Business man
What you need to do to become an instructor at Tecedu.Academy?

You need to create an account at Tecedu.Academy, go through the selection procedures, but most importantly, you need a desire to share your knowledge. Tecedu.Academy will take care of the rest.

In which disciplines can I design and deliver curriculum?

You can design and deliver curricula in those disciplines in which you are competent enough to be an instructor.

What language can I design and deliver curriculum in?

You can design and deliver training programs in any language that is convenient and understandable for you and other people.

Who sets the base price for the curriculum?

The instructor will set the base price for the curriculum, but if you participate in Tecedu marketing or programs, the Tecedu sales team can manage discounts for your course.

How you can keep track of attendance?

Attendance is recorded electronically on the Platform in the study session card, where you can record attendance daily or at the end of the course.

All your study programs should be in those disciplines in which you are competent, which you indicated in your profile when registering.
How learning

German psychologist Hermann Ebbinghaus was fascinated by the study of pure memory - memorization, which is not influenced by the processes of thinking. To do this, he proposed a process of meaningless memorization of syllables, consisting of two consonants and one vowel between them, which do not cause associations.

Researchers have found that after the first unmistakable repetition of a series of such syllables, forgetting occurs very quickly at first. Already within the first hour, up to 60% of all the information received is forgotten, 10 hours after memorization, 35% of what has been learned remains in memory. Further, the forgetting process proceeds slowly, and after 6 days about 20% of the total number of originally learned syllables remains in memory, the same amount remains in memory after a month.

For effective memorization, repetition of memorized material is necessary.

If you need to remember for a very long time:
  • first repetition - immediately after reading;
  • second repetition - 20-30 minutes after the first repetition;
  • third repetition - 1 day after the second;
  • fourth repetition - 2-3 weeks after the third
  • the fifth repetition is 2-3 months after the fourth repetition.
Forgetting curve
ADDIE is the Instructional Systems Development (ISD) framework that many curriculum and learning designers use to develop courses. The name is an acronym for the five stages that he identifies for creating learning tools and supporting productivity.
  • A - Analysis
  • D - Design
  • D — Development
  • I — Implemention
  • E — Evaluation
1. Analysis
  • Audience: who is the target audience for the proposed training?
  • Current Roles: What members of this target audience are currently doing in their roles?
  • Knowledge Gaps: What are the gaps between what these vendors know how to do and what they need to know to be successful in their roles?
  • Outcome: Will training help fill this gap?
Adults learn best when: Matching adult learning needs with suitable methods
Adults learn best when They feel appreciated and respected for the experiences and perspectives they bring to the learning situation. Matching adult learning needs with suitable methods Show participants' experience and interest through a variety of stimulating activities.
Adults learn best when The training program is active, not passive Matching adult learning needs with suitable methods Actively involve participants in their learning process through discussions and various activities.
Adults learn best when The training program actually meets their needs Matching adult learning needs with suitable methods Determine the needs of the participants; develop learning concepts and learning objectives in accordance with these identified needs.
Adults learn best when Take responsibility for their learning Matching adult learning needs with suitable methods Make sure the content and skills are relevant to the experience of the participants so that they are willing to learn.
Adults learn best when Their learning is self-directed and meaningful to them Matching adult learning needs with suitable methods Involve participants in the content and skill issues that will be raised during the training.
Adults learn best when Their learning experience focuses on ideas, feelings and actions. Matching adult learning needs with suitable methods Use multiple teaching methods that target knowledge, work attitudes, and skills.
Adults learn best when New material references what contributors already know Matching adult learning needs with suitable methods Use teaching methods that allow participants to identify this relationship and integrate it into new material.
Adults learn best when Learning-enhancing learning environment Matching adult learning needs with suitable methods Take steps to ensure that the physical and social environment (training space) is safe, comfortable and enjoyable.
Adults learn best when Learning is applied immediately Matching adult learning needs with suitable methods Provide participants with the opportunity to apply new information and skills they have learned
Adults learn best when Learning takes place in small groups Matching adult learning needs with suitable methods Use teaching methods that encourage participants to explore feelings, attitudes, and skills with other learners.
Adults learn best when Learning is anchored Matching adult learning needs with suitable methods Use teaching methods that enable participants to practice new skills and receive immediate, rewarding results.
Adults learn best when The trainer appreciates the contributions of the participants, both as learners and teachers. Matching adult learning needs with suitable methods Encourage participants to share their experiences and knowledge with other training participants.
It's also important to know that people learn in different ways. There are usually four learning modes, and people can use one mode or another, or even switch between them depending on the topic of the course.:
Business man
1. The doer.

Likes to actively participate in the educational process, wants to know how he will apply the training in practice, likes information presented clearly and concisely

2. Sensual

People-oriented, expressive, focuses on feelings and emotions, thrives in an open learning environment.

3. Thinker

Relies on logic and reason, likes to share ideas and concepts, analyzes and evaluates, likes to work independently.

4. Observer

Likes to watch and listen, tends to be hidden; it takes time to get involved and learns successfully through observation and discovery.

2. Design
  • Learning outcomes: what participants will be able to achieve as a result of the completion of the training?
  • Learning materials: what materials need to be developed and what they will include?
  • Trainers and Content Experts: Who will facilitate learning and act as content experts when reviewing materials?
  • Teaching Methods: What methods will be used to ensure that the participants achieve the learning objectives and learn the content as effectively as possible
  • Form of training: in what form will the training take place
There are four basic steps to any learning design process.:

It is much better to sketch out the entire curriculum before going into details. Think about the big picture:

  • What is the main goal of the training?
  • What is he trying to achieve?

Write a goal or goal setting. This should be a broad general statement such as that participants will be able to understand the importance of disaster risk reduction along with preparation and response.


Consider the total amount of training. Indicate the main topics or sections of the training:

  • What kind of knowledge do you want the participants to gain?

At this level, the statements will be quite broad, covering areas that cover the entire subject.


The next step is to identify features. Brainstorm and make a list. Write precise statements detailing what the participants will actually do:

  • What specific, detailed knowledge, information or skills do you expect from the training participants?
  • What cross-cutting issues need to be included and which ones should be prioritized?

Think about how participants can demonstrate their skills that they have learned after training.

3. Development

Instructional content development includes writing materials, creating instructional exercises, and working with content experts and trainers. This is the most time consuming stage of training. As we progress through the design phase, we need to ensure that the training materials and exercises are consistent with the learning outcomes that we identified during the design phase and that are based on a needs assessment. All subsequent stages of training should reflect these results.

Curriculum and materials development usually includes the following:
A. Background and descriptive information
  • 1. The core of the curriculum (why it was developed);
  • 2. The target audience;
  • 3. Other relevant information to clarify the material and support its use in other environments;
  • 4. Content supporting resources (e.g. quotes, web links, prototypes, tools, and guides);
  • 5. Copyright and contact information.
B. Directions on how to use the curriculum
  • 1. Guidelines for the use of adult learning principles;
  • 2. Specific tips to improve learning;
  • 3. Results and Competencies Report;
  • 4. Suggestions for adapting curricula and support materials for a different target audience or context.
C. Course planning forms and checklists
  • 1. Material specifications;
  • 2. Overview of modules with key information;
  • 3. Content and sequencing guidelines (e.g. a rough course outline or time-bound agenda);
D. Guidelines for organizing the workshop to suit the needs of the participants as well as the needs of the program
  • 1. Thematic materials and questions to help trainers collect needs assessment data to help determine what participants want to learn and what skills they want to develop;
  • 2. Submissions may include:
    • a) Questionnaires or questions to collect information from potential participants and / or their leaders before the start of the training;
    • b) Questionnaires collected at the beginning of the training
    • c) Suggested questions for trainers to ask at the start of the training;
    • d) Exercises to help participants think about their own learning goals
    • e) Preliminary tests or activities to determine what participants already know or want to know.
  • 3. Suggestions for revising the training to better meet the needs of the group; Optional sessions when appropriate.
E. SMART Learning Objectives
  • 1. The goals should be specific. They should indicate specific knowledge, skill or skill that the participant must demonstrate.;
  • 2. Goals should be measurable. Observation, testing, problem solving exercises, or other means of assessment can determine whether participants have achieved the expected learning goal;
  • 3. Goals must be achievable and realistic. Learning objectives describe realistic expectations of knowledge, attitudes, or behaviors that fit the learning environment.;
F. Clear and complete course content
  • Outline of the course including content, curriculum activities, directions and timeframes;
  • 2. Active learning activities (e.g. role-plays, group discussions, case studies, brainstorming and skill practice) to allow participants to clarify, ask questions, apply and reinforce the knowledge gained;
  • 3. Participant handouts and other course materials easily understood by participants;
  • 4. Accurate and relevant technical content;
  • 5. Organized content with information that goes from simple to complex.
G. Integrated assessment plan / tools
  • 1. Methodology and tools for assessing the learning and progress of participants;
  • 2. Assessment tools should measure:
    • a) Process - to get feedback on course experience (e.g. usefulness and quality of content, usefulness of the instructor and applicable experience, adequacy of handouts, etc.);
    • b) Outcome - to measure participants' direct changes in knowledge, attitudes or behavior based on the impact of a study session or course (e.g. pre- and post-training questionnaires or tests, open-ended questions, interviews, exercises);
    • c) Impact - to measure long-term learning outcomes (eg guidelines for follow-up training). Assessment questions related to specific learning objectives;
  • 3. Participants' suggestions for improving future seminars of this type
  • 4. Instructor Self-Assessment Form
  • 5. Observer form for instructor feedback.
Learning plan
Each instructor develops a presentation in their own style, individually, but despite this, it is important to adhere to the general style and format.
  • presentation design depends on the format of the training (self-study, hybrid or offline format)
  • Content is created first, and then design
  • Maintain a consistent style throughout your presentation
  • Many slides are better than many letters
  • Presentation is not a synopsis!
  • Use high quality photos (not blurry)
  • Choose colors and fonts that will not distract and look organic and create a coherent picture
  • Use animation carefully and reasonably
  • Align objects and text on a slide
  • Order a presentation from designers if it is very important
  • Master the program for preparing presentations
how right create
Below are guidelines for designing a presentation:
  • Start with a greeting and a few friendly words. «Good afternoon, I am pleased to take part in this course. I would like to start by asking you a question»
  • Ask a question that captures their imagination. «Like me, you have all seen your share of adversity. Have you ever wondered what we could do to reduce the risk and occurrence of disasters, and not just develop more effective responses?»
  • State your name and brief information on qualifications. «As many of you know, my name is _________ and I am ______ in ______. I spent several years working on ___________________.» (Write this down for people to see.)
  • What follows is a promise of reward for being listened to: «Today I would like to explain that I recently learned about how each of us can do more to develop adequate risk mitigation mechanisms in __________. It will take me about 30 minutes to tell you about the national guidelines for _______. Then I will ask you to share your thoughts on the implementation of these recommendations in _____.»
  • Let people know when you will be responding to questions and comments. «Please feel free to interrupt me at any time with questions or comments.» Or «I would like to go through the entire presentation first and then set aside time for Q&A, so please write down any questions or comments as you go.»
  • Explain the topic by answering three questions: What? How? What for? (or you can structure the body of the presentation around the past, present, and future) Describe the benefits of anxiety to the audience. “We are people who can make a difference for our population. To change the situation for the better than we have now, I want to ask you about this. Could you please (eg read this handout, discuss with colleagues, participate in a working group, tell us what else we need to know to improve our practice, implement a new policy, etc.).”
  • Complete with a positive, encouraging note of excitement. «Life is short and precious. It is not often that we have the opportunity to implement a program that will improve the lives of others and make our community a better and safer place. By fully implementing risk mitigation and mitigation procedures, we are taking an important step in keeping our communities safe. Thank you.»
how right create how right create how right create
During the training, it is necessary to check the knowledge of the students. The most common assessment methods are:
  • preliminary (base-line assessment) - to determine the current level of knowledge and adapt the personal curriculum
  • intermediate - to check the progress of learning
  • final - to complete training and final assessment of knowledge and skills, can be in the form of a project, testing or practical exam
Consider the most popular classification of test items:
  • 1. Closed-type test items (each question is accompanied by ready-made answer options, from which you must choose one or more correct ones);
    • a) The only choice - the listener needs to choose one correct
    • b) Multiple choice - the listener needs to choose several correct answers
    • c) Alternative choice - the listener should answer «yes» or «no»
    • d) Matching - the listener is asked to match the elements of two lists
    • e) Sequencing - the listener must arrange the elements of the list in a specific order
  • 2. Test tasks of an open type (for each question, the student must offer his answer: add a word, phrase, sentence, sign, formula, etc.).
    • a) Free presentation - the listener must independently formulate the answer; no restrictions are imposed on them in the task
    • b) Addition - the listener must formulate the answers, taking into account the restrictions provided in the task (for example, add a sentence)
Test and types
Self-study courses / webinars / curriculum must meet minimum standards for publication:
  • Broadcasting period - at least 30 minutes;
  • Number - at least 5 separate lectures;
  • Video - HD quality - 720/1080 p;
  • Audio track - output from both channels, sync with video;
  • Sound - high quality, no distractions;
  • Course landing page - description and image according to TECEDU.Academy standards.
Minimal learning programm
What is the peculiarity of preparing a room and an image?

At first glance, the issue of the venue and appearance of the presenter is not so difficult to solve due to the fact that the viewer will observe only a small section of the office or audience. But in general, the process requires a special approach - the picture must be perfect, because online listeners often focus on details, so before broadcasting a webinar, you should prepare responsibly:

  • 1. An isolated room or a room - this choice will allow you to work without interference from the outside, there should be no noise, conversations, etc., no one will distract you. If this is not possible, then it is imperative to provide such nuances as:
    • a) silence - turning off phones, warning colleagues about the start of the webinar broadcast, during which it is important to avoid distracting sounds, conversations
    • b) using a headset - headphones and a microphone are considered the most convenient and correct device for conducting online classes;
    • c) focus on the teacher - be sure to check the picture that will be broadcast further, you need to position yourself correctly so that other employees do not get into the frame, for example, you should not sit near the front door, which is used by the surrounding staff.
  • 2. The background picture is in full compliance with the corporate style, the absence of small details.
  • 3. Lighting - good light will make the overall picture better, with a lack of lighting, even a good camera will not allow you to get a normal image, therefore, in the absence of professional equipment, it is enough to use an ordinary table lamp or a bright light from a window.
  • 4. Clothing style - 3 tips are recommended:
    • a) solid colors - the webcam transmits them much better in comparison with colored ornaments;
    • b) exclude small patterns - a cage or strip can create ripples during broadcast
    • c) face and shoulders - these are the parts that get into the frame most often, so they should be given special attention
What is included in technical training?

There are 4 conditions, following which your online lesson will be of high quality, without interference.

  • 1. The presence of a reliable browser, stable Internet - the network must be protected, wi-fi in a cafe will definitely not work. High speed - not less than 1.2 Mb, and if you have a large number of listeners, it is best to use a wired network. Google Chrome is recognized as the recommended browser.
  • 2. The headset device is external wired, consists of headphones and a microphone, a webcam that supports HD will be able to provide the viewer with an excellent image, and will not suddenly be discharged during operation.
  • 3. Charger - it is best not to disconnect the laptop during the broadcast from the mains in order to avoid force majeure moments.
  • 4. Displaying materials - it is necessary to check the prepared files in advance by downloading and testing them.
Chrome Notepad
What is the peculiarity of speech training?

Purity of speech and speaking skills is a special issue. During the webinar, the voice is the main tool of the presenter, before going on the air, it is important not only to rehearse your speech, but also to take into account the following factors:

  • 1. Lack of monotony - create an emotional background by varying intonation, achieving bright moments in your lecture, identify points in the story where it is better to speak more calmly or vice versa, faster, where admiration is required;
  • 2. Pauses - each person perceives information differently, for some it is easy, for some it takes time to achieve a clear understanding. The instructor must pause during his story so that absolutely everyone can learn the material received, otherwise the interest fades away, and the concentration of the listeners decreases;
  • 3. Gesturing - open gestures will help make the lecture more interesting and lively. Before carrying out, be sure to mirror your movements, they should not go beyond the screen frames;
  • 4. Systematic work on the voice - carry out the obligatory warming up of the voice apparatus before going on the air. It is better to spend 10-15 minutes warming up, otherwise, during the speech, the voice may sound unnatural, too high, and you will get tired quickly.
Webinar Webinar
Background selection

During the broadcast, no factors should distract the listeners - there must be a static environment, a restrained background, so when searching, it is important to choose the perfect place that will look great on the air without attracting the attention of the audience. Before hosting a webinar, you must meet the following requirements:

  • 1. Premises - the best solution is a separate study or an auditorium without unnecessary noise and sounds. If this is not possible, then a small area is suitable, where it will be as quiet as possible. Be sure to warn the surrounding colleagues about the broadcast time, ask them to turn off the phones. A headset with a microphone is best suited for work. The location should be clear, do not allow strangers into the frame during online broadcasting. Assess the general view - you should not be, for example, at the front door.
  • 2. Background - compliance with style - corporate or business, small details are excluded.
  • 3. Chromakey is the standard green background used for video recordings. It is pre-processed in a special program, cutting out and then replacing it with its own image. The essence of the technology is to combine several frames or layers in one composition. If a person is considered an object - the main skin colors are red and yellow, the hair is also not green, so a green background will allow the editor to read everything that is not green in a short time - this is the object. Green is recognized as the most popular color, but our experiments were carried out with red.
  • 4. Lighting Fixtures - Proper lighting must be arranged to achieve the maximum picture level for the video. In the absence of professional devices, it is enough to use a bright table lamp or take advantage of natural daylight. Nowadays, a very popular device is considered to be a ring lamp, which is simple to install and very easy to use.

Thanks to the ring lamp, photographers can get good quality images without the need for special equipment. They simply purchase this device with normal parameters (diameter, power, quality), thus filming content for various sites.

How to choose an annular lamp - basic characteristics:

Before purchasing, it is important to consider the following nuances regarding power and size:

  • dimensions - outer ring diameter not less than 45 cm or 18 inches;
  • power - from 35 to 96 W;

Large specimens allow you to conveniently position the camera inside the ring, install the microphone there.

Autonomous work and batteries:

An important point is the possibility of autonomous lamp functionality. Is it possible to run on batteries or batteries to broadcast without a wired connection for at least a couple of hours. This type of work is in demand when filming on location or organizing broadcasts from home. Also remember that during the broadcast, you can easily get caught on the wires and simply drop the entire installation, thereby interrupting the broadcast.

Selection of lighting during the operation of the chroma key:

Lighting devices are mounted in the direction of the chroma key on the right and left sides to obtain a uniform background. This type of lighting allows you to achieve clear contours of the object, removes shadows, folds, so that there are no problems when separating from the background.

Webinar Webinar

Clothing preferences:

Consider 3 rules when choosing an outfit before broadcasting:
  • solid colors - the webcam perceives them most clearly;
  • cage or strip - this type of ornament is contraindicated, during the broadcast, ripples may appear;
  • face and shoulders - the main focus in preparation is given to this particular part, on the air these are the main components in the frame.


For competent recording of the sound track, a lavalier microphone is used. Conventional camera recording is not enough - use Audacity to record on a laptop or smartphone.

General content of lectures:

For our videos, the texts are prepared in advance, and the recording takes place during the video broadcast. A laptop or tablet with text is placed on a level with the camera, or rather, the camera is located directly on the laptop, thanks to which reading is natural, the eyes practically do not move, the gaze looks more natural, directed directly at the lens. If the size of the text is too small, it is not very clear to read, it is best to zoom in. Further, you can see in the presented photos how the filming of webinars is going on.


Microphone selection:

To publish the finished course, it is necessary to correctly record the audio track, which is important to reproduce through both speakers on two channels - the sound quality should not distract the learning audience. In no case should text-to-speech converters be used in work - students should and want to hear the real voice of the instructor. Communication between you and the audience should be lively.

Among the most popular brands of microphones that reproduce sound in accordance with minimum standards, the following are chosen:
  • BOYA series BY
  • Blue Yeti
  • Razer Seiren X
  • Samson G-Track Pro

The use of these types of microphones is optional. There are many other ways to play sounds to suit your course. If you have any questions, the specialists of the Tecedu.Academy team will always come to the rescue, finding the answers you need.


Audio recording requirements:

When recording video, you must connect an external microphone to get a clean sound track, without interference and extraneous sounds. Before starting, be sure to check everything and make sure that the equipment is working, sound recording is in normal mode.

How to shoot a video:

To publish your course, you must have at least sixty (60) minutes of video content with a mandatory HD quality indicator with a resolution of 720 p and above.

We suggest that you familiarize yourself with the different types of cameras that were used to capture the published Tecedu.Academy courses. This will help you decide on the recording of your course. Among the most popular:

  • iPhone - iPhone 4 and newer;
  • smartphone camera recording video in HD format with a resolution of 1280 x 720;
  • HD webcams
  • many models of digital SLR cameras.

If you have a device ready to shoot, be sure to check the system settings and see if it is possible to shoot in 720 Hd or more. To do this, just go to the Internet, specify the name, find the permission that is available. If the data was confirmed - the camera can shoot at a resolution of 720 Hd and higher, then video playback will fully meet our requirements.


Screen video recording

If you are recording a screen for your own course or are looking for tools for editing, exporting video files, then we suggest using the following programs, which are designed to record video from the screen and images from a camera for Mac or PC:

  • OBS Studio;
  • Movavi.

Video editing

Unfortunately, the instructions for working with the video editor in this article cannot be placed due to the very large content, but we have selected the most important and suggest using our tips for competent processing of files.

For video editing and export:

  • OpenShot is free;
  • Adobe premier pro;
  • Movavi;
  • iMovie Mac only

For sound mixing

For quick sound and video mixing at the initial stage of recording, make 3 loud claps to the camera while recording the audio track. By clicking on the video, it will be easy to adjust the sound by moving the track to the corresponding fragment on the shooting.

Software content for working with sound:

  • Adobe Audition;
  • Audacity.
  • Movavi;
  • iMovie Mac only

Recommended parameters for finished material

  • quality - maximum (if available);
  • codec: H.264, HEVC, ProRes;
  • resolution parameters - from 1920x1080 and more;
  • minimum resolution indicators - 1280x720 (values below deviate);
  • aspect ratio - 16:9;
  • orientation of images - landscape only (in no case portrait);
  • frame rate - from 25 to 60 frames per minute (modern standard - recalculating the output data at 30 frames per second);
  • multimedia container: MP4 or MOV;
  • file size - maximum 100 MB;
  • duration - no more than 10 minutes.

Using video editing software you will need to export your recordings to a video file. Tecedu.Academy tries to support the maximum number of add-ons and video and audio codecs, but for more successful work we recommend using the following settings:

There are a huge variety of teaching methods, each with its own advantages and disadvantages. When designing a course, a healthy combination of several methods. It provides variety, overcomes boredom and energizes participants. But teaching methods must be carefully selected to match the learning objectives and outcomes of each study session. Below is a summary to guide such a choice:
Method Benefits Possible disadvantages Comments
Method Lecture / Lecture-Forum (with question cards or question / answer period) Benefits Transmits a large amount of information; fast; An effective forum allows you to explore content in more detail. Possible disadvantages The audience is largely passive Comments The coach should be an interesting speaker, be able to limit himself and adhere to time, be able to ask questions effectively.
Method Expert Groups / Group Forum Benefits Adds different perspectives to content Possible disadvantages The audience is largely passive, with the exception of an expanding expert group; an expanding group is not practical for an audience of more than 20 people Comments The leader must express a solid set of ground rules and have the skills to follow them
Method Debate Benefits Provides different points of view; suggestive Possible disadvantages The audience is mostly passive Comments Same as for the expert group
Method Presentation / Presentation with listening teams (participants receive an assignment for listening before the speech, after the presentation they ask the speaker questions) Presentation with a response group (a small group listens and forms a group, after the presentation) Benefits Keeps participants interested and involved. Resources can be opened and shared. Learning can be watched. A lot of information; fast; new points of view; a more organized question and answer format; The reaction panel can protrude. Possible disadvantages The learning element may be confusing or missing. Some participants may dominate the discussion. Time control is more difficult. The audience is mostly passive; The response team may not reflect all the views of the audience. Comments The trainer will verbally present the new information to the group. The trainer should structure the listening assignments with a clear purpose; should select lists for groups from typical audience members.
Method Panel Discussion (on a given topic) / Discussion Groups (short, limited time discussion on a given topic) Benefits Keeps participants interested and involved. Resources can be identified and shared. Learning can be watched. Members are active; makes it possible to hear other points of view; calmer people can express points of view and ideas. Possible disadvantages The learning element may be confusing or missing. Some participants may dominate the discussion. Time control is more difficult. An inexperienced leader may not be able to use the format for installation purposes. Comments The trainer divides the large group into small groups; groups of 4-6 are most effective. The small group has a short time to discuss a topic or solve a problem. The trainer should be able to give clear instructions and continue the discussion within the topic. The main function is to decide when to end the discussion.
Method Brainstorm Benefits Can involve all participants in collecting a lot of information. Ideas are generated quickly. Good for problem solving; quick change of pace; dilutes the learning process; allows everyone to participate; confirms the ideas of the group. Possible disadvantages The problem must be clearly defined. Time control is more difficult. Questions should be clearly formulated and an assessment / discussion should be conducted thereafter; somewhat overused method; requires careful coordination. Comments For idea generation and creative groupthink; all participants submit many ideas on a problem or issue as quickly as possible. The group will then organize the list into categories for further discussion. Do not rate, criticize, skip or discuss contributions until everything is written down; write down in the participant's own words; use another person to record if possible.
Method Working grous Benefits Sustained interaction allows calmer people to express their thoughts; activates the participants. Possible disadvantages Time consuming; requires a high degree of independence and group maturity. Comments Keep the groups small and diverse with strong interaction and a clear purpose.
Method RPG / Mini RPG Benefits Helps with memorization. Allows participants to practice new skills in a controlled environment. Participants are actively involved. Observers can influence attitudes and behavior. Possible disadvantages It takes time to get ready. It can be difficult to adjust to all situations. Adequate class time is required to complete assignments and feedback. Requires group maturity and readiness; The coach is required to have excellent facilitation skills. Comments Participants act out situations to solve problems similar to those they face in the workplace. The coach needs skills and understanding - must give people roles, give directions and build trust. The coach must understand how the activity can pose a threat to some people; you need the ability to help the group process and ask about the completion of the assignment. Use in a well-formed group. Can be structured in pairs, three people and open discussion.
Method «Cinema «(role-playing game with feedback» more than __ or less than __») Benefits Useful in rehearsing new skills, behaviors Possible disadvantages Same as role-playing, intense and time-consuming
Method Simulation games Benefits Intense involvement; practices problem solving and decision making skills. Possible disadvantages Competitive; requires the use of a game and possibly a consultant to assist with coordination; time consuming. Comments Batch play requires preparation time for the leader to learn the rules and directions.
Method Case studies / Mini case studies (problem situations for small groups for analysis) Critical incident (a small part of the situation, indicating the most critical or dramatic moment) Benefits Active involvement of participants is required. Can simulate the performance required after training. Learning can be watched. The ability to apply new knowledge; requires judgment; good assessment tool; active participants; a chance to practice skills. Possible disadvantages The information must be accurate and up-to-date. It takes enough study time to complete the case. Participants may become too interested in the content of the case. The case study should be relevant to the student's needs and everyday problems. Comments Participants receive information about the situation and are instructed to make a decision or solve a problem regarding the situation. The coach must have the knowledge and skills to solve the problem; you may need to develop your own research; compare approaches of several groups and consolidate the best solutions.
Method Demonstration / Demonstration with practice (through participants) Benefits Promotes understanding and memorization. Stimulates the interest of the participants. Can provide members with a role model. Allows you to variably simulate the desired behavior / skills; can be active; suitable for learning simple skills. Possible disadvantages Must be accurate and relevant to the participants. Written examples can take a long time to prepare. The trainer's demonstrations may not be visible to all participants. The method is more effective if the participants are active; feedback should follow immediately after practice. Participants are shown the correct steps to complete a task, or shown an example of a correctly completed task. Requires the ability to model desired behavior; break the procedure down into simple steps; The ability to provide feedback.
Method Practical skills laboratory (small groups of participants train together). Benefits Different points of view and feedback; the participant is active; good for converting information into skills. Possible disadvantages The group must have enough knowledge or practical information to train each other. Comments Act as a resource for groups.
Method Group discussion with a decision on a new action. Individual or group planning with report Benefits Checks the maturity and needs of group members; team members have the best understanding of their problems and needs at work; the group leaves the session for practical, constructive and reciprocal purposes; groups get ideas from each other ... Possible disadvantages Requires a mature group that can work independently and stay in rhythm; time consuming. Comments The leader is the source as soon as directions are given.

Good communication skills are essential when teaching adults. The following are general effective communication guidelines that run throughout the course and are not limited to any particular teaching method. The instructor can do three important things to help create an effective learning environment for course participants.

  • 1. Support the group of participants by building trust and simulating a positive attitude. One of the most important tasks of a good facilitator is to build trust. A loyal and welcoming atmosphere encourages the expression of ideas, questions, beliefs and attitudes by all participants. Below are some ways to build trust among the group.
    • a) Ensure confidentiality is preserved. On the first day, establish a group rule that everyone's privacy should and will be protected so that people can speak freely without fear of their comments being passed off course.
    • b) Provide constructive and supportive feedback. Let participants know when they have contributed something useful and interesting to the group. For example, you might say, «This is a very good example of a concept that we are discussing.»
    • c) Model a positive attitude. Participants are likely to get tired as they progress through the course and need some support. Assign an energizer (warm-up) manager and maintain a positive attitude. Address any difficult points during the course with honesty and constructive comments. For example, «This topic gives rise to difficult feelings for many, by exploring our own feelings, we can help our clients do the same.»
  • 2. Make sure to cover all of the course content. It is important to stick to a schedule and help participants understand how each activity flows logically from the previous one.
    • a) If attendees stray from the topic, invite your comments during the break
    • b) Write additional topics that participants have identified on the flipchart sheet as a reminder of the topics to cover if there is time for the end of the session. Keep this list visible to participants throughout the workshop.
    • c) The lesson plan for each lesson includes key points. Linking to these key points and addressing them at the end of the lesson will help you know if you have covered all of the main content of your lesson plan.
  • 3. Modeling Effective Facilitator Skills
    • a) Ask open-ended questions. For example, you might say, «What did you learn from the role play?» instead of «Did you learn to ______________ during the role play?»;
    • b) Listen carefully to the communication and any feelings that may accompany it;
    • c) Rephrase participants' messages accurately for clarity when needed;
    • d) Respect the feelings, perspectives and contributions of each participant;
    • e) Stick to a schedule;
    • f) Focus on developing skills, not just knowledge;
    • g) Make the learning process active;
    • h) Make the course material clear by speaking slowly and using language that all participants can understand.
Photo Photo

Working with complex participants Any instructor has encountered various types of difficult participants in their work, which interfere with the normal course of the webinar, reduce the effectiveness of group work, and interfere by expressing resistance by active or passive methods. It is this type of participants that becomes a stumbling block for beginners and young professionals, creating provocative situations, leading them to a stressful state.

The experience gained over time allows the trainer to clearly identify such individuals and work with them correctly. Upon reaching a certain point, these participants cease to cause unpleasant emotions. You will be able to immediately identify those, find ways to solve the problem, involve them in general learning processes, building the right business relationships. There are 5 main types of difficult training participants and methods of working with them.

To begin with, it is important to determine what are the causes of complex behavior, what prompts it, and then find an appropriate solution. The main indicators are recognized as external parameters - from conditions to the quality of the training provided, and internal - from age to life experience.

Internal factors:

  • rejection of the coach;
  • low motivation;
  • anxious states;
  • overwork;
  • low cultural level.

External factors:

  • incorrect submission of materials
  • overconfidence or lack of confidence in the coach.
Difficult participants - 5 main types
Too sociable - he tries to draw the attention of the audience to himself, asking many questions that have no practical meaning, telling stories, sometimes very interesting, often deviating from the topic. This type is very benevolent, it is inconvenient for you to interrupt him. The main thing is that you must immediately build relationships in the right format, urge not to be distracted, demand compliance with the rules, otherwise your time will simply be eaten up.
Disputant - there is a separate type of those who like to argue and prove their case, regardless of the accuracy of their opinion. Most often they are insignificant, not important, and very tiresome for the audience. There are several methods for working with such listeners. If the question raised is really important, then you can involve others in solving it in order to find the correct answer and repeat the material. If the question does not really matter, then the easiest way is to postpone the polemic for a break and remember to save time.
An expert / leader is a participant who seeks to show his superiority not only in front of other listeners, but also in front of you. In this case, it is important to determine whether he is a real expert or is it just superficial knowledge. After making sure that he is well versed in profile issues, you can let him play his role and sometimes allow him to supplement the lectures with interesting information. But it is important to retain overall leadership, to keep certain boundaries, not allowing going beyond the training structure. If the participant turns out to be not an expert, you need to make him understand correctly about this, for example, by asking certain questions that will immediately show his incompetence or limiting him in his statements, switching attention to other listeners.
Discipline violator - this group includes constantly late listeners, participants who cannot listen to opponents to the end, begin to interrupt the speakers, answer calls during the training. In this case, it is required to strictly follow the established rules, to carry out the prescribed punishments. First of all, you should focus on the violations that arise, that it is these facts that affect the decrease in the effectiveness of the training. Also, be sure to keep your word - they promised to close the door after the break and not let latecomers in - do so. If you agree with the participants to apply any punishment for using the phone during the webinar, do it - for example, forcing, for example, to read poetry to the public during the break.
Passive - usually such participants sit on the very edge or choose the last chairs in the classroom, do not express interest in the lesson, do not want to work. First, find out how they are feeling, and then look for methods of engagement. Focus more on him, ask questions, make him the captain in the team. But sometimes you should pay attention to the person's psychotype - introverts do not feel comfortable in groups, then they should be given special attention, make sure that the materials are accessible and understood, but less involved in general discussions.

What is group dynamics?

This indicator includes the general development of the group in a certain period of time, caused not only by external influence, but also by the internal interaction of the participants with each other. In other words, these are certain stages that the group goes through during the period of communication with the coach and among themselves.

There are 4 stages of development of group dynamics:

  • Acquaintance (Forming) - participants not only get to know each other, they emotionally evaluate others and the general situation. Each participant is looking for answers to such important questions for him - is it comfortable here, how others will behave, trust in the group, how to better present oneself.

    Signs: lack of communication, closed poses, participants sit apart, keep personal belongings with them, there are practically no questions or objections in the process, the coach is the leader, and the listeners clearly perform tasks and follow the rules. The main task of the instructor is to highlight the rules of work, make acquaintances between the participants, and achieve a comfortable working environment.

  • Distribution of roles within the group (Storming) - this stage involves the emergence of leaders who contribute to more emotional interaction within the group. There are two possible ways - activation of general interaction by the leader or disorganization of work: distraction from the topic, the appearance of objections, discussion of abstract issues.

    Signs: the listeners show interest, begin to ask questions, analyze the received material, gradually develop activity in communication - the participants object, clarify, argue. Sometimes a lag in the educational process is possible - the main reason is the inattentive fulfillment of the assigned tasks. During this period, the general stream of participants is divided into small groups of 2-3 people, their leaders and bright participants appear.

    The task of the instructor includes the use of increased energy, acceleration of dynamics: complication of tasks, reduction of time for their implementation; regular replacement in mini-groups to speed up the general adaptation of all participants to each other.

  • Stability of general work (Norming) is the peak of performance indicators, the work of the group is aimed at achieving the set goal, general trust and comfortable communication with each other, the created microclimate is usually even, calm.

    Signs: friendly communication, maximum trust, openness of each listener, the ability to solve problems of the highest level of complexity, discipline, strict adherence to established rules that can be adapted in accordance with the group's requests.

    During this period, the instructor must maintain the efficiency of the entire group, submit the most complex layers of information, and have objective feedback.

  • Completion (Performing) - summing up the results of the training, evaluating the results, the participants summarize for themselves the most important and valuable, are in an upbeat disposition, friendly, active.

    Signs: maximum relaxedness of the participants, active communication and discussion of conclusions, excellent mood, the emergence of regrets about the completion of the common work.

    Among the instructor's tasks at this stage, they single out assistance to each participant, understanding the main points, summing up the results. Gathering feedback is also important - finding contacts and other information to exchange. Completion of communication in a positive way!

    If the instructor clearly knows the 4 main stages of the development of group dynamics, then he will be able to competently and correctly plan the work of the whole group, predict the possible behavior of the participants. Group dynamics only at first glance seem to be an uncontrolled, spontaneous process, but in practice it has been proven that it can be controlled by taking certain rules into account. With this information, any instructor can be confident in his work and will always understand everything that is happening in the group.

Photo Photo Photo Photo
Smart Virtual Classroom (open digital / virtual classroom).

Conducting classes is based on the fact that the teacher demonstrates text, drawings, graphics, presentations on the interactive board, while the content appears in the student's electronic notebook. A specially designed digital notepad and pen are used to create and edit text and images that can be redirected to any surface via a projector. Classes are streamed live online, automatically recorded and published on the learning portal, which allows you to save them for reuse anytime, anywhere, on any mobile device. This makes it possible not to miss classes and keep up with classes and keep up with the passage of new material.

Game Based Learning (learning using a virtual game environment)

Real-life training uses the principles of game organization, which allows future professionals to rehearse and hone their skills in a virtual emergency mode. Learning as a game provides an opportunity to establish a connection between the learning activity and real life. The technology provides the following learning opportunities: Focused on the needs of the user Instant feedback Independent decision-making and choice of actions Better assimilation and memorization of the material Adaptive pace of learning, taking into account the individual needs of the student Better transfer of skills acquired in a learning situation into real conditions Basic principles of learning: Gradual increasing the level of difficulty in the game; Using a simplified version of a problem situation; Action in a variable gaming environment; The right choice is made through experimentation. The main advantages of Game Based Learning technology: Low degree of physical risk and responsibility. Motivation to learn while receiving positive emotions from the process; Practice - mirroring the real situation. Timely feedback. Choosing different playing roles. Learning in cooperation. Developing your own behavior strategy.

Laboratory workshops using remote access technologies

Conducting practical classes online using remote access technologies for presentations, multimedia solutions and virtual reality: Laboratory workshops simulating the operation of expensive bench equipment of real production elucidation of the physical characteristics, chemical content of the investigated object or phenomenon.

How to engage webinar attendees? (Carrying out)

Being an online broadcaster is difficult, but the role of a webinar participant is also challenging - it is difficult for them to focus on the content they receive due to the many distractions. Therefore, it is imperative to attract the audience, and not become the main character of the lecture in the singular, conducting only reading the material, absolutely not paying attention to your listeners. The following are tools to help the facilitator involve participants in the process.:

  1. Feedback - for this you need to create chats where you can conduct polls, find out the needs of listeners, find gaps. Communicating with the participants, you can always get a big picture, assess the level of knowledge on the topic, consider emerging issues, understand the situation as a whole, without missing even small nuances.
  2. Screen and Videos - As you read, share the screen by selecting specific tabs, diluting the presentation with various thematic videos.
  3. Voting or polling - use online testing, various forms of voting, question and answer options, create time limits for completing tasks, set a minimum score for passing.
  4. On-air - organize an invitation for co-hosts, conduct interviews, discuss webinar issues with participants, thereby bringing the right listeners on the air.
  5. Visualization - using drawing tools, it is easy to capture the main points during the lecture, you can focus on one or another aspect, making notes on the slides, increasing the scale of the text or changing its color.
  6. Working groups - divide the participants of the webinar into groups to practice the acquired knowledge in practice, analyze cases. You can add tasks individually, selecting questions to solve in accordance with the composition of the group, its number, and the allotted time.
Photo Photo
Assessment of the effectiveness of training

Evaluation of the effectiveness of training can be organized at three levels

  • Reaction - what the participants thought and felt about the training (satisfaction, “emoticons”).
  • Learning is a resultant increase in knowledge and / or skills and a change in attitude. This assessment takes place during training in the form of a knowledge demonstration or test.
  • Behavior - transfer of knowledge, skills and / or attitude from class to work (change in behavior at work in connection with the training program). This assessment takes place 3–6 months after training, when the trainee is doing his job. Evaluation usually takes place through the supervision of a line manager.

An employee attending Company-sponsored training must successfully pass all exams and show consistent positive results in academic performance. The Learning Coordinator may at any time request the Academic Performance of an Employee for review and further decision by the Learning Advisor.

The methods used to evaluate candidates must be appropriate for the purpose and take into account issues such as language requirements and special needs. Oral questions can be used to test understanding of knowledge, but the questions and answers should be written down and signed by the candidate and evaluator or mentor. The preferred method for evaluating a candidate at the end of the course is with multiple choice questions. If necessary, each course will undergo preliminary and final testing. This has a number of benefits.:

  • The instructor knows what background the candidates have and therefore what knowledge gaps are.
  • Evidence of development and improvement
  • The candidate can see how he / she has improved
  • Evaluation of the effectiveness of the course is more obvious.

The assessment of practical skills must be objective, not subjective, as the candidate must complete a hands-on assignment to establish company procedures. It is recommended that you ask a series of oral questions and record the answers.

Knowledge, skills, relationships Transfer methods How to put it into practice Assessment methods
Knowledge, skills, relationships Knowledge Transfer methods
  • Lecture
  • Reading
  • Multimedia programs
  • Instructional video
  • E-learning
  • Explanation
How to put it into practice
  • To ask questions
  • Discuss concepts
  • Exercise
Assessment methods
  • Questions and answers
  • Feedback
  • Questionnaires
Knowledge, skills, relationships Skills Transfer methods
  • Demonstrations
  • Instructional video
  • Coaching (mentoring)
  • Briefing
How to put it into practice
  • Demonstrations
  • Critical analysis
  • Role-playing games
  • Simulators (computer)
  • Control experiment
  • Workplace practice
Assessment methods
  • Simulation behavior
  • About workplace behavior
Knowledge, skills, relationships Attitudes and values Transfer methods
  • Video cases
  • Meeting with experts
  • Showcasing facts, experimental results and best practices
  • Visits to sites of best practice
  • Best practice analysis
How to put it into practice
  • Group discussions
  • Discussion with a mentor or coach
  • Planning a session with a facilitator
  • Testimonials
Assessment methods
  • Observing behavior
  • Testimonials
  • Observing Behavior Changes
  • Self-esteem supported by facts and other evidence

Assessment of the effectiveness of training is the final and most important stage in building a training system. The essence of this process is to objectively assess how the results obtained during the training correspond to the original goals of the organization.

Use a variety of methods to measure performance. Some prefer a systematic approach, assessing the entire set of factors affecting learning. The most complete method for assessing the effectiveness of training is the Kirkpatrick model, which includes the assessment of the following aspects:

Level I - Response of the participants - assessment of the satisfaction of the participants. This level aims to determine whether the participants liked the training.

Level II - Teaching - assessment of objective learning outcomes. This assessment determines how the participants' knowledge has changed as a result of the training and whether it has changed at all.

Level III - Application - assessment of behavior change. Identifies the degree of applicability of the knowledge and skills acquired by the participants in the workplace.

IV level - Results - assessment of business results. Evaluation of results is aimed at identifying changes in the performance of the company as a result of training.

In order to publish your curriculum, your course must be approved by the Tecedu.Academy moderators. If your course has not passed the quality control, then it will be sent to you for revision with comments. Also, your course may be blocked due to inappropriate content.

Card courses

A course card is a separate website page that provides complete information about a course. When creating a card, you must specify the following information:

  • Brief description of the course content (maximum 1000 characters);
  • A list of expected learning outcomes (learning objectives, what learners can learn, what knowledge and skills learners will gain after completing this course);
  • The content of the curriculum (detailed description of the content of the program, table of contents, modules, topics and sub topics that will be discussed);
  • Course difficulty level (basic / intermediate / advanced)
  • Target audience who will benefit from this course;
  • Available formats (self-study / online with an instructor / offline with an instructor);
  • Also, the course card displays its current rating and listeners' feedback, as well as the price.

According to research, up to 92% of users read reviews in preparation for a purchase. That being said, 88% of people trust online reviews as much as they trust personal recommendations. And 72% of respondents said that having reviews increases their confidence in the business. Testimonials are a good tool for increasing revenue. That is why we strongly recommend making the first month of the courses free of charge in order to earn the first feedback from the listeners.

Card courses

The most important thing is to get involved.

  • Grab attention with content;
  • Subscribe to your listeners;
  • Send links to your friends;
  • Post links of your courses on Linkedn
  • Publish your blogs with native ad elements.

Native advertising is branded content in editorial format, it is focused on value to the audience and is educational, informative and media in nature. This ad does not look like a regular ad, so it causes less rejection from readers.

Card courses

Tecedu undertakes to advertise and promote all courses and programs hosted on the platform. However, you can also attract potential listeners by creating links, creating your own website, be active, write blogs and articles on the Tecedu.Academy website, your income depends on your activity. Try to spend more time interacting with your audience. Please note that in the event that you attract students yourself, using the links and coupons generated for the courses, your income will be 90% of the cost of the course. If your students come to study through other channels, your income will be from 25% to 50% of the cost of the course.

Card courses

Tecedu offers the following types of cooperation:

Работы и услуги консультанта Самостоятельный маркетинг Маркетинг Tecedu Маркетинг Tecedu + через Партнеров Tecedu
Tecedu Direct
Электронное обучение для самостоятельного прохождения 95%
90% в первый год
80% со второго года
65% - в первый год
55% - со второго года
Электронное обучение с вебинарами
Обучение в классе
Консультации и спец проекты (разработка учебных материалов, тестов, профилей компетенций и др)
Tecedu Business
Электронное обучение для самостоятельного прохождения Не применимо В зависимости от часов просмотра Не применимо
Электронное обучение с вебинарами Не применимо Дневная ставка Не применимо
Обучение в классе Не применимо Дневная ставка Не применимо
Конференции Не применимо Обсуждается отдельно Не применимо
Консультации и спец проекты (разработка учебных материалов, тестов, профилей компетенций и др) Не применимо Дневная ставка Не применимо
Card courses

By their intended purpose, videos are:

  • commercial - serve to increase sales;
  • image - used to create an image or advertised service.

Types of videos by production method:

  • simple - created without the involvement of actors and complex computer graphics;
  • informational - gives complete information about the advertised service;
  • fiction - actors play a staged script;
  • cartoon - using a hand-drawn plot
  • video screensaver
Card courses

This will allow:

  • attract attention
  • increase the level of your expertise in the eyes of the public
  • establish direct contact with her, calculated for the long term.

4 rules of a good blog:

  • A popular blog should be interesting.
  • Publications must be regular.
  • Make quality content. Literate, beautifully written, easy to read.
  • Use a variety of content: text and tables, photos and hand-drawn illustrations, graphics and icons, animations and videos.
Card courses

Instructors can track their sales in their personal account for each course and a certain period (month / quarter / year).

Withdrawals are made once a month using the bank details specified in the instructor's personal account. Except in cases of transfers to countries and financial institutions that are under any international sanctions. In this case, payments cannot be made. The main settlement currencies are the US dollar and the Euro.

By registering on our Platform as an instructor, you automatically agree to the applicable Instructor Terms (hereinafter referred to as the Terms). The rules apply to various aspects of the Platform portal operation that are important to the instructor, and are included in the rules by referring to our Terms and Conditions. There you will find general rules for users who use our services. As an instructor, you sign a contract immediately with Company.

Card courses

All training programs are published on Tecedu Learning Academy through the Author's Studio, which is located in the Profile of registered instructors.

In order to add a course, you must select Courses in the Author's Studio, in order to create tests for the course, you must select Tests. After you have entered your personal account, you are taken to your home page.

Card courses

Creation of a course for a ready-made program

Next, you need to select Add Course. Next, you must decide whether you are creating a new curriculum or using a ready-made Tecedu Learning Platform. If you are using a ready-made program, then you must select a discipline and an appropriate topic.

Card courses Card courses

Goals and audience

Objectives and audiences will already be completed based on the course syllabus.

Card courses

Training program

Also in the Program of the course the topics of modules and lessons will already be filled. You will need to fill in the relevant content.

Card courses

The following types of content are available for adding:

1. Video - Video is one of the most effective ways to convey information. Try to use this type of content in your lessons. To upload a video to the corresponding lesson, you must first select a file, write a video title, a short description and add a cover. The maximum video file size must not exceed 10 MB. The main advantage of this format is that the video lessons of your courses are one of the ways to protect your intellectual property, since this type of content is no longer so easy to copy.

Card courses Card courses Card courses

2. Audio files are a format for representing audio data used in digital audio recording, as well as for further storage of the recorded material on a computer and other electronic media. Most people can take it in on the spot. Also, do not forget that people perceive information differently based on their characteristics of perception and processing of it.

Card courses

3. Text is a classic kind of content. If you copy information for content from Word, then all copied information will be saved here

Card courses

4. Assignments - practical work on the course, including as a variant of homework, which must be completed in a certain form within a limited period of time. Perhaps as a final assignment for a lesson or module.

Card courses

5. Document - this type of content allows you to attach both theoretical and practical documents to the lesson, for example, checklists, attachments, electronic forms for filling out.

Card courses

6. The test is the most effective and objective form of assessing knowledge, skills and abilities, which allows you to identify the structure of knowledge, the degree of its deviation from the norm according to the profile of students' answers to test tasks. There are the following types of tests:

  • Regular;
  • Preliminary;
  • The final.

More details about tests are described in the chapter Tests.

Creating a course for a new program

If you create your own program, then you need to write its name, select the discipline to which the specified topic, level and language apply.

Card courses

Goals and audience

Next, you need to fill in the goals and audience.

Card courses

Next, we move on to the training program. The course consists of Modules, and the module consists of Lessons. Think in advance about the names of the Modules and Lessons. It is not necessary to place all the information on the course at a time, since the platform has the ability to save the entered information and when you reopen it, it will not disappear.

Card courses Card courses

All content is published in lessons from text and video to tests and assignments.

Card courses

Course Page

Basic information about the course can be edited in the Course Page, and additional information can be added, including an image for a course card or a video about it.

Card courses


Next, go to Authorship and choose one of the two proposed authorship options

Card courses

Course format

After that, it is imperative to indicate the «Course format»

Card courses


The Preview function of the training course is also available. With it, you get the opportunity to see how the content you posted will look to listeners and, if there is a need to edit it, return to the Course Page

Card courses

In the upper right corner, you must click «Save». Then click «Send for verification»

Card courses Card courses

After you submit the final version of the course program for review, it goes into the status of «Project under consideration», where it is evaluated by experts from the Tecedu Learning Platform. If after approval you want to make additional adjustments, the program will be re-sent for review.

Next, click Create Test and enter its name and description. Then we save.

Card courses Card courses

The test builder will allow you to select several types of test items at your discretion.

The platform uses the most popular classification of test items:

  • The only choice - the listener needs to choose one correct;
  • Multiple choice - the listener needs to choose several correct answers;
  • Ranking - the listener must arrange the elements of the list in a specific order;
  • Text Input - the listener needs to enter a textual correct answer in the appropriate cell
  • Digital input - the listener needs to enter the digital correct answer in the appropriate cell;
  • Matrix question - the listener needs to ask several questions in a row with the same answer options or with a scale of answers;
  • Alternative choice - the listener should answer «yes» or «no»
  • Match - the listener is asked to match the elements of the two lists.

After you have entered all the questions you need to «Finish the test».

Card courses Card courses

Add test to course

In order to attach a test to a lesson, you need to return to the required module and lesson, add content and select Test from the options offered. Then select the appropriate one from the test base and save.

According to the company's quality standards, each training program consists of Preliminary and Final tests, based on the results of which the effectiveness and dynamics of training will be assessed. This data will form the basis of the training report.

Card courses Card courses