Rapid learning

Rapid learning (or Rapid eLearning ) was originally considered as a methodology for time-efficient creation of e -learning courses.

Rapid e-learning is a buzzword in the field of e-learning. The German -language neologism is a mixture of rapid prototyping and e-learning. Rapid prototyping and Agile process is fast and straightforward achievement previously clearly defined goals, as well as the streamlining of production processes in the foreground. Thus, principles of computer science and business administration in the educational field have been transferred.

Generally, it refers to the " rapid creation of learning content for a specified destination at a specified quality ".

When Rapid E ​​-learning prototypical results are achieved in the shortest possible time, promoting active participation of users and a clear understanding of user and task requirements. The rapid creation of content ranging from synchronous video transmission and recording of events up to the automatic conversion of standard formats or the compilation of existing course materials in easy-to -use web front-ends.

For example, an author might create a PowerPoint slide set and record a presentation. In addition, one could add a software-based learning success and the whole thing, for example as. Webm video file in a Learning Management System or upload a web page.

Some companies, such as the Rapid Learning Institute ( RLI ), use the term "rapid learning" recently to characterize the rate at which learners learn. The RLI created, for example, micro - learning sessions that last between six and ten minutes ( so-called "quick takes").

The difference in the production of WBTs and CBTs is that the content does not need to be created with a more or less complicated authoring system and then uploaded to a website. The basis usually ask is already existing files from known standard applications (such as Microsoft Office documents, OpenOffice documents, PDF - files), which can be converted into so-called learning modules with supplementary modules.

With Rapid E -Learning, the build process is simplified, shortened and cheapened. This is achieved primarily through the use of clear, given structures in the layout, the content, the possible representations and interactions, as well as the Erstellprozesses itself the authors have only a certain, predetermined set of design options that they can use. Here, experts and authors should be able to start immediately with the means known to them and the technology itself is more in the background.

Limits of Rapid Learning

Around 2000, some rapid -learning tools have been introduced (see below) in the market and achieved due to their ease of use and the ability to quickly create e -learning courses from PowerPoint presentations.

However, some experts pointed already to the limitations of this method towards or imputed even that it only be in rapid e-learning to a - RELATES misunderstanding of teaching a course that works as an online course, if the floor - attractive for the teacher course with the same set of slides works.

This criticism of the Rapid E -Learning focuses on the aspect that the communicative diversity in interaction with learners in the classroom can not be compressed into a PowerPoint presentation. As a result, an online course is just a passive information presentation instead of a voluntary training program issues, workshops and problems. Rapid E- Learning has been accused in this connection, that they ignore the axiom of "learning by doing ". Slightly more generally follows the criticism of the Rapid E -Learning the path of criticism of PowerPoint use in teaching.

The success of the Rapid E ​​-learning has primarily economic reasons. A wide base of faculty and organizations are first able to create online courses without the help of an e- learning team.

The general technical development relating to the use of the Internet and the development of Web 2.0 collaboration capabilities could lead teachers to other scenarios. In fact, Rapid e-learning is, however, nothing more than the combination of the further development of existing technologies with the idea that self-directed training is an integral part of e-learning.

Examples of Best Practices

Having now Rapid has developed e-learning has become an integral part of the global author practice, some authors and consulting companies focus on how good compromise between the economic need for Rapid E ​​-learning on the one hand and the pedagogical objectives for good instructional design can be achieved on the other.

These best practice examples include:

• To ensure a valid target instruction, need to elaborate the teaching goals, gross and net syllabus and the teaching methods to be used before the design of the teaching unit as an e -learning unit
• The needs of learners should be in deciding between blended learning courses and pure online courses in the foreground
• The instructional design should decide which parts of a course are provided as online course available and what parts as classroom
• Web 2.0 tools and learning management systems make it possible to combine online courses and interaction possibilities to blended learning courses
• The use of presentation slides offers itself above all to the course structure, while mind mapping is to improve the presentation of information

How fast is "rapid"?

Traditional e-learning development projects can take several months to complete. In contrast, the claim of Rapid E-Learning to spread to create e -learning courses within a few weeks. While, for example, one hour of a conventional e -learning course developers need 73-220 hours, requires a rapid e -learning unit on average 33 developer hours.

Software

A number of rapid e -learning software tools with a variety of options are available commercially. Most of these are authoring tools that include rapid e -learning as a feature. Some of these tools that have reached a higher level of awareness, are Active Presenter, Adobe Captivate, Alpha Study, Articulate Presenter, Rapid Intake, iSpring Suite, Coggno, Dokeos, Lectora, Odijoo, SmarterU Udutu and Wondershare PPT2Flash.

Some of these tools treat each film as a learning object and allow you to add tests and online activities between the sheets. Some of these tools are online services, other desktop applications.

A market trend is still the combination of rapid e -learning with Screencasts (which films a user's screen, including mouse movements ) to use both a film set and application demonstrations can. This combination is especially useful for introductory courses on software products.