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eLearning Agency analyses new arrivals on
the e-training market and helps you make a selection using the analysis
sheet.
There is a crowd of new arrivals battering
at the doors of on-line training market. We would suggest you use
our three-stage method to find your bearings.
How to choose them?
 First
stage : :
Assess the overall offer. Then examine the
ergonomy of the site, the scope of the catalogue, validity over
time of the offer, the value of the service rendered, technical
compatibility (problems of connection due to your Proxy server)
and the price policy.
Second
stage :
Evaluate one or two courses of your choice
(otherwise you will be given the best of) under real conditions;
i.e. by people who will have to learn themselves and not by the
decision-maker.
e-training is putting the trainee in the foreground. Start by
having them test the product, they will be the best judges. Do
not forget to provide an evaluation sheet on the lines of the
one below with a free comment zone so that they are obliged to
be objective with their scores.
Final
stage :
Study in detail prices and services offered
and ask for the traditional client references.
Among the services offered, carefully look if you can have a graphic
environment with your colours with a link accessible from your
intranet. Your colleagues will then have the impression of being
in a familiar place.
Trying to make an objective choice is not always easy. The grill
below will help you.
[1 insufficient
• 2 satisfactory •
3 very good ]
| General
ergonomy of a training website |
1 |
2 |
3 |
Total |
| Is
the home page presentation clear enough ? |
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| Is
the graphic aspect of the website pleasant (colors, fonts,visual
identity) ? |
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| Are
you offended by the adds on the website ? |
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| Is
the organisation of the website easy to understand ?(headings,
fonctions,...), evident, immediate ? |
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| is
the number of topics on the home page enough ? |
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| Is
there a help function ? |
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| Is
it possible to have a guided tour of a course or have a short
free trial to have a rela idea ? |
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| Is
there an index or a table of content ? |
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| Is
there a search by word function ? |
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| Are
menus clear enough (titles, graphics) ? |
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| How
many clicks you must do to reach the information you want ? |
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| Is
there a faster way to reach your selected item? |
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| Is
the navigation in the website easy ? |
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| Are
navigation
tools intuitive, adapted and complete ? |
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| Does
the application work well, are there any bugs ? |
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| Is
the time required to download pages(access to the pages)too
long ? |
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[ 1 insufficient •
2 satisfactory • 3
very good ]
| Content |
1 |
2 |
3 |
Total |
| Is
there a summary or a general course plan? |
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| Is
course breakdown clear? |
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| Is
an individual training cursus proposed : declaration of needs,
a test to measure the level in relation to stated needs, allocation
of adapted training modules ? |
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| What
is the main media used for the course (text, image, sound, animation,
video) ? In what proportions ? Is the media suitable for the
content ? |
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| What
other medias are used? In what proportions ? Do they motivate
the trainee? |
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| Are
they complementary in a pertinent manner ? |
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| Is
course content clear ? |
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| Is
the volume of information sufficient compared with the subject
dealt with? |
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| Can
you print out the pages that interest you ? |
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| Are
there specific documents to print out ? Are they well identified
: synthesis, application grill, example, check-list, etc. |
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| Is
course content compatible with the level of people to be trained
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[ 1 insufficient •
2 satisfactory • 3
very good ]
| Pedagogy
and Interaction |
1 |
2 |
3 |
Total |
| Is
the pedagogical objective clearly identified ? |
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| Are
the pedagogical methods used (exposé, practical case,
discovery, simulation...) pertinent ? Are they well balanced
? |
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| Is
the user passive, or can he act on the progress of the course?
How ? |
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| Is
pedagogical progress satisfactory? |
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| Is
there training, summarising evaluation? Is it systematic?
Are they in varying forms? |
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| Are
the results of these evaluations shown to the user and how
? |
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| Can
you contact a " human trainer/tutor, how (e-mail, forum,
telephone, chat, visioconference, virtual class, etc.) ? |
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| Can
you participate in a learning community: exchange at a distance
with other trainees? |
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| Are
these methods of communication efficient and the tools available
satisfactory? |
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[ 1 insufficient •
2 satisfactory • 3
very good ]
| Results
Obtained |
1 |
2 |
3 |
Total |
| On
completion of the course, has the training objective been achieved
? |
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| Do
you feel capable of applying what you have learnt? |
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| Do
you think the time you have spent is well adapted ? |
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| Was
the course pleasant? |
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| In
your opinion, is the course in priority for beginners, intermediate
or advanced users? |
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| What
is the added value of this course compared with a pedagogical
book? |
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| What
is the added value of this course compared with a traditional
training session? |
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| Are
the accessible consolidated reporting elements satisfactory
for the training manager? |
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| Once
your training is over, are you offered an ongoing distance relation
to help you transfer what you have learnt on a daily basis? |
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| If
yes, are the elements proposed satisfactory in their form and
their variety? |
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[ 1 insufficient •
2 satisfactory • 3
very good ]
| Price
policy |
1 |
2 |
3 |
Total |
| Is
the price formula clear? |
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| Can
you return as many times as you want to the training or is it
" used up " as it advances? |
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| Do
I buy a course or a personalised pedagogical unit? |
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| Are
there other services to pay in addition (tutoring, coaching,
additional pedagogical resources)? |
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| Are
there any specific advantages as a function of volumes of training
used? |
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Obviously the company with the highest score
is to be preferred. This grill can also be used internally to
assess your virtual campus.
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e-learning facts
Understand
e-learning's stakes
Know how the market works
Compare actors' offers of the french
market
A study provided by
eLearning Agency
More
Who are our
clients ?
What were our latest missions ?
What are the subjects of the training we developped?
See our
references
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