e-Learning Done Right

Fundamentals and beyond

A 6-part online course with a live instructor aiming to equip attendees with all basic knowledge required for designing, managing, implementing and evaluating result-oriented elearning initiatives.

Reserve it!

Who is this for?

  • Anyone who is (or will be) a stakeholder in elearning projects, whether they will be involved in actual design and implementation or not
  • Anyone who will engage in transforming existing learning content into content suitable for elearning
  • Anyone who will review and evaluate vendor proposals for the development of elearning
  • Anyone who will manage an elearning project or make decisions regarding style, tone, structure, technology, delivery and evaluation of an elearning program

What will I learn?

At the end of the course, participants can expect to:

  • Know how to implement a learning needs analysis
  • Have a clear understanding of the components of instructional design
  • Be able to apply major elearning implementation models
  • Understand and be able to use content creation techniques
  • Be able to assess technological requirements and limitations
  • Be able to identify and present the value of an elearning initiative
  • Understand concepts related to gamification and game-based learning, and be able to implement them in content design

How does it work?

  • Elearning done right is an online course delivered by a live instructor.
  • It consists of 3 sessions lasting 4 hours each.
  • Participants are not expected to do work outside the seminars, but are provided with resources for further study.
  • The instructor is available for consultation and guidance over email for the whole duration of the course and for an additional 2 weeks after the end of the course.
  • All seminars conclude in a hands-on workshop for knowledge activation.

The Course

Implementation models and learning needs analysis

  • Introduction to the course
  • Course goals
  • What is Instructional Design?
  • Implementation models for elearning programs
    • The ADDIE model
    • Successive Approximation
    • Rapid elearning
  • Introduction to learning needs analysis
    • Mager & Pipe learning gap analysis
    • Working with trainee personas
    • User, content, and context analysis
    • Learning goals vs learning objectives
  • Hands-on workshop

Content design models

  • Bloom’s taxonomy of educational objectives
    • The cognitive domain
    • The affective domain
  • The RLO model
    • Concept, fact, procedure, process and principle
  • Gagne’s 9 events of instruction
  • Hands-on workshop

Working with pre-existing content

  • The need for transforming pre-existing content
  • Principles of authoring learning content
    • Connection with objectives
    • The 4 functions of content: Presentation, controlled practice,
      open practice, production
    • Ensuring clarity and directness
    • Managing screen real estate
  • Interactivity
    • When we need interactivity
    • Interactivity for low-end tech specs
  • Quizzes and tests
    • Teaching vs assessment
    • Balancing difficulty
    • Adaptive testing
    • Interpreting results
  • Hands-on workshop

elearning technologies

  • Overview
    • Content creation tools
    • LMSs and other elearning management
      platforms
    • Communication protocols
  • Evaluating technologies: maintainability,
    compatibility, usability, modularity and
    accessibility
  • Hands-on workshop

elearning program evaluation

  • The importance of evaluation
  • Formative and summative evaluation
  • Kirkpatrick’s 4 levels of evaluation
  • Principles of evaluation
  • The Kirkpatrick business partnership model
  • Hands-on workshop

Gamification and game-based learning

  • Introduction to gamification
    • Goals of gamification
    • Motivational theory and gamification
    • Successful gamification case studies
    • Werbach’s 5 stages of gamification design
    • The Octalysis framework
  • Introduction to game-based learning
    • Why and when to use games to teach
    • Major archetypes of game-based learning
      • Visual novels for training
      • Board games
      • Simulation
    • Designing a learning game: the game design document
  • Hands-on workshop

CCS are an award-winning international provider of learning solutions and services, working with clients to produce business results by harvesting the power of knowledge.

Major Clients

The instructor

Christos Anthis is a learning strategist with 20 years of experience in the field of instructional design and tech-based education.
His expertise spans a wide range of related topics, from behavioral design for learning to game-based training and motivational design.
He is a member of the American Association for Talent Development.