Illumínati E -Learning Solutions

1. Nathalie Laforet Final Project Illumínati E-Learning Solutions Where Inquiry & Analysis Meet Creativity & Talent to Produce Engaging Material with Positive & Quantifiable Results

2. Partner with Illuminati Our e-learning course designers work hand-in-hand with your experts in order to design a course tailored for your individual needs.

3. Our Philosophy At Illuminati, we believe that learning is influenced mainly by how the brain functions. As a result, we focus less on the traditional behaviorism (stimulus/response) model and more on a cognitivist model. Emphasis is made on supporting short-term and long-term memory to develop “schemas” in the brain. The development of schemas result in a deeper understanding of material through assimilation and accomodation.

4. Our mission is to create and support the most innovative and successful e-learning solutions on the market, today and in the future.

5. What does that Mean to You? It means that our course designers will be using the most advanced techniques to ensure long-lasting and more meaningful results.

6. How do we design a course? In order to design a course for your particular needs we go through a 7 step process.

7. Our Team Works Closely with your Learners and Management Team during each Phase to Assure the Highest Quality Program

8. BrainSproutz, LLC E-Learning Design Document This purpose of this presentation is to document the design plans for training modules collectively referred to as: How to Submit your Course Content to BrainSproutz

9. What does BrainSproutz Need? The purpose of the e-learning design project is to train instructors who want to offer their courses on the BrainSproutzLMS platform. The end goal is that they will successfully submit their course content according to the BrainSproutz submission guidelinesreducing frustration & submission failures thereby increasing overall efficiency for both the instructor and BrainSproutz staff.

10. Performance/Needs Analysis

11. Performance/ Needs Analysis Where’s the gap? Is it a skill? Is it knowledge? Don’t despair! We can help you find the gap and seal it tight!

12. Target Population Analysis • What is the target instructor’s average age? • Does the average instructor have the necessary computer skills to complete the project? • Does the average instructor have any experience in the delivery of self-paced asynchronous e-learning courses? • If so, what is the level of expertise in self-paced asynchronous e-learning? • Do instructors have experience in social media for education. • What is the level of expertise as an SME? • Are new instructors motivated to spend the time to package their courses?

13. Target Population Findings Education Level: 67 % MA 33% PhD Average age: 45 although many were under 30 and over 60 years old. Self-paced asynchronous course delivery experience: 2%, however 28% had experience with Moodle or Blackboard. Gaps in basic computer skills found in group over 60 years old. All participants were uncertain of procedures. Motivation low for younger employed professors, no time, compensation too low etc. Moderately high for unemployed , compensation and recognition major factors.

14. Task Analysis Tasks are mainly procedural in nature but include many steps interlaced with a certain level of computer knowledge and skills. Courses must assume that all instructors are novices, lay foundation, then build to include all necessary elements to achieve learning outcomes.

15. Task Analysis m More difficult job tasks, which include tasks j Easier job tasks , which include TASKS Basic Skills M D difficulty

16. Task Analysis Example

17. Task Analysis Example (con’t)

18. Training Plan Part A **Learning guides will be available for download for each individual course** *Downloadable memory cards will be provided for certain courses.

19. Training Plan Part B Web 2.0 In addition to e-learning courses, Illuminati recommends that you consider offering the following collaborative social media tools to your prospective instuctors/content providers:

20. Learning Outcomes Learning Objectives areTransformed into Learning Outcomes which are Quantifiable and Reproducible: • Description of task • Under what conditions • To what level of expertise Ex: Data entry personnel will be able to type at least 100 words per minute, on a standard PC using Word 2010, in English without errors.

21. Learning Outcomes

22. Assessments

23. Assessments

24. Generic Assessment Example

25. Content Example

26. Content Example 2

27. Summary At the end of these modules, learners will be able to submit their live courses for online transition in conformity with the guidelines and acceptance rules set forth by BrainSproutz, LLC.

28. The Relevancy Factor The 3 things that most learners want to know: • Why am I taking this course? • What am I suppose to do with all this info? • How can I prove I know it?

29. Assessment and Feedback E –Learning Program Delivery Learners want to know : We provide this at the outset with clear quantifiable Learning Outcomes. Our programs demonstrate, through practical exercises and immediate feedback, how to incorporate the information into every day work activities. Frequent Feedback and Knowledge Assessments • Why am I taking this course? • What am I suppose to do with all this info? • How can I prove I know it?

30. Real World and Virtual World Assessments

31. Engage the Learner Self-Paced Asynchronous Just –in-Time Branded Facebook Page Blogs Wikis Mobile applications WebEx Teleconferences

32. Web 2.0 Options Do You Need it? Let’s Find Out! Your free Web 2.0 Analysis is included with every E-Learning project.

33. Employees at yet another session of in-house developed training.

34. Employees who have just completed an Illuminati course in Team Dynamics.

35. Thank you for considering us for your project! Please ask your Illuminati representative for the hardcopy of the design document. Once signed, we will schedule your project . We are looking forward to working with you!