Learners must:

  • Get knowledge about currently used technology,
  • Know about the problem of multiple devices,
  • Be aware of problems of interaction with multimedia-based and interactive content,
  • Be able to develop guidelines for the use of multiple devices.

Knowledge about used networks (local wire-based, WiFi, Internet) and distribution of content complete the list of conveyed knowledge.

At this point, the following thoughts are essential for the development of digital learning formats:

  • “Before developing the e-learning concept, there is an evaluation of the need for knowledge transfer. This area includes questions about the composition of the target group, their prior knowledge and skills, the types of knowledge and learning objectives. What level of expertise should be sought and for what form of knowledge is it used (practical or theoretical knowledge, facts, procedures, application examples)? In addition, the organizational framework and the available resources are relevant. Interviews with the members of the target group convey clarity."
     (https://www.webcampus.de/blog/261/welche-didaktischen-konzepte-unterstuetzen-das-e-learning, no date)
  • When creating concepts for digital learning formats, it makes sense to proceed in two stages. That means from the rough target to the fine targets. “The rough didactic concept defines the forms of learning. This is where the decision is made as to whether a webinar or self-study with digital content makes the most sense. Combinations of videos, face-to-face events and digital tests are also possible and must be coordinated with one another in terms of time. The detailed concept builds on this and deals with the development of the materials for the trainers (guidelines, scripts). Finally, the necessary learning materials are designed. Make sure that the content fits the target group." (Https://www.webcampus.de/blog/261/welche-didaktischen-konzepte-unterstuetzen-das-e-learning, no date).
    This approach reflects a typical top-down structure, as it is used in Backward Design.
  • If the target group is not properly addressed or the needs of the learners are not met, even a multimedia design or didactic learning units do not create a knowledge transfer.

Last modified: Sunday, 22 May 2022, 9:58 AM