Explaining knowledge is not enough - it needs to be experienced, questioned and applied. With our e-learning concept, 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, a concept must be created that serves as the basic framework for the learning environmentA learning environment is a digital learning space that is characterized by content, technologies, interaction... More serves. When designing e-learning modules, we consider all the relevant requirements of the project and develop a blueprint that turns all this information into an exciting training course with added value. An effective e-learning concept serves the right target groupTarget group in the education sector: group of people with common characteristics for whom education... Moreis tailored to your organization and combines didactics with engagement for an engaging learning experience and a clear compass for 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 further materials in addition to the course? Does the target group benefit from live sessions? Do we work with short learning units or a full web-based training course? We incorporate the answers to all these questions into our concept in order to design an e-learning course that leads to effective and sustainable learning experiences.
What topics should a good e-learning concept cover? Here you will find a selection.
E-learning can take many different forms depending on the needs of the target group and requirements. These approaches differ from one another in terms of the number of modules, the measures selected and the e-learning format.
E-learning formats are independent of time and place. Learners can therefore access them at any time to build up their knowledge and familiarize themselves with the topics.
E-learning eliminates all these costs, while at the same time ensuring quality through visual and interactive elements.
Digital learning formats are accessible from anywhere and can be easily translated into many languages, making them more attractive to a wider target group. In this way, not only all departments but even all locations are trained in order to build up uniform knowledge.
A successful e-learning concept thrives on dialog with you - and grows through FeedbackFeedback is immediate feedback that helps learners to improve their learning progress. Moreexperience and clear goals. As part of our project process, you will first receive a rebriefing document as a Word file after the initial meeting. This document summarizes all the key points, objectives 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 current status and previous mediation and justify new concept.
In the next paragraph, we outline the needs of your target group in more detail: What should the tone of voice be - professional or casual? Should it be gendered? Should it be formal or informal? How homogeneous or heterogeneous is the target group, and how can a target group analysis help to adapt the content? Do different people have different prior knowledge?
Identify the needs of the target group and clarify the tone and approach.
Learning objectives are a core aspect of the rebriefing document. They help to clarify what 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 features.
We then list the planned course structure in chapters and possibly sub-chapters to provide an initial overview of whether the content is fully covered and whether the sequence correctly represents the dependencies of individual topics.
List chapters and subchapters for the overview, sequence and dependencies.
At the end of the document is our proposed timeline for the project, which also includes measurable milestones. The individual steps include concrete deadlines and responsibilities on both sides to ensure a thorough and structured process.
Show the schedule, deadlines and responsibilities of both sides in the project.
Depending on the project, the storyboard contains more or less detailed initial graphic drafts, which serves to provide a better understanding of the form in which the content is to be implemented later and the text that is to be spoken later, either in videos or as a page accompaniment. It also contains all the content that will later be shown in written form on a page - be it continuous texts, lists, quiz questions or texts that are hidden behind interactions.
The rebriefing and the storyboard thus form the central building blocks of the conception phase of an e-learning project based on e-learning didactics.
Benefit from a provider with over 20 years of experience in the e-learning industry.
