Engaging action based elearning

Our aim is to replace passive elearning with realistic, challenging, and engaging activities underpinned by the development of enquiry and problem solving skills.

Where elearning is attempted it often follows a transmission of knowledge approach, that focuses on factual or procedural knowledge which is heavy on information but light on action.

Our elearning modules have been constructed to meet the need to incorporate higher level learning which will complement face to face delivery to produce a blended solution.

At eLearning Works Ltd. we will support both teacher and learner through lower-order learning to higher-order thinking skills in four simple levels.

drawit-diagram

Click on the levels below to find out more.

LEVEL 1 KNOWLEDGE AND UNDERSTANDING

Remembering – Recognising, listing, describing, identifying, retrieving, naming, locating, finding

Understanding – Interpreting, summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

How this supports the learner

  1. The learner is set a series of questions to enable them to identify gaps in their knowledge.
  2. Module can help learners prepare for examinations.
  3. This is the first step in the learner taking responsibility for their own learning and their own progress.

How this supports the teacher:

  • Level 1 modules can be used to test entry knowledge and can be undertaken after contact with tutor or after a period of self study.
  • They can be used in the classroom as a more interactive plenary session.
  • They can be set for the learner to complete in their own time, freeing up face to face time with the teacher.
  • Results can be recorded on-line and viewed by the teacher for tracking progress and recording guided learning hours for funding purposes.

LEVEL 2 APPLY

Applying – Implementing, carrying out, using, executing

How this supports the learner

Learners are required to apply knowledge to a real-life situation.

This continues the transfer of responsibility for learning from teacher to learners.

How this supports the teacher

Level 2 modules ensure engagement and allow for a differentiated approach.

Today’s learners have high expectations of technology to assist in their learning process.

The teacher can readily identify those learners requiring further support and learners begin to recognise where support might be needed.

Empowering learners is proven to improve success rates.

Pre-prepared modules allow the teacher’s time to be used more efficiently.

LEVEL 3  ANALYSE

Analysing – Comparing, organising, deconstructing, attributing, outlining, finding, structuring, integrating

How this supports the learner

Learners take on a role requiring them to carry out an investigation.

Learners are enabled to work independently of the teacher within a supported and scaffolded approach.

Peer learning can be introduced at this point enabling learners to support each other.

How this supports the teacher

Level 3 modules allow the teacher to develop higher level learning strategies within the classroom.

The students are supported by the materials and each other, becoming less dependant on the teacher.

The materials engage the learner in readiness for deeper discussions in the classroom.

The teacher is made available to use their teaching skills to guide discussions and use their own experiences to add value.

LEVEL 4 EVALUATION AND CREATION

Evaluating – Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring

Creating – designing, constructing, planning, producing, inventing, devising, making

How this supports the learner

Learners are required to make a judgement and justify their recommendations.

Learners present their findings to peers or to the teacher.

Learners are now independent of the teacher and are able to self and/or peer assess.

How this supports the teacher

Level 4 modules allow the teacher to develop a collaborative approach to the learning process.

The teacher’s experiences support the learner’s findings and recommendations.

Easy to use and up to date materials remove the burden of preparation and assessment from the teacher.

Modules can be developed as stand alone topics for self study or can be embedded into the curriculum for a blended approach.


Click here to see how these levels work in different subject areas.