Simulations make learning experiential as the learner is actively engaged in the process. They provide“real-life” situations to learners in which they can connect with a platform and experiment with different options. Simulations can be used for technical training such as software training or for helping an employee to learn about the correct procedure to accomplish a task.

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I’m sure you’re all familiar with the story of Alice in wonderland, in which Alice enters the forest and asks the cat which way she needs to go. The cat replies saying it depends a good deal on where Alice wants to arrive at. To that Alice responds by saying she doesn’t care much where to go. The cat, in turn, replies that it doesn’t matter then which way she takes. What do you learn from this story? We learn that you need to begin with the end in mind – you need to know what you want to achieve to be able to make the right beginning. In the context of eLearning too, it is important to set your learning objectives in advance so as to achieve the end results for which you are developing the eLearning.

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As perhaps know, the training process in an organization starts with training needs identification and once these needs are identified, collated, categorized and summarized, the prioritization of the specific training required is decided. After that, for each program one has to set measurable learning objectives.

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Concepts are the mental representations or prototypes of objects or ideas. They make our language and mental representation efficient. For example, if you have hundreds of chairs, how can you know which kind of chair you really need? You would need to know the kind of chair you want.

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Adult learning is based on the principle of the self-starting, self-directed, self-motivated, autonomous learner who accepts responsibility for his own learning and can manage his own learning effectively. In reality, for many learners ’self-managed’ could sound a bit scary, given that in the past, our educational system put the learning controls firmly in the hands of instructors. This, coupled with instructor led training experiences in the corporate world could have sometimes unknowingly fostered the belief that unless an instructor tells you what to learn and handholds you through the process, learning is difficult. This is a dangerous belief of course, because with employees facing new challenges constantly, they can’t afford to wait for someone to tell them how to do something and when. The controls of learning have to shift back into the hands of the learner.

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