MODUL №1
Design effective E-learning Course
| Learning outcome – Design effective E-learning Course | |||
| Tasks | Knowledge | Skills | Competence |
| Task | To know | The ability to apply the knowledge acquired to | To be able to |
| Design an effective E-learning course | What is an e-learning course Frameworks and examples | take the best from the previously learned virtuous practices and implement successful learning activities | Design an effective E-learning course |
| Describe the challenges and opportunities of e-learning | The challenges and the opportunities of e-learning | Tackle the challenges of e-learning such as: students’ lack of motivation and attention, staying up to date with modern tech, design courses for different targets | manage e-learning consciously |
| Introduce participants to the main rules for creating and implementing an effective e learning course | The main rules for creating and implementing an effective e learning course | Create a successful learning course by following simple tips: know your learners, set clear learning objectives, make your learning programs interactive, your E-Learning courses organized, keep Your learning modules short, make your e-learning course visually appealing, trigger your audience’s curiosity, provide a meaningful experience | apply the tips acquired to create an effective e-learning course |
| Introduce participants to ECVET and the International certificate standard | what the ECVET and the International certificate standard are | create e-learning courses that are in compliance with ECVET by allowing learners to accumulate, transfer and use their learning in units as these units are achieved. This enables building a qualification at learners’ own pace from learning outcomes acquired in formal, non-formal and informal contexts, in their own country and abroad. | create e-learning courses in line with ECVET’s standards and International certificate standard |
| Assessing participants’ knowledge and skills acquisition | Online Training Assessment | Assessment | |
MODUL №2
Introduce Digital Technology Innovations
| Introduce Digital Technology Innovations | |||
| Tasks | Knowledge | Skills | Competence |
| Task | To know | The ability to apply the knowledge acquired to | To be able to |
| Introduce the participants to LMS | What Learning Management Systems (LMS) are | use programmes to create e-learning courses (delivering of online courses; students’ enrolment; supervision and control of online activities). | deliver training courses specifically addressing the target’s needs. |
| Introduce the participants to LXP | What Learning Experience Platforms (LXP) are | use programmes to create a consumer-focussed platform in which the user chooses their own learning from a diverse array of personalised content | creating tailored learning experiences matching with each target’s career goals so that every user can get a personalized learning experience |
| Introduce participants to Learning Lifecycle Platform (LLP) | What Learning Lifecycle Platform (LLP) are | Create learning platforms that bring learning content for the entire student’s journey: tracking learning, analyzing, and reporting; creating a library with relevant microlearning content developed by experts; learning on all electronic devices; authoring tools with interactive elements; using social learning tools for community building, interaction and sharing; adding easy built-in integrations with existing software and systems. | Creating learning lifecycle platforms |
| Introduce participants to the concept of blended learning | What blended learning is and when and how to use it | Implement a learning approach that makes the most of the advantages of classroom and online training | deliver efficient blended learning |
| Introduce participants to the concept and examples of gamification | What Gamification is | Use elements borrowed from games and game design techniques in non-game contexts | using successful gamification techniques to deliver training courses |
| Assessing participants’ knowledge and skills acquisition | Online Training Assessment | Assessment | |
MODUL №3
Define and Apply Effective Standards for Learning Material Production
| Define and Apply Effective Standards for Learning Material Production | |||
| Tasks | Knowledge | Skills | Competence |
| Task | To know | The ability to apply the knowledge acquired to | To be able to |
| Provide participants with guidelines on how to create learning materials | How to create learning material | develop and use: video content, presentations, graphic contents, tables, animated video for education, movies. | grasp the student’s attention and effectively teach through the use of innovative, fun digital content |
| Provide participants with examples on how to create learning materials | Some examples of existing effective materials used in online training courses | emulate best practices taken from successful case studies | create useful learning materials based on the target’s needs |
| Assessing participants’ knowledge and skills acquisition | Assessment method: Individual Project work on the production of material for training course | Assessment | |
MODUL №4
Integrate E-Learning within class physical lessons, mobility and personal study
| Integrate E-Learning within class physical lessons, mobility and personal study | |||
| Tasks | Knowledge | Skills | Competence |
| Task | To know | The ability to apply the knowledge acquired to | To be able to |
| Introduce participants to processes of self-organization in e-learning | Processes of self-organization in e-learning | Manage self study phase and keep the students’ level of concentration and motivation high during online training. Acquiring knowledge to be a good online mentor. | Teach self-organisation in e-learning |
| Introduce participants to virtual group dynamics | Virtual group dynamics | – Successfully manage a virtual approach to participants with different behavior, encourage debate within the group, support group decisions. – maintain a virtual contact with the participants via chat, forum, messenger, shared data storage, whiteboard, application sharing, P2P softwares. – solve conflicts offline, setting the rules of the game, practicing written language. | Handle group dynamics developing within a virtual environment |
| Introduce participants to the concept of stress management | How to overcome critical situations and manage the stress | – Search for new solutions to achieve goals in situations of stress. – get the most from videos demonstrating stress management techniques | apply stress management techniques and reduce anxiety |
| Introduce participants to the techniques to categorise activities in blended learning | how to categorise tasks among physical lessons, online lessons, mobility and personal study | implement the activities of a training course in the most successful manner | define the structure of the course in a way that the student can take advantage of different learning methods according to the topic addressed by each lesson |
| Assessing participants’ knowledge and skills acquisition | Assessment method: Group Project work on the creation of a sample of a blended learning activity | Assessment | |