Explaining knowledge is not enough; it wants to be experienced, questioned and applied. With our e-learning conception, we develop learning that encourages participation and actively involves learners by integrating practical elements and storytelling. This makes it more than just conveying information: it becomes a valuable learning experience with interactive elements and simulations.
Before e-learning can be implemented, there must be a concept that serves as the basic framework for the learning environment. When designing e-learning modules, we consider all relevant requirements of the project and develop a blueprint that transforms all of this information into an exciting training course with added value. An effective e-learning concept serves the right target group, is tailored to your company and combines didactics with engagement for an appealing learning experience and a clear compass for the learners.
But for us, a concept is much more than that: it considers the entire learning process and the context in which the e-learning is processed by the learners in order to maximize learning success. Should there be additional materials in addition to the course? Does the target group benefit from live sessions? Are we working with short learning units or a comprehensive web-based training? We incorporate the answers to all these questions into our concept in order to create e-learning that leads to effective and sustainable learning experiences.
What topics should a good e-learning concept cover? Here is a selection.
Depending on the needs of the target group and requirements, e-learning can take on a wide variety of forms. These approaches differ from each other in terms of the number of modules, the measures chosen and the e-learning format.
E-learning formats are independent of location and time. Learners can therefore access them at any time to build up their knowledge and familiarize themselves with the topics.
With e-learning, all these costs are eliminated, while at the same time quality is ensured through visual and interactive elements.
Digital learning formats can be accessed from anywhere and can be easily translated into many languages, which increases their attractiveness to a wider target group. In this way, not only all departments but even all locations are trained in order to build up a uniform level of knowledge.
A successful e-learning concept thrives on dialogue with you – and grows through feedback, experience and clear goals. As part of our project process, after the initial meeting you will first receive a re-briefing document as a Word file. This document summarizes all the key points, goals and framework conditions discussed in a clearly structured manner and serves as a common basis for coordination.
First, we describe in a paragraph the current status of the company, whether and how the desired topic has been taught so far, and why a new concept should be created to expand the technical expertise.
Present the current status and previous teaching methods, and justify the new concept.
In the next paragraph, we outline the needs of your target group in more detail: What should the tonality be like – more professional or casual? Should gender-neutral language be used? Should we use “du” or “Sie”? How homogeneous or heterogeneous is the target group, and how can a target group analysis contribute to adapting the content? Do different people have different prior knowledge?
Record the needs of the target group and clarify the tonality and approach.
A core aspect of the re-briefing document is the learning objectives. They help to clarify what the learners should either know after the training or how they should behave in certain situations, supported by infographics and practical examples.
Define learning objectives for the desired knowledge and behavior after the training.
In the paragraph on the didactic approach, we describe specifically how the aforementioned learning objectives are to be achieved. This involves the planned design of the content, the use of interactions and multimedia, user guidance, possible gamification content, final tests and other valuable special features.
Outline the didactic approach including multimedia, interaction, gamification and testing.
We then list the planned course structure in chapters and, if applicable, subchapters in order to provide an initial overview of whether the content is fully covered and whether the order correctly represents the dependencies of individual topics.
List chapters and subchapters for the overview, order and dependencies.
At the end of the document is our proposal for the project schedule, which also contains measurable milestones. The individual steps include specific deadlines and responsibilities on both sides to ensure a thorough and structured process.
Show the schedule, deadlines and responsibilities of both parties in the project.
Depending on the project, the storyboard contains more or less detailed initial graphic designs, which serve to better understand the form in which the content is to be implemented later and also the text that is later to be spoken either in videos or as page accompaniment. In addition, it also contains all the content that will later be seen in written form on a page – be it continuous text, lists, quiz questions or texts that are hidden behind interactions.
The re-briefing and the storyboard thus form the central building blocks of the conception phase of an e-learning project that is based on e-learning didactics.
Benefit from a provider with over 20 years of experience in the e-learning industry.
