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Main components for creating and adapting didactic learning

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Main components for creating and adapting didactic learning

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Input, Scaffolding learning, Interaction and pushed out put.

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CONTENT
Learners create their own knowledge

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Developers often get tasked with a wide array of projects. You may not have the knowledge of corporate training best practices like you have of firewall management strategies. However, if you were tasked with developing micro learning training courses, that should not impact the end result of your product. Here are five tips to develop the best micro learning training programs to keep your corporate clients coming back for more.

Stick To A Single Objective

Micro learning is given that name because it focuses on teaching one brief lesson at a time. Make sure that each micro learning lesson you create teaches just one simple concept. Microlearning is tailored to the busy days of corporate learners. Focus on one subject with bite sized information in order to make your microlearning program effective.

Make It Available On Multiple Platforms

Corporate learners often access corporate training programs on their mobile devices. It is more convenient for them, especially when they are reformatting computer for work. That is why you need to make your micro learning courses multiplatform capable. Use a responsive design tool in order to create one master layout that you can adjust based on the device being used for access. Mobile micro learning courses offer better learner engagement and participation. Make sure your micro e-learning solutions are cross compatible with all different platforms.

Use Great Visuals

Any worthwhile microlearning training program will make great use of visuals. Visual help to simplify complicated ideas and grab the learner's attention. This is crucial for e-learning, in particular. If you want to develop a micro learning software solution that helps to engage the learner, you absolute have to include visuals in each and every mico lesson.

Use Real, Specific Examples

E-learning courses are not effective if they do not use real word examples to teach lessons. E-learners learn best when the relate to the content. Real, specific case samples achieve retention quicker, which is a must for micro learning. Make use of real-word case studies to teach complicated topics in a brief, quick manner.

Include Demos

Demonstrations can also help engage professional learners. They also help improve learner comprehension. These demos allow the students to test out their skills on their owns with quizzes, games and more. Just like demos and images improve website stickiness, they also improve the stickiness of your lesson. Make sure to use demos to get a gauge of student knowledge retention when developing micro learning training solutions.

If you are a developer, you may not have the most in-depth knowledge of corporate training best practices. That is why you should follow the micro learning development tips above. These strategies will help you to develop the most effective corporate micro training courses on the market. That is sure to gain you more clients, which is never a bad thing for a developer. Keep these micro learning strategies in mind throughout the development process. You will be glad you did.

Photo from https://www.designingdigitally.com/blog/2017/02/micro-learning-new-way-learning-employee-training

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5 Micro Learning Development Tips To Create Flawless Training Programs

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Developers often get tasked with a wide array of projects. You may not have the knowledge of corporate training best practices like you have of firewall management strategies. However, if you were tasked with developing micro learning training courses, that should not impact the end result of your product.

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Learning through that language, reconstructing the
content and its related cognitive processes.

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Intercultural awareness is fundamental to Content and language integrated learning (CLIL).

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To
enable the learners to create their own interpretation of content

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 Quality Principle No. 2: Scaffolding Learning 

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 Quality Principle No. 2: Scaffolding Learning 

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The students need scaffolding2
to help them cope with language
input of all sorts, The quantity and intensity of scaffolding can be reduced as
students’ language skills advance.
In order to facilitate skill learning, instructional activities should “set up contexts
in which these skills can be displayed, monitored, and appropriate feedback
given to the shape of their acquisition” (Lyster 2007: 149).

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 Quality Principle No. 3: Rich Interaction and Pushed Output 

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 Quality Principle No. 3: Rich Interaction and Pushed Output 

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Learners need to be pushed to make use of their resources; they need to  have their linguistic abilities stretched to their fullest, they need to reflect on their output and consider ways of modifying it to enhance comprehensibility, appropriateness and accuracy, Task-repetition is another very efficient way to promote communication
skills.

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension

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Cultures differ in many aspects including view of self, perceptions of time, and verbal and non-verbal communication styles, which need to be taken into account also, Students do not only have to learn how to talk about key issues in the lingua franca. They also need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and
strategies to address them and they need to be taught how to keep the flow of
communication going without offending the partner.

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Selecting appropriate classroom materials, Classroom content should be meaningful in a sense that it focuses on global problems facing mankind, while connecting with the daily lives of our students and their areas
of interest. Subject learning through a foreign language works best when new topics are presented in such a way that the affective filters of the students remain wide open and when students can link new input to prior knowledge, experiences and
attitudes. prepare for the next lesson, to review issues dealt with in class using a different medium/mode of presentation, or for individual portfolio work. What is needed for successful learning is an appropriate balance of teacher-directed and learner-directed activities; thus enabling teachers to provide the necessary, modeling scaffolding and motivation.

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 Quality Principle No. 5: Make it H.O.T. 

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 Quality Principle No. 5: Make it H.O.T. 

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Students need to be shown how to express their thoughts in an increasingly complex manner: “Every learning involves language learning or is language learning at the same time and (that) communication, therefore is of overriding importance also in subject learning” (Vollmer 2008: 273).
Zwiers (2006) demonstrates how academic thinking skills
can easily be incorporated into one’s teaching routine and how the verbalization of these thinking skills can be fostered through various activities and with the use of writing scripts/scaffolding frames.

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Quality Principle No. 6: Sustainable Learning 

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Quality Principle No. 6: Sustainable Learning 

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Passive knowledge has to be turned into active knowledge, Competent learners are those who can deliberately retrieve knowledge and apply it to solve problems or complete tasks. Ideally, many of their sub-skills have become highly automatized through meaningful practice and they are able to display the accurate and spontaneous use of their knowledge.
In CLIL, sustainable teaching and learning is of great importance since
teachers have to facilitate both the learning of the specific content and the learning/acquisition of a foreign language. In addition to that, they have to find ways of making sure that the students can talk about the respective topics in both their L1 and their L2.

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The CLIL-Pyramid was designed to visually represent the idea that quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction. The four Cs are the cornerstones of the base area of the CLIL-Pyramid which comes into existence when one tries to find the point where lines originating from each corners meet, It is meant to be a tool for lesson planning and materials
construction/adaptation, and tries to incorporate all the principles and strategies