By David E. Stone
This booklet addresses the making plans and layout of Web-based education tasks, giving step by step instructions for making use of the framework of conventional educational layout to the calls for of designing Web-based education. Case experiences illustrate how language and cultural matters are addressed in classes concentrating on either delicate and technical talents. techniques and issues for various education situations are mentioned. The booklet comes in handy for senior education executives, education managers, and Web-based education designers and builders. Stone presents Web-based education consulting prone. Koskinen is a supervisor of technical education within the inner most zone
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Extra resources for Planning and Design for High-Tech Web-Based Training
Acceptance criteria focus on the functionality of the WBT being developed, not on the success of that WBT in addressing the business objective for which it was created. Evaluation of the WBT in those terms can only take place only after it has been successfully implemented. Also, throughout the project, both project and customer team members should be integrally involved in reviewing and approving the deliver- 26 Planning and Design for High-Tech Web-Based Training ables for each phase. It is imperative that both the supplier and the client take the necessary steps to ensure that each deliverable is satisfactory before further development continues.
For example, the learning strategies and styles of your learners will tell you if they like to explore or prefer a linear program, whether they are independent learners or prefer human interaction, whether they are effective readers, and so on. There are surveys that you can administer to determine preferred learning styles, and sometimes you can deduce some learning-style preferences by the job descriptions of your audience. If the members of your audience are motivated and have a strong sense of control, they are likely candidates for WBT.
1 Performance Objectives Final performance objective The learner must be able to create financial plans independently for outside customers within a maximum of the 7 days allotted for turnaround time. Specific performance objective The learner must correctly input the required data into various financial plans. Target skills 1. Able to work independently; 2. Gathers data based on a variety of customer interviews; 3. Uses the new financial planning system; 4. Uses his or her laptop and the available job aids; 5.