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What
instructional design theory drives our development of
Computer Based Training (CBT)? The answer to this question
lies in our rejection of the strict definitions of the
term 'training', the 't' in CBT. While it is true that
we provide skills and competencies in key performance
areas, we aim to do far more.
We
ground our e-learning development practices in modern
education theory. Our courses educate rather than train
or instruct. We reject the old-world notion of an all-important
tutor funneling information into a passive pupil.
We
deliver CBT that is
- underpinned by a proven educational / instructional
design approach
- thoroughly researched
- professionally written, edited, and presented
- focused
- stimulating
- challenging
- highly interactive
- intelligently illustrated
These
attributes are the hallmark of all good educational
materials, regardless of their mediation by a CD-ROM
drive, a Web connection, or a teacher.
The
following points summarize, without jargon, the main
tenets of our instructional design approach.
- Assimilating disjointed bits of
information does not lead to useful knowledge. Real
knowledge and understanding are internal personal constructions
made possible by a learner’s ability to connect various
pieces of new information to each other and to extend
his or her existing web of knowledge to accommodate
them. Our e-learning materials set out to help
learners with this process. We help them build on what
they already know. We help them explore the connections
between new pieces of information. We use questions
and exercises to help them to develop links, extrapolate,
and apply the new information – so that they make it
their own.
- Optimum learning conditions occur
when the learner shapes the learning process.
For us, learner control is central. Some of this - such
as the "anywhere", "just-in-time" aspects of CBT – is
inherent to the medium. However, careful design is also
essential to capitalize on these strengths. Flexible
learning has to be built into the courseware. Our lessons
are carefully structured so that learners can take a
small or a big bite, depending on how much time they
can set aside, or how much knowledge they can assimilate
at a sitting. Also, our course maps work! A map is a
visual cue to layout of the courseware. Good navigational
tools alone can never remedy poorly structured e-learning
materials. Because we put great care into the logical
structuring of our subject matter, learners can navigate
their way intelligently around our courseware and very
quickly get to the sections they’re really looking for.
- We believe that learning should
be fun - but it’s also hard work. People generally
learn very little when they’re in passive mode. Many
standard e-learning products are little better than
video or illustrated textbooks. Our CBT courseware is
truly interactive. Lessons are liberally scattered with
questions and tasks that keep the learners thinking
and working: they are challenged to extrapolate, cross-reference,
apply, and evaluate throughout.
- Every
educational medium has strengths and drawbacks – the
art is to make the most of your medium’s strengths.
We harness e-learning technologies to the fullest. The
CBT medium allows us to create scenarios – which let
our students learn vicariously. It allows us to simulate
certain environments – which let our students learn
experientially. It allows us to leapfrog to relevant
information anywhere on the PC or anywhere in the world
– so we use hot links to local resources such as glossaries,
as well as to information at the furthest reaches of
the Web. This helps the student to cross-reference and
become self-sufficient in tracking down further information.
Our medium also allows us to give students the benefit
of the best illustration and narration available anywhere.
- We recognize that e-learning takes
place in the real world. Most of our students have very
specific learning goals and limited time in which to
achieve them. Our e-learning courses enable learners
to pre-test, so they can determine precisely which segments
of the courseware they need to study. Our carefully
constructed testing also facilitates post-testing, so
competency attainment can be accurately assessed. Furthermore,
we believe that for skills education, a no-nonsense
approach is vital. Our courseware does not waffle. It
is accurate, relevant, and concise at all times. Also,
the learner doesn’t labor through our courses: they
are easy to install, easy to use, robust, and visually
stimulating.
Your
decision
We
don’t try to win you over with gimmicks or catch phrases.
We believe that our e-learning design and development
processes are second to none, entailing recursive cycles
of planning, authoring, illustrating, formative and
summative evaluating, content-expert reviews, education
reviews, language reviews, and testing. We also hold
that the educational value of our e-learning products
is unequalled in the CBT business.
But,
no matter what we say, the real measure of our approach
is our courseware's effectiveness. And you have to assess
that for yourself.
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