• Supporting the Modern Learner
  • Assessment appears in the learning process, ..
  • Learning Theory and Educational Technology

A deliberate, conscious approach to the study of grammar is considered to have only modest value in the language learning process.

changed the teaching and learning process

The role of the teacher — E-Learning Modules

the trainee should be provided with an orientation to the OJT/JIT learning process.
Learning is a psychological process, not necessarily a logical one. Trying to frighten a student through threats of unsatisfactory reports or reprisals may seem logical, but is not effective psychologically. The effective instructor can organize teaching to fit the psychological needs of the student. If a situation seems overwhelming, the student feels unable to handle all of the factors involved, and a threat exists. So long as the student feels capable of coping with a situation, each new experience is viewed as a challenge.

The Learning Process - Dynamic Flight

The design, development, and delivery stages are fluid and interdependent. Thiagi (1999) explores the challenges inherent to this process:
Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies.

 

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Changes in technology create a ripple pattern, altering foundational, long-held views. Certain fields are highly susceptible to change, while others are more conservative. In areas of less personal interest, new approaches and techniques are not viewed as a threat. As changes come closer to our core, they take on a greater sense of threat. In no area is this more evident than learning. Our learning institutions have been created in the spirit of research and openness, yet they have acquired their own neurotic tendencies. Most notable is the strong reaction to change in the classic models of distributing learning. Models of courses, programs, and degrees are still central, even though technology and new needs on the part of learners are creating a climate that requires a more dynamic alternative.


Traditional learning design is indicative of the learning field’s reluctance to change. In spite of advances in neuroscience, collaborative technology, and globalized business climate, learning is still largely based on design theories created during the early 1900’s to 1960’s. The environment in which we are immersed has changed. Media and technology has changed. The social environment has been altered. The world has become networked and connected. In this environment of colossal change, the design methodologies used to foster learning remain strangely outdated – created for a time and need which no longer exist. Learning Development Cycle (LDC) is a learning design model to bridge the gap between design approaches and knowledge needs of academic and corporate learners.


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Much of the recent psychological thinking and experimentationin education includes some facets of thecognitive theory. This is true in basic as well as moreadvanced training programs. Unlike behaviorism, thecognitive theory focuses on what is going on inside thestudent's mind. Learning is not just a change in behavior;it is a change in the way a student thinks, understands,or feels.

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There are several branches of cognitive theory. Two ofthe major theories may broadly be classified as theinformation processing model and the social interactionmodel. The first says that the student's brain hasinternal structures which select and process incomingmaterial, store and retrieve it, use it to produce behavior,and receive and process feedback on the results.

E-Learning Designer - Montse Anderson

Much of LDC is rooted in more traditional design structures. We are currently still in the beginning stages of societal and technological alterations. The model is intended to simply open doors to new design approaches, while maintaining aspects from previous models that still serve learners. More developed (connectivist-centric models) will be required as we move forward. LDC is a transitory design approach, bridging traditional design and beginning to embrace internet-era design.

Modern Machine Learning Algorithms ..

Carrington partnered with Skillsoft to develop a business case. Carrington utilized their Skillsoft representative and learning strategist, to create the case and to get the new Carrington Education Portal running quickly and effectively. By starting with mandatory compliance training, Carrington positioned Skillport as the "Google of Learning," encouraging users to access it for their own professional development.