e-Learning Content

COMPREHENSIVE PACKAGE FOR CREATING MULTIMEDIA-BASED TRAINING CONTENTS AND E-LEARNING COURSES IN LINE WITH THE SCORM 1.2/2004 STANDARD.

We apply advanced multimedia technologies to create dedicated e-learning courses following customer-defined assumptions and targets, ensuring full user interaction and involvement.
We apply advanced multimedia technologies to create dedicated e-learning courses following customer-defined assumptions and targets, ensuring full user interaction and involvement.

Drawing from our extensive experience, we have packed the activities related to training course preparation into a cyclic process comprising four basic stages:
  • Analysis

    This stage is aimed at establishing educational needs by defining realistic goals which allow for the right draft to be created. The stage of analysis is used to find out about:
    • Business goals.
    • Outcomes to be achieved upon the training completion.
    • Persons to be trained.
    • What do they want to learn? What is their motivation to learn? How much and what knowledge do they intend to acquire?
    • How to provide access to the course and what are the circumstances and time for the course to be conducted?
    • What is the best way for them to learn (language skills, computer literacy)?
    • What is their current level of knowledge?
  • Draft

    A customized plan is created based on the goals and assumptions defined at the analysis stage. The draft involves dividing general goals of the given project into individual lower-level objectives. Thanks to their detailed specification, elementary course components can be determined, enabling the objectives to be accomplished. The draft should:
    • Define specific training objectives,
    • Identify the best training methods and media to be applied in the course (tests, games, interaction, voice, image),
    • Establish implementation methods for individual training components,
    • Describe the course structure,
    • Set standards for the graphical interface and interaction methods.
  • Development

    Works involved in the course development should proceed in stages. Bearing the running process cycle in mind, it is highly recommended that the course development team should report on the progress of their works on ongoing basis, so that they can be instantly evaluated and adjusted.

  • Review

    Our experience tells us that there is no such thing as a perfect training course and that each can be improved. Before being deployed, the course should be reviewed from the perspective of all the assumptions set at the analysis stage (primarily with regard to the course efficiency). A convenient solution to run the course review is to organize a pilot training session.
Ask for offer