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.
You can design and deliver curricula in those disciplines in which you are competent enough to be an instructor.
You can design and deliver training programs in any language that is convenient and understandable for you and other people.
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.
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.
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.
|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.|
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
People-oriented, expressive, focuses on feelings and emotions, thrives in an open learning environment.
Relies on logic and reason, likes to share ideas and concepts, analyzes and evaluates, likes to work independently.
Likes to watch and listen, tends to be hidden; it takes time to get involved and learns successfully through observation and discovery.
It is much better to sketch out the entire curriculum before going into details. Think about the big picture:
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:
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:
Think about how participants can demonstrate their skills that they have learned after training.
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.
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:
There are 4 conditions, following which your online lesson will be of high quality, without interference.
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:
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:
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:
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.
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.
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.
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:
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:
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:
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:
Recommended parameters for finished material
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:
|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.
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.
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.
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.
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.
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.
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.:
Evaluation of the effectiveness of training can be organized at three levels
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 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||
How to put it into practice
|Knowledge, skills, relationships Skills||
How to put it into practice
|Knowledge, skills, relationships Attitudes and values||
How to put it into practice
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.
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:
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.
The most important thing is to get involved.
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.
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.
Tecedu offers the following types of cooperation:
|Работы и услуги консультанта||Самостоятельный маркетинг||Маркетинг Tecedu||Маркетинг Tecedu + через Партнеров Tecedu|
|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)|
|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|
By their intended purpose, videos are:
Types of videos by production method:
This will allow:
4 rules of a good blog:
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.
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.
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.
Goals and audience
Objectives and audiences will already be completed based on the course syllabus.
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.
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.
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.
3. Text is a classic kind of content. If you copy information for content from Word, then all copied information will be saved here
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.
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.
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:
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.
Goals and audience
Next, you need to fill in the goals and audience.
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.
All content is published in lessons from text and video to tests and assignments.
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.
Next, go to Authorship and choose one of the two proposed authorship options
After that, it is imperative to indicate the «Course format»
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
In the upper right corner, you must click «Save». Then click «Send for verification»
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.
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:
After you have entered all the questions you need to «Finish the test».
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.