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eLearning in a Bank Setting: a Case Study and some Considerations about the Technological and Instructional Choice

Since January 2008, eLab USI/SUPSI is leading a project which aims at introducing eLearning in the training program of the employees of a Swiss bank. During the different phases of the project, technical and instructional choices have been systematically
by

Silvia De Ascaniis

on 11 November 2013

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Transcript of eLearning in a Bank Setting: a Case Study and some Considerations about the Technological and Instructional Choice

WHO:
WHERE:
WHY:
WHAT:
WHEN:
- January 2008 - February 2009: exploratory phase (contents development, test of tactic choices)
- June 2008: pilot study (to collect feedbacks from users)
- February 2009 - December 2009: regular use of eLearning resources
- from January 2010: maintanance and new project
MANDATE: re-design and innovate the bank training offer for stagiaires
OBJECTIVES:
- enhance the flexibility of learning activities through personalization of contents and partial elimination of space and time boundaries
- reduce time and logistic costs
- support HR office to tutor and monitor the trainees
eLEARNING REQUIREMENTS:
- be flexible in terms of
time --> I learn when I can
space --> I learn where I can
duration of the learning activities --> I learn as long as I can
- allow individualization of tasks
- support interaction between stagiaires and tutors
- gather data for users' assessment
- support in class activities (blended learning)
AGENDA

1. the mandate of BPS(Suisse)

2. I phase of the project: strategic and tactic choice

3. II phase of the project: re-design of eLearning

4. III phase of the project: autonomous management of eLearning

5. Lessons learnt
1. The mandate
(Human Resources office)
2. I phase of the project: the pilot phase
STRATEGIC LEVEL CHOICE
(long-term decisions)
TACTIC LEVEL CHOICE
(short-term decisions)
see next session!
"pills of content"
self-assessment exercises
PILOT STUDY (4 weeks)
studying on paper materials VS doing exercises on Moodle and PSP
PSP used at home and during relaxing moments
LMS used at work, no access during week-ends
the preferred resource on Moodle: self-assessment exercises
preferred resourse on PSP: exercises VS pills of knowledge
"gadget effect" of PSP
autonomous learning out of work
(= learning everywhere and every time)
did not really take place
WHY? --> see section 3!
2. II phase of the project: re-design of eLearning
19 fora opened in the course Banking Today
stagiaires directly asked for help to older colleagues
glossary and wikis
competition VS collaboration
direct involvement of students in the design of eLearning
GOALS:
assess and enhance field knowledge
promote collaboration
capitalize personal experience on the field
sensitize to learning design issues --> enhance responsibility
autonomous learning out of work
a virtual agenda for time-management
a treasure hunt via SMS
game-style quizzes
2. III phase of the project: autonomous management of eLearning
AIM: to train front-office employees on the bank products and services
strategic and tactic choice followed the explicit request of BPS(Suisse)
An easy accessible course on Moodle
An e-mail quiz system
positive attitude towards innovation
blended learning
everywhere and every time learning experience
shared resource
5. Lessons learnt
a. In a competitive environment, collaboration among trainees should be fostered

b. Providing a mobile device for learning does not automatically leads to a continuous learning experience

c. To effectively exploit a mobile device for learning activities, its nature should be kept

d. Changing the training approach means changing the culture of the company

He would like to make a tourism experience / to leave for a holiday
He must take a series of decisions --> he looks on the web for information and suggestions
Full transcript