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A Design Procedure for Creating Training Courses

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Kossionides, C.M., Xenos, D. & Giannopoulos, N. (2001). A Design Procedure for Creating Training Courses. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 1316-1317). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/8634.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2001
Norfolk, VA
2001
ISBN 1-880094-42-8
  Craig Montgomerie & Jarmo Viteli
AACE

More Information on EDMEDIA
Table of Contents

Authors

Christina Metaxaki - Kossionides, Univ. of Thrace, Greece; Dionysios Xenos, EYDAP, Greece; Nikolaos Giannopoulos, BRS, Greece

Abstract

The training is a key issue in our days. The training, retraining life-long learning are thought to be absolutely necessary for people sharing the labor market in the Information Society. Ways of building curricula, planning of courses are objects of a very large amount of presentations, papers, good practices. In this work, we present an approach to face the subject on a systematic way. The training of the employees of an organization is a difficult task, as they have to understand new trends and use the aquired knowledge and skills to improve their position and be more productive. Among the problems arising, during training is the restriction of available time. So, the courses must be well designed and delivered, to be fruitful and achieve their target. Another major problem, which is quite common especially with IT courses, is that they are quite similar for all employees and they are delivered on different levels including awareness. The highly interactive and graphical environment makes the training task more competitive for them. The approach we present here is suitable for designing courses for trainees (employees, students etc) to achieve knowledge and skills. The approach consists of a good number of parallel phases which can be repeated. By every repetition the design is more detailed. The parallel phases are merged and split, starting a new parallel phase. The whole procedure resembles the filling of an empty cell. The approach is transferable and the concepts can be used for evaluation and redesigning of the course.

Keywords

• Training
• Learning Objects

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