e-learning user manual

e-learning user manual LINK 1 ENTER SITE >>> http://gg.gg/11g3mx <<< Download LINK 2 ENTER SITE >>> http://inx.lv/CVoK <<< Download PDF File Name:e-learning user manual.pdf Size: 2539 KB Type: PDF, ePub, eBook Uploaded: 11 May 2019, 17:15 Rating: 4.6/5 from 775 votes. Status: AVAILABLE Last checked: 10 Minutes ago! eBook includes PDF, ePub and Kindle version In order to read or download e-learning user manual ebook, you need to create a FREE account. ✔ Register a free 1 month Trial Account. ✔ Download as many books as you like (Personal use) ✔ Cancel the membership at any time if not satisfied. ✔ Join Over 80000 Happy Readers e-learning user manual It is important to make sure that you use the exact login. The login is case sensitive so use upper and lower case where we have done so in our email to you. The topics that you have paid for will be immediately accessible to you. This is your course material. Please read our Terms and Conditions if you haven’t already done so. The course is designed for you to study the topics in numerical order. If you have chosen to certificate with us then when you believe that you are ready please email us to let us know, we will review your learning with you at this time. It is incredible how many eLearning developers fail to do this. Most times, they worry too much on the content development and lose focus on user friendliness. Companies like Braun and Apple, for instance, are perfect models for this. Every product they ship is easy to use users don’t need a manual to make it work.. Instead of trying to accomplish a lot of unnecessary work and do things poorly in the end, concentrate your efforts to one or two essential stuff.. More content, more flashy technology, and more ideas stuffed into a single presentation is a sure recipe for disaster. Instead of drowning students in a sea of content, why not keep stick to one idea and help them understand it deeply?. Make it easier for readers to consume most of your content. Highlight keywords, use appropriate headings, write concise sentences and paragraphs, get to the point quickly, and utilize lists and bullet points.. Humans aren't good at remembering things, so courses should be designed with this in mind. Captivate people using high quality images that align with your message. T ry to keep images as simple as possible. Sizing graphics appropriately can also effectively lead the eye around the screen. Any screenshots, demonstrative diagrams, or other visually-presented information should be formatted properly to be seen clearly. http://www.hospvetcentral.pt/site/upload/cpim-exam-content-manual-pdf.xml e-learning user manual, e-learning user manual pdf, e-learning user manual download, e-learning user manual free, e-learning user manual online. The right contrast between the background and content is one of the most basic but most important design principles. You need to select a background color that's compatible with your font color. Choose a clearly readable font and maintain a consistent size throughout, simple! Respect your students’ time by keeping your content concise and focused. Aim for meaningful interaction, not more information; simple yet purposeful graphics, not complicated and flashy images and videos.. That's why you need to p lace a high value on whitespace. It keeps web pages free of clutter and offer readers more room to breathe. It directs their attention to important elements, show relationships between items and establish a pattern of hierarchy of content.. For example, organize concepts using bullets or numbers. This will not only ensure a greater retention for the learner, but it also helps the learner find key points quickly. Simplify your course and organize it around the expectations of your students. Care for usable navigation, readable fonts, and extremely useful and engaging interface. Your design should be user-friendly and user-focused.. Don’t exagerate with animations and interactions. While in small doses it can be exciting and enhance learner experience, too much of these, reduces retention rates, and slows down the amount of time it takes for your course to load. Share your tips in the comments. The software was developed to reduce the costs of using new media in education and to offer the maximum level of customer influence in the implementation of a Learning Management System. ILIAS allows efficient creation of courses and course materials. It offers standardized tools and templates for the learning and working process including integrated navigation and administration. ILIAS is available as open source software under the GNU General Public Licence (GPL) and can be used without any restrictions. http://ladachess.ru/userfiles/cpk-17-manual.xml Due to the openness of its source code ILIAS can be adapted easily to specific requirements. Users worldwide contribute already to the software development coordinated by the ILIAS open source team at ETH Zurich and University of Cologne. The ILIAS 3 User Guide and Reference Manual This documentation is the official documentation of ILIAS 3. It comprises two sections: an user guide and a reference manual.This kind of documentation explains how things are done. The basis of a user guide are the use cases, which have been defined by the domain expert, who specified the requirements for the software.It is basically a specification on how things work. This documentation of ILIAS will be offered in several languages based on the same structure. All developers and users are welcome to participate in creating this documentation for ILIAS 3. Ask the ILIAS-Team for write access to this documentation. Consequently, all common units are on offer via e-learning mode, to which end we have successfully rolled out a Learning Management System to manage your academia for the concerned units. This is a brief guide to help you get started on the MUST eCampus. In case you have any challenge, reach out for help from the ICT and OdeL departments. You can also submit a support ticket through the OdeL Helpdesk ( ) for quick detailed assistance online. Notify me of new posts by email. Environmental Science and Resource Mngt Semester dates. System provides the capability to manage and administer all aspects of yourBy creating powerful training resourcesNote that you can choose Password Type as beingReturn to Main Menu; Send to Printer; or simply close your web browser to exitAssessments, Return to Main Menu, View our Integrated Training Solutions whichBusiness, Microsoft, etc., or Search Courses by Job Position if the company hasAfter selecting the option to Return to. Main Menu as displayed on the screen above, we will select the option Search. Catalog. http://www.familyreunionapp.com/family/events/bose-stereo-system-manual The following screen will be displayed. Certification Programs or Turn Advanced Search On; this being the capability to. Excel, etc. to list all courses which contain the specific word or words in thePosition; use the drop down box to select your course category; enter the. Course Number; or Choose Course Type, the primary purpose of the screen aboveFor example, ifYou select theIf you agree to the course selection chosen,Continue to Register button or you can finalize your selection by choosing Make. Payment Arrangements. In our example, we will assume that the Excel 2007. Series course is the only one we wish to access so we will select Make Payment. Arrangements. By selecting Make Payment Arrangements, you are submitting thePayment Arrangements to submit the course(s) selected for approval as discussedArrangements, the following screen is displayed. Should you wish to addButton, you will receive an e-mail indicating the following: Once the course(s) have been approved either by theOnce the payment has been made,As a Registered Student, you can performIn addition, Effective. Presentations; Developing an Effective Message and Excel 2007: Creating a. Worksheet are likewise displayed. These 2 courses are actually free coursesYou can view the Summary of theIf you choose to logout of the. It even has your name on it! Select the course you want to work on, click and you’ll be taken to the course home page. On the left under ACADEMICS, you will see the link-STUDENT SCHEDULE. Click on the course you want. If you have a pop-up blocker installed you will have to set it to accept pop-ups from this site. This can usually be found in your browser’s “tools” menu and is not difficult to set. WCCC is committed to providing you with a trouble-free learning experience. Should we experience a server outage due to power or equipment failures, we will endeavor to have all systems up and running again as soon as possible. Thank you in advance for your patience. http://hermandadtropasnomadas.com/images/canon-pixma-ip3600-manual.pdf We appreciate your notifying us if the site appears to be down. Remember to select Continue when you are done. This week’s challenge features some amazing ideas and examples of ways course designers can orient learners. Thank you so much for joining the challenges! You can jump into this or any previous challenge anytime and we'll update the recap post to include your work. You can jump into any or all of the previous challenges anytime you want. I’ll update the recap posts to include your demos. We’ll link back to your posts so the great work you’re sharing gets even more exposure. If you have one or more ideas you'd like to share, please jump over to the original challenge and post your links in the comments section. I'll update this recap page to include your examples. By continuing to browse the site you consent to the use of cookies. So before we could teach them how to use the computers, we had to teach simple things like using a mouse. I recall a few people who actually waved the mouse in front of the monitor hoping to get it to work. Because it was new and there wasn’t a lot of consistency around interface design, most courses started with a “how to navigate this course” course. It made sense back then. And besides, many elearning courses use a similar layout which makes it easy to know what to do. Because of this, it’s probably not necessary to have a mini course on how to navigate the course within your course. I think that in most cases they can be eliminated or at least simplified. Here’s an example from a recent course I previewed: Some slides may or may not have audio. Those that do have audio can be adjusted using the volume control button. If you want to increase the volume, place your mouse over the volume control. To turn the volume up, drag the mouse to the right. To turn the volume down, drag the mouse to the left. Find a volume level that is comfortable for you. This same course continued through explanations of all of the player features. They even went on to explain the logo panel. It probably took about 5 minutes just to get through the user interface. I’m not sure exactly, because I fell asleep. However, in many instances the navigation is obvious and needs no instruction, or just something real simple. They definitely don’t need a full course on how to navigate the course. A mini course on navigation impedes the flow and pacing of your course. So here are a few tips: When you watched your first YouTube video, did you have problems figuring out how to get it to play. If your course player follows convention, then it’s usually not hard to figure out what’s a play button and what’s a back arrow. It’s more fun to create a custom look and feel for your elearning courses. But, there’s a lot of value in having a consistent player structure. It means people know where things are and where to look for help. This lets them focus on the content and not how to navigate the course. But if you do violate some conventions, then be sure to provide clear instructions. Something to keep in mind is that if you have to offer a lot of navigation tips, you may want to rethink how you built the interface. Instead of throwing all of the navigation tips out at once, just offer them at the point where they need to be used. For example, the first time you want them to click play, just add a “click play now” prompt. After the first time, they should get it. This is a better approach than offering 30 navigation tips and a long, boring tour of the interface upfront. Most people won’t even remember all of that stuff, anyway. You may not be comfortable offering no navigation tips. And some clients will demand it anyway. So instead of forcing everyone to go through the tour at the front end, just add a help section where they can get some tips if they’re stuck. Many people who use Articulate Engage will create a drop down tab with detailed instructions for those who need them. Personally, my choice is to avoid building the “how to take the course” tour. But I still have to think about the audience needs. If you work with a pool of people who are not familiar with computers or seem intimidated by taking a course online, then you want to do everything you can to make it easy for them. This is where convention and just in time prompts are valuable. It’s one thing if the elearning course has some novel interface that is a bit confusing. But most elearning courses have the same basic structure. If the person can’t figure out how to advance the screen without help, they might not be the right person for the job. ?? There’s really no right or wrong way. In fact, in reviewing the recent Articulate Guru Awards, it’s interesting to see some of the ways this is dealt with. I’ll share more later. Share your thoughts by clicking on the comments link. Register here. Register here. Here's Why You Need an E-Learning Portfolio. My neighbour’s son who is barely seven is able to search on the internet and get to videos on YouTube. With the current scenario being such, it is indeed pointless wasting time on ”how to navigate” tours with the learning package. We do need prompts at occasional places, especially when it comes to learner activities, but making an entire demo is not worth it. It’s a waste of time and resources. I’ve long believed that if you need a lesson to teach people to use your lesson you’ve failed or you’ve picked the wrong people to include in your organization. In courses that may have special features which may not present an obvious idiom, I build these into a marketing slick that also doubles as a mini instruction. Something that looks attractive, yet simple. That way if someone asks if I needed to build instructions for the use of the course I can respond with “No”:P But occasionally, there’s call for something that’s just a little bit different. Just in time prompts work well in these cases. Aligning to an existing expectation or idiom, or at least targeting a reasonably attainable new idiom is the goal. Neither should require much instruction to acquire. If it’s logically designed and follows standard conventions for interaction elements, people will adapt. It’s the kind of design I’m looking for a project in progress. The regular e-courses don’t include navigation help. That way, users who need help can learn up front and users that don’t need help aren’t bored. Most all my courses either advance automatically, or there are places on the screen where people have to click a choice (not a next btn) to continue. The only time I use a next btn is if they are exploring several things on a slide and need to click next when they’re ready to move on. That’s why I’ve put in a feature request for a template to show only the left navigation but hide the player buttons (just like you can hide the seek bar). Fingers crossed it makes the cut. Next time they need to use it, they will know. This is my least favorite method, though. If your audience always takes courses generated with the same tools on a regular basis, I could agree, but each vendor has its own player controls, its own helpful ancillary tools, and sometimes its own technology platform which affects how the lesson will play. In my experience, most learners take a class only occasionally and each course comes from a different vendor. That way, there’s no hunting for it.I’m relatively new to Articulate and I couldn’t find where to enable that Help button. Is it in the Player Templates settings.I’m just throwing out alternatives. While most people these days seem to be comfortable with computer interfaces, there are still many who use computers at work because they have no choice, but they are still not comfortable with them, so having some sort of instruction is helpful. As always, you’ve got to know your audience. At the Articulate training I recently attended, Charles Zoffuto with Yukon Learning suggested a PowerPoint slide with a motion path animation that quickly showed users how to navigate the course. Simple, yet effective. I recall an elearning project I worked on back around 2003 where it was insisted we build a intro module on how to use the course. Not only that, but build an intro to the intro on how to use a mouse, turn on the computer, and use a keyboard! Not everyone is a Windows users, but more often than not users in corporations use Windows. People are already “trained” on how to close a window so why would we interrupt that convention other than style? As a fairly newbie to Articulate, I was and still am amazed that this isn’t built INTO the Articular Template. None of us should have to spend the time to build the Navigational Instructions. Can’t Articulate find the best one out there that is already developed, buy it and put it into the next version. Or, is there anyone out there who already HAS excellent tutorial they are willing to share. As a newbie, it has taken me as long to try and develop this module on navigational instructions and now you all think it isn’t necessary. I agree if this is for the business world. But I’m developing for continuing education for healthcare professionals who have been in the field FOREVER. Yes, they get a computer, but not as well as their kids. There is some comfort knowing there is a “How-to” if needed. I wouldn’t trade these experienced professionals for the world just because they can’t find the play button on some technology that is new to them. Just wondering. Why don’t we respect these differences. If our company of 50,0000 got rid of your so called clog, we would alleviate the need to have a company because the boomers hold most of the patents and intellectual property. This would leave several professional button pushers without a job, so perhaps you should focus on Tom’s original intent, which is the way that you can make it simple for both sets of users. I’m developing an eLearning for the company I’ve recently joined and had the same feelings that it really wasn’t necessary to provide upfront navigation instructions.At this stage of the game, as you said “If the person can’t figure out how to advance the screen without help, they might not be the right person for the job”. No sense in confusing anyone. Any suggestions on that end of things will be welcomed.Although, if you’re using Articulate Engage Objects, some of them may not be “conventional.” We have one slide in each course called “elearning orientation” where we point out the different kinds of objects. We also add an instruction line as the last line on every screen to say something like “click another tab to continue,” because we learned that our users were not viewing all the material on each slide because they were clicking through, not realizing there was more than just what was displayed when they landed on the slide. Check out this tutorial: I used to have a simple navigation slide that was part of my starter course. I always used that in all of the courses that used the same player structure. It’s well beyond anything I imagined. I’m a e-learning newbie. While this caliber of training is probably a stretch for most, I think it has some great ideas. I encourage you to check it out. It definitely raises the bar on e-learning. But I believe this one needs to be taken in context. Within the context of and Elearning object or within training for an organization I would agree that perhaps you would not need to develop these instructions. However in the field of distance education higher education I have found that course design varies by instructor and student experience vary widely. Throw in stress and the distance ed component and this type of hand holding is required in my opinion. My elearning site is for 16-18yr old students and now I seriously doubt they need me to tell them how to use the site. You’ve saved me a lot of time and bother, thanks Ultimately, you have to do what works for your course and for your audience. With that said, even if you do the hand holding, there’s no reason why it always has to be a detailed tour like I see in the many courses. I work for a government organisation with over 18000 employees. These people range from Gen Y back to the Baby Boomers, and in some instances earlier. We receive a significant number of calls from our more mature people seeking assistance in how to progress through an online module. Even though we have been offering e-learning for over five years, these poeple still find themself outside of their comfort zone. We (try to) provide clear instructions and consistant interfaces, but we also provide a Help button that links to a standard set of help screens. This gives the learner the option to seek additional help without getting in the way of those learners more comfortable with online technologies. Thanks for your great blog! In addition to teaching the learners how to use a proprietary system and how to navigate the eLearning tutorials we were building for them, we ended up having to teach them basic computer skills. This was definitely scope creep. But we had to address it because all the learners needed a similar skill set in order to use the eLearning.It is easy to make it a habit to explain too much. Important to remember who the recipient is and what level they are at. However it does depend on your audience. We’ve done some projects where the users have not been very computer savvy and good guidance was vital to stop them giving up in frustration when they weren’t sure what to do. Which means only explaining the most important and the most unfamiliar features. In this case I would probably choose to only explain the Notes tab (especially when it contains the voice-over transcript), the dragging of the blue seekbar (not always known by users), maybe the pause button, and the options at the top right, such as Attachments, Glossary, Help, etc. (otherwise they might not notice them), and then explain any customized buttons or branching used in the course. In my opinion, it’s not about computer skills.I’ve met super sharp and curious explorers in all ranges. And I’ve met the opposite in all of the same generation categories. We tried removing the Next button entirely, since I think it encourages tendencies to push content on a conveyer belt, in favor of more organic activity cues to drive the experience. But that wasn’t the right thing either, according to our focus groups (it wasn’t what folks had become accustomed to). The focus group feedback, even feedback from a minority of the participants, is processed and implemented in some way if we can articulate a good solution that works for most if not all of the potential audience. At a minimum, if someone can read and has even mediocre comprehension skills, they can succeed comfortably.That’s not to say that we exclude activities and content delivery methods that aren’t challenging, but we draw the line at making the packaging complex. When we were prototyping courses and ideas, we’d publish the course and just send out to X users for them to look at with no instructions. We never ever got feedback on the navigation. Seems they were always able to figure out what to do. We sometimes put an Engage labeled graphic to describe our courses but had just purchased a FLIP camera so I shot that video in one day at no cost. We thought it was a fun intro to our Calling Card since one of the points was to introduce ourselves and get our clients excited about the product. And since I don’t have to go into an expensive studio to re-do it, it’s easy. And people are often so impatient that they actually get annoyed that they don’t know what to do and quit. They don’t blame themselves but, instead, end up getting frustrated and feeling there’s something wrong with the training. So why not add a quick video to describe where they are and get them involved in an engaging and creative way. It settles them in and gets them comfy in your learning space. Great ideas! I know that the audience is the critical factor here (and their experience with eLearning), but it’s challenging at times trying to figure out how much to walk them through the navigation (even in a voluntary accessible nav aid). Sure, it isn’t quite the same as an Elearning module that is designed basically as “plug and play”, but it promised to be easy to figure out. Unfortunately, that was not the collective experience of this class. There were technical issues with microphones. Students could not locate the materials. Participation was pitiful. And terminology of application icons did not evoke the same meaning for everyone. All in all it was a rocky start. If pushing you into the deep end of the pool resulted in Olympic swimmers, the YMCA wouldn’t be teaching swimming classes. A pilot, who’s life depends upon instant visual recognition of instrument controls, will intuitively understand online course navigation symbols. A corporate senior administrator, who depends upon an assistant to help attach a document to an email, may need step-by-step instructions and the option to access them throughout an online course. The learner’s not forced to sit through instruction and gives them the control in the course. It never fails, I will always have a couple of people to look at the course and be totally freaked. Thanks for great post and i will share this post in my Best E-Learning to let my friend know its important. Awesome!!! Might as well put them in problem solving mode from the gate. MUUuahahahaHA! (Thank you Michael Allen! ) We’re dealing with (generally) a generation who knows what a play button looks like and more importantly, isn’t afraid to hit buttons to see what they do. Unfortunatley, it does come down to audience and around here we are dealing with folks who don’t often use a computer and who probably have never taken e-learning. So we just keep it simple on the surface but attach a more detailed demo they can click on if they have problems. Unfortunately in an educational setting you can’t “fire” them from your class. ?? My Subject Matter Expert Needs to Edit My E-Learning Course All rights reserved. The AGREE II is the revised tool for PG development, reporting, and evaluation, comprised of 23 items, two global rating scores, and a new User's Manual. In this study, we sought to develop, execute, and evaluate the impact of two internet interventions designed to accelerate the capacity of stakeholders to use the AGREE II. For the practice PG appraisal, participants received feedback on how their scores compared to expert norms and formative feedback if scores fell outside the predefined range. ' AGREE II User's Manual PDF (control condition)' -- participants reviewed a PDF copy of the AGREE II only. All participants evaluated a test PG using the AGREE II. Outcomes of interest were learners' performance, satisfaction, self-efficacy, mental effort, time-on-task, and perceptions of AGREE II. Results No differences emerged between training conditions on any of the outcome measures. Conclusions We believe these results can be explained by better than anticipated performance of the AGREE II PDF materials (control condition) or the participants' level of health methodology and PG experience rather than the failure of the online training interventions. Some data suggest the online tools may be useful for trainees new to this field; however, this requires further study. Given the breadth and heterogeneity of the AGREE II's stakeholder group, efforts to promote and facilitate its application are complex. The internet is a key medium to reach a vast, varied, and global audience. However, passive internet dissemination alone, even with a primed and interested audience, will not fully optimize its application and use. Our interest was to explore educational interventions and to leverage technical platforms to accelerate an effective application process. E-learning (internet-based training) provides a potentially effective, standardized, and cost-efficient model for training in the use of AGREE II. Improved learning outcomes seemed to be associated with designs that included interactivity, practice exercises, repetition, and feedback. Thus, e-learning appeared to be a promising solution for our context. In this study, we wanted to design and test two e-learning interventions, a tutorial alone versus a tutorial plus an interactive practice exercise, against a more traditional learning form to determine their impact on outcomes related to the AGREE II. Our primary research question is, whether compared to just reading the User's Manual, does the addition of an online tutorial program, with or without a practice exercise with feedback, improve learners' performance and increase learners' satisfaction and self-efficacy with the AGREE II. For exploratory purposes, we also examined whether differences existed across the outcome measures between the two e-learning intervention groups. Study design and intervention A single factorial design with three levels of training intervention was implemented (see Figure 1 ). Figure 1 They were then presented with the practice exercise that required participants to read a sample or 'practice' PG and appraise it using the AGREE II. Upon entering each AGREE II score, participants were provided immediate feedback on how their score compared to the mean of four experts.