Page 38 - Computer Based Training OUM

 The definition is made especially clear by the use of
bullets to emphasize the critical features
 Note that the definitions and examples are placed in a

table
9. Teaching Concepts in e-Learning

 In design of e-learning the instructional methods linked to
content types are the same as those used in print media

 The major differences include layout of information on the
screen and potential use of audio, color, and animation

 Some important principles are keep screens uncluttered;
use lean text and supplement with graphics and audio

10. Practice Methods for Concepts
 To design practice at the application level, give the

learner an assortment of new examples and counter-
examples that were not used in the lesson and ask him to

identify the valid examples
 Classification practice is needed because the trainee can

classifies each sample as a valid or invalid example of the
concept. Successful classification indicates that the employee
can discriminate effectively. This type of practice can be

designed for both classroom and e-learning

 In the classroom you can use a variety of paper-and-pencil
formats or performance-type classification exercises. A
performance exercise presents real objects that are classified

by the learner. A performance concept practice is used when
training inspectors

 To provide classification practice, e-learning can readily
handle items such as multiple-choice and matching and

simple on-screen text input. In asynchronous e-learning,
you will need to decide on your item type as well as

response options. Synchronous e-learning likewise offers
many facilities for classification practice, including chat,
whiteboard activities, polling, and audio