Rapid e-learning
Rapid learning (also Rapid eLearning ) was originally seen as a methodology for the time-efficient creation of e-learning courses.
Rapid e-learning is a catchphrase in the field of e-learning. The German word creation is a mixture of rapid prototyping and e-learning. Rapid prototyping as an agile process stands for the quick and straightforward achievement of previously clearly defined goals, as well as for the streamlining of production processes. In this way, principles of computer science and business administration were transferred to the educational area.
In general, it describes the "fast creation of learning content for a defined goal in a defined quality".
With rapid e-learning, prototypical results are achieved in the shortest possible time, which encourage active user participation and a clear understanding of user and task requirements. The fast creation of content ranges from the synchronous video transmission and recording of events to the automatic conversion of standard formats or the compilation of existing course materials in easy-to-use web frontends.
For example, an author could create a PowerPoint slide set and record a presentation. In addition, you could add a software-based learning success control and upload the whole thing, for example as a .webm video file, to a learning management system or a website.
Some companies, such as the Rapid Learning Institute , have recently started using the term “rapid learning” to denote the speed at which learning can take place. For example, the RLI creates micro-learning units that last between six and ten minutes (so-called quick takes ).
The difference to the production of WBTs or CBTs is that the content does not have to be created with a more or less complicated authoring system and then uploaded to a website. The basis is usually already existing files from known standard applications (such as Microsoft Office documents, OpenDocument documents, PDF files), which can be converted into so-called learning modules with supplementary modules.
With Rapid E-Learning the creation process is simplified, shortened and cheaper. This is achieved primarily through the use of clear, predetermined structures in the layout, the content, the possible representations and interactions, as well as the creation process itself. The authors only have a certain, predetermined set of design options that they can use. Experts and specialist authors should be able to start immediately with the means they are familiar with and the technology itself is more in the background.
Limits of rapid learning
Some rapid learning tools (see below) were introduced to the market around the year 2000 and became very popular due to their ease of use and the ability to quickly create e-learning courses from PowerPoint presentations .
However, some experts have already pointed out the limits of this method or even assumed that rapid e-learning is simply a misunderstanding of teaching - which is attractive for the teacher - that a course works as an online course if the face-to-face Course with the same set of slides works.
This criticism of rapid e-learning focuses on the aspect that the communicative diversity in the interaction with the learners in the classroom cannot be condensed into a PowerPoint presentation. As a result, an online course is just a passive information presentation instead of active training with questions, workshops and problems. Rapid e-learning was accused in this context of ignoring the axiom of learning by doing . In a somewhat more general way, the criticism of rapid e-learning follows the path of criticism of the use of PowerPoint in teaching.
The success of rapid e-learning is primarily due to economic reasons. For the first time, a broad base of lecturers and organizations are able to create online courses without the help of an e-learning team.
The general technical development with regard to the use of the Internet and the development of Web 2.0 collaboration options could lead lecturers to other scenarios. In fact, rapid e-learning is nothing more than the combination of the further development of existing technologies with the idea that self-directed training is an integral part of e-learning.
Learners have long been skeptical of self-directed learning due to possible boredom as well as a lack of interactions, corrections and successes. Nevertheless, it seems possible to develop scenarios in which information is made available in rapid e-learning modules - for example as Flash files on learning management systems - and further learning activities are carried out via blogs , wikis , forums or video conferences .
Best practice examples
Now that rapid e-learning has developed into an integral part of global authoring practice, some authors and consulting firms are focusing on how good compromises can be achieved between the economic necessity for rapid e-learning on the one hand and the educational objective of good instruction design on the other.
These best practice examples include:
- In order to ensure target-valid teaching, the teaching objectives, gross and net teaching material and the teaching methods to be used must be worked out before the teaching unit is designed as an e-learning unit.
- When deciding between blended learning courses and pure online courses, the needs of the learner should be in the foreground.
- The instruction design should decide which parts of a course are made available as online courses and which parts as face-to-face teaching.
- Web 2.0 tools and learning management systems make it possible to combine online courses and interaction options to form blended learning courses
- The use of presentation slides is particularly useful for structuring courses, while mind mapping is suitable for better presentation of information.
How fast is rapid ?
Traditional e-learning development projects can take several months to complete. In contrast, Rapid E-Learning aims to create and distribute e-learning courses within a few weeks. For example, while one hour of a conventional e-learning course requires 73 to 220 developer hours, a rapid e-learning unit requires an average of 33 developer hours.
software
A number of rapid e-learning software tools with a wide variety of options are commercially available. Most of these are authoring tools that include rapid e-learning as a feature. Some of these tools that have become more popular are ActivePresenter , Adobe Captivate , Alphastudy , Articulate Presenter, Rapid Intake, iSpring Suite , Coggno , Dokeos , Lectora , Odijoo , SmarterU Udutu and Wondershare PPT2Flash.
Some of these tools treat each slide as a learning object and allow tests and online activities to be added between slides. Some of these tools are online services, others are desktop applications.
A market trend continues to be the combination of rapid e-learning with screencasts (filming your own screen including mouse movements) in order to be able to use both a slide set and application demonstrations. This combination is particularly useful for introductory courses on software products.
See also
Individual evidence
- ↑ Karrer, T. (2006): is Rapid eLearning? : eLearning Technology.
- ↑ Brandon, B. (2005): Exploring the definition of "Rapid eLearning" (PDF; 99 kB).
- ↑ Bersin, J. & O'Leonard, K. (2005): Rapid E-Learning: What Works Study .
- ↑ Jones, A. (2003): The use and abuse of Powerpoint in Teaching and Learning in the Life Sciences: A Personal Overview ( Memento of the original from August 22, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. .
- ↑ Van Dam, N. (2007): 25 Best Practices in Learning & Talent Development ( Memento of the original from January 27, 2017 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
- ↑ Schott, Franz; Azizi Ghanbari, Shahram (2008): [Competence diagnostics, competence models, competence-oriented teaching. Waxman-Verlag, Münster et al.]
- ↑ De Praetere, T. (2009): From Powerpoint to Mindmaps in e-learning ( Memento of the original from January 2, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
- ^ Robyn A. Defelice, Karl M. Kapp: Time to Develop One Hour of Training . ASTD. Archived from the original on October 29, 2009. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved October 23, 2009.
- ^ A b Bryan Chapman: How long does it take to create learning? . Retrieved October 23, 2009.
