Abstract:

Today more and more companies manage their human resources’ training through online courses and simulations. However, these tools often guarantee only basic knowledge transmission, but do not foster the acquisition of practical competences. These limits may depend on an outdated design vision, not bound to neurosciences principles. Moreover, these learning objects still have many shortcomings related to the following elements:
- linear sequences of descriptive screens, without significant interactions;
- no modular structures which do not allow students any personalization;
- large amount of redundant information;
- restricted training time that prevent an effective management of study time;
- formal evaluation activities that are focused only on basic knowledge;
- no adaptability to the different needs of the job profiles.

In this paper we introduce a design model that solves these issues, thanks to an integration of the neurosciences principles, and a new methodology for the multi-layered design of learning objects for practical competences’ acquisition, according to business goals.

The model proposes to map working processes and job profiles to identify the different “levels” of needed knowledge/competences through a matrix. At each “level” it suggests the methods for content delivery (1. Explore, 2. Learn, 3. Practice, 4. Solve) according to the corresponding learning objectives and to Multimedia Learning and Presentation Design principles. In this way, it creates the different “smart” blocks of a training path according to a multi-layered logic, that allows to customize the course delivery, according to the training needs of each job profile and to the time available for the study.

Keywords:

Instructional Design, Multimedia Learning, Multi-layered, e-learning, Simulations, Neuroscience.