This document discusses using Moodle for internal and product training within a business. It highlights key considerations like stakeholders, course structure, learning paths, and ensuring training is accessible from any location on different devices. Terminology and content glossaries are recommended to define important terms. Assessing learner knowledge through tools like knowledge sheets and reflection is also suggested to help sustain ongoing product training.
17. Credits The images used are all from flickr, under Creative Commons License Attribution 2.0 Generic (CC BY 2.0) newstandhttp://www.flickr.com/photos/85451010@N00/ blockshttp://www.flickr.com/photos/zscheyge/ hurdleshttp://www.flickr.com/photos/revdave/ shareholdershttp://www.flickr.com/photos/28143834@N00/ cubicleshttp://www.flickr.com/photos/plutor/ home office http://www.flickr.com/photos/jeremylevinedesign/ production line http://www.flickr.com/photos/bensutherland/ laptophttp://www.flickr.com/photos/tachyondecay/ ipadhttp://www.flickr.com/photos/smemon/ hippohttp://www.flickr.com/photos/crdot/ flashcardshttp://www.flickr.com/photos/cali4beach/ Sunglasses http://www.flickr.com/photos/ektogamat/ Questionhttp://www.flickr.com/photos/29890539@N07/
Notes de l'éditeur
Identifying and involving all stakeholders at the beginning of the project is key to fully understanding the business goals and objectives.
Identifying and involving all the future consumers of the training at the beginning of the project is also important to ensure you can understand their requirements.
Understanding the components of the training required to build the training courses helps keep the focus on the outcomes.
Having regular checks on progress is very useful in product training, and using Moodle 2 conditional release can help enable this effort.
Understanding the environment that the learner is learning in will help guide your choice of content and activities.
If they are at home, possibly easily distracted and unable to commit to a long focused time, then a 2 hour synchronous session may not be the most ideal choice.
If they are accessing training on the production line, or at their place of work noise, is the use audio on videos suitable?
The type of device they are using is also of importance, sometimes organisations have deployed desktops without sound cards and this can effect content and activity choice, others may have different screen sizes (smaller) which should be considered as well.
If they are mainly using a device like the ipad which does not play flash, what is the alternatives – perhaps a different activity/tool without Moodle or use of a service which can automatically deliver the correct video type to the device?
If the training is using a lot of specific terminology, the use of a dictionary within a glossary can be a good idea, however it has to be a teaching choice as to whether you provide the information or have the learners construct their own meaning in by adding entries themselves.
The glossary and random block can also act as visual flash cards on the course page, with either the terminology/definitions or as some use it for graphics/illustrations and even video clips.
