order to meet objectives.

(f) Instructional strategies
Determining Content

1. Uncover process underlying expert learners and mastery level performers.
2. Describe the process with a hypothetical descriptive model.
3. Test the correctness of the model.
4. Improve the model if necessary.
5. Optimize the model if possible.
6. Design the final algorithmic or non-algorithmic process to allow the learners to perform on a mastery level.
7. Identify learning procedures leading to the development of algorithm or heuristic performance.
8. Design algo-heuristic teaching procedures.
9. Design algo-heuristic based training materials.
10. If necessary, create a computer-based or other media based programmed instruction.
11. Design methods for evaluation.

Instructional Method 1 – The step-by-step approach
1. Present the procedure to the student and demonstrate problem solving.
2. Develop the first operation.
3. Present a problem that requires the first operation and practice that operation.
4. Develop the second operation.
5. Present a problem that requires application of both operation and practice.
6. Develop the third operation.
7. Present a problem that represents all three problems.
8. Proceed until all problems are mastered.

Instructional Method 2 – Developing individual operations
1. Determine whether the student understands the meaning of a direction in the a prescription and its operations.
If yes:
2. Present a problem that requires application of the problem.
3. Name the operation (give the learner a self-command) before he/she executes the problem.
4. Present the next problem and have the learner give the command internally.
5. Continue practicing the operation until mastery.
If no:
2. Explain what the student does not understand.
3. Test the correctness of understanding and allow for practice. Provide extra explaination and practice.
4. Go to #2 under “yes” above.

(g) Assessment method
Student is able to complete the operation at a mastery level.

Application– Complex Sciences such Neurosciences.

strategic knowledge in neuroscience represented as an algorithm

Testimonials–  Allstate’s claim processing operation improved productivity 75% and quality 90%.

Instructional Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.

Instructional Design as a Process:

Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analyzing learning needs and goals and the development of a delivery system to meet those needs.

Instructional Design as a Discipline:

Instructional Design is a branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

Instructional Design as Reality:

Instructional design can be started at any stage in the design process. Often a outline of an idea is developed to give the foundation of an instruction-situation. By the time the entire process is done the designer reviews back and checks to see that all parts of the “science” have been taken into consideration. Then the entire process is documented as if it occurred in a systematic fashion.

Instructional Technology:

Instructional technology is the systemic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.

Instructional Technology = Instructional Design + Instructional Development

Next Episode: How Many Instructional Design Models for E-Learning do we know.


Medical Reimbursement

Medical Reimbursement Training

The healthcare environment has dramatically changed over the past decade and evolved to be a “dynamic” rather than “static” arena.

Healthcare providers have become increasingly aware of the importance of reimbursement to their practice of medicine, and as a result, you will need strong reimbursement skills to address this critical segment of your customer’s practice.

Home Study Training manuals have served to be the best guides for your Medical Reimbursement Managers (RBMs). The information contained in any such training manual when coupled with Instructor Led Training classes, equips the RBMs for success in the important role of an RBM.

Thats the end of TOO OPTIMISTIC STATEMENTS.

Ground reality is:

1. Instructor Led Trainings create a unified and common session for knowledge enhancement- But only when your RBM is knowledge-ready with foundations.
2. Home Study Manuals are monotonous and fall flat when knowledge dissemination and retention is concerned.
3. Result- complete failure of your training program and a total Output-Miss.

What’s the solution then? How to make Home Study Manuals the real and best guides for your RBMs.?

Answer is – Blend it to the Business

Transform your Home Study Manual into a self-paced online interactive course that serves as the foundational curriculum.

Since the training manual is meant for self-paced home study, the content is organized in the format of a book/e-book. However, the same content organization cannot be utilized while converting the manual into a WBT. Conversion of a manual into a WBT is somewhat similar to making a movie from a novel.

Here comes ‘intelligent’ instructional design into play! Based on a comprehensive analysis of the training manual, we can see that a lot of content that can be ‘abridged’ or can be presented in a ‘feature’ format, instead of presenting it ‘as is’. Some of the ‘key features’ that we may consider are:

•Factoid/Trivia: Content in this section will be maintained, but learners will access the information from an icon embedded in a content screen. Such information will appear as a ‘pop-up’ or on ‘mouseover’.
•Terms & Definitions: (A compilation of various technical definitions used throughout the course) It can be accessible as a separate feature, but also linked within the content.
•Abbreviations & Glossary: (A compilation of abbreviations & technical terms) It can be accessible as a separate feature, but also linked within the content.
•Learning Links: This feature can provide links to useful Websites/documents. Very generic content can be presented with an overview and a link to website/document will be provided for further reading.
•Interactive Activities: Self-contained Flash interactions such as multiple choice, drag and drop, listening to terms and typing them, etc can be designed to provide self-assessment of subject material throughout the course.

It is worth to consider employing an assorted instructional approach for such content development. The assortment of instructional strategies will be chosen such that it maps to the principles of Adult Learning Theory, Gagne’s Nine Events of Instruction, and Bloom’s Taxonomy. We now can treat the existing content with an assortment of following three instructional strategies:

•Activating Strategy: The purpose will be to activate learners’ prior knowledge through the use of strategies that stimulate recall of prior learning.
•Cognitive Strategy: The purpose will be to provide a structured learning that actively promotes the comprehension and retention of knowledge.
•Summarizing Strategy: The purpose will be to promote the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long-term memory.

Media Strategy- Multimedia can be employed for reasons of efficient encoding of learning and to sustain the interest of learners. Therefore, to support the instructional content with conceptual graphics, animations, and simulated demos and interactions, we can use media elements such as TEXT ELEMENTS, GRAPHIC ELEMENTS, ANIMATIONS, DEMOS & SIMULATIONS.

Measuring your RBMs on their knowledge acquisition is as important. We can now use PRE TESTS, INLINE KNOWLEDGE CHECKS & POST TESTS for the same.

Once through with such a self-paced web-based interactive home-study course, BET IT, your RBM will be pre-equipped to leverage an ILT session.

What have we done here? Created an amazing blended learning model. Whaddya Say?