What is Managed Interactive Learning Content
The means by which we can deliver a comprehensive education and training solution to the TVET sector worldwide.
Implemented using 3 key functions:
Managed – Covers the provision of data created by the use of i-GVS and generated using one of the many varied reporting templates, and the subsequent analysis of the data to manage and improve business efficiency and learning effectiveness. It provides a window with which to observe and understand learner progression as a whole.
Interactive – i-GVS is a highly interactive and specifically designed solution to thoroughly engage the user. It represents a significant departure from traditional eLearning, which focuses on passive and unilateral engagement ie ebooks, powerpoint etc.
Learning Content – Meaningful and highly engaging content supporting the delivery of robust underpinning knowledge required by the learner to be job ready in the TVET Sector.
We plan to release over 60 courses covering the most popular vocational occupations at level 2/3, and equating to 75 – 150 guided learning hours.
We have a mission to ensure that all content is produced and delivered to a consistent quality.
To ensure this standard, we have four pillars supporting our development process:
- Material is authored by highly qualified active tutors, business representatives and industry experts
- All content goes through 3 stages of checking by Subject-Matters Experts (SMEs), covering: product structure, script and visual content
- Product usability is confirmed by technical examiners
- Colleges offer their educational expertise by trialling the product and assisting in the development process
Every i-GVS we deliver is expertly produced with the help of over 100 people. This includes: SMEs, authors, designers, scriptwriters, programmers and artists.
Five-Stage Learning Process
Our unique i-GVS is completed via a five-stage learning process. The purpose of this model is to ensure that the learner has attained the correct level of underpinning knowledge to enable them to successfully carry out real world vocational activities. In other words – to get job ready!
Each i-GVS is built up of key topics, and each topic uses i-ACT and i-Practice activities to guide the learner.
Through interactive and varied modules, learners can use i-ACT to acquire relevant underpinning knowledge. Each i-ACT consists of:
i-Ask: Informative knowledge presented in a variety of ways (e.g. brief animation/video or text with accompanying images).
i-Check: A range of questions checking the understanding of the content taught so far (e.g. multiple choice questions or matching statements/part to images). These sections are timed, and there is no limit to how many times the learner can return to them. Returning to sections is an excellent way to maintain and further the understanding of the course content.
i-Test: A scored test to ensure that the level of knowledge acquired is meeting the requirements. As with i-Check, these are presented in a variety of ways, and are also timed, but unlike i-Check they cannot be repeated. A score is given at the end of the test, which can be printed off.
At the core of our framework is i-Practice, a unique tool that simulates real world vocational activities in a virtual environment. This allows the learner to:
- develop the essential skills required for their chosen vocation
- apply the underpinning knowledge they have learned so far from the course content
i-Practice bridges the gap between traditional textbook and workshop learning, enabling the development of practical skills. The i-Practice virtual tool consists of two elements:
i-Practice (Training) – guides the learner through a virtual activity, in a step-by-step process with full instruction. This helps the learner acquire the skills they need through the repetition of tasks.
i-Practice (Assessment) – allows the learner to test their comprehension of the content. The learner undertakes the same activity as before, but without instruction. By applying what they have learnt, they are able to test their ability, set a benchmark to improve upon and ultimately work towards being job ready.
Learner Achievements and Rewards
We are happy to introduce a new three-tier certification system that is designed to improve a sense of achievement and boost learner’s confidence as well as document and demonstrate their activity and best attempts.
- The Assessment Completion Record is generated at the end of each assessment module (i-Check, i-Test, i-Practice) and shows the learner’s competency in their understanding. In case of multiple attempts, the best attempt is recorded in the learner’s profile.
- The Certificate of Unit Completion is produced when a full topic/unit has been covered by the learner (including i-Asks, i-Practices and all the assessment modules).
- The Certificate of Product Completion is awarded when all the topics/units in the product have been covered by the learner.
All the Assessment Completion Records and Certificates achieved contain unit details such as reference code and learning outcomes, etc. The documents are stored in the learner’s profile and can be printed or saved in PDF format. These may also be shared on Facebook, Twitter and LinkedIn.
The tutor and supervisor are also able to view all the learners’ achievements stored on GVS-PiLOT.
- Formative assessments (i-Check) – provide the tutor and learner with information about the learner’s comprehension, progression and needs. This can be used to help the learner identify their strengths and weaknesses, target areas that need work and help the tutor to recognise any knowledge gaps.
- Summative assessments (i-Test) – used to evaluate student learning at the end of an instructional unit, whereby a learner will be given a percentage rating as an indication of their overall understanding. This can then be used by both learner and tutor as a guide for subsequent courses.
- Performance-based assessments (i-Practice) – these are based on the practical demonstration of the skills and competencies that the learner has acquired.
All assessment methods are supported by a comprehensive range of reports that are designed to:
- to keep the learner engaged utilising various template styles
- focus on key points of learning.
- incorporate high-quality tasks, activities and interactive content to encourage and challenge the learner
- build confidence and understanding
- provide instant assessment feedback to allow learners to think about and discuss ways of improving
The reports can also be used to:
- gain an insight into the leaner’s understanding of the content
- highlight any challenges that the learner has experienced
- check if the learner is job-ready
How to use In-Built Assessments
There are three methods of assessment: i-Check, i-Test and i-Practice (Assessment)
Here you are able to check your learners’ comprehension of the material taught in the i-ACT. This can be done in several ways, depending on how you want to deliver the material. For example:
- arranging your learners into small groups to work through the questions together
- learners can work through questions independently, setting this as a target for ILPs
There are numerous templates for i-Check, which have been designed using various formats in order to keep your learners engaged and motivated.
The following i-Check is a set of multiple choice questions. Clicking on the words highlighted in blue opens up images or brief explanations to accompany the question.
For each set of questions that are answered, we show the learner which they have answered correctly and which they have answered incorrectly. This gives them the opportunity to revise their answers, helping to bolster their confidence and increase understanding. Correct answers are indicated with green, incorrect answers are indicated with red.
i-Test is a summative assessment of your learner’s comprehension of the material delivered through i-Ask. This assessment tool can be used in a number of ways, suiting your teaching style and your learners’ abilities. For example:
- it can be used to assess a learner’s knowledge prior to teaching the material, and again at the end of a lesson. This can indicate the overall level of a learners’ understanding and their progress
- learners can be arranged into pairs to work through an i-Test, offering peer support. The results of this however will be for a group effort and not an individual
- i-Test can also be used to engage the group as a collective. Learners can, for example, come up to an interactive board and demonstrate their understanding of a topic to the rest of their class
There are various templates which include multiple choice questions, dropdown boxes, and drag and drop exercises.
At the end of the i-Test you are given a summary showing the total number of questions, the number of correct answers, time spent completing the test and a score (displayed as a percentage). This instant feedback allows learners to:
- highlight areas within a topic that need revision
- set a target to try and beat when repeating the content; either in time or score or both
Tutors can also use these results to track learner’s progress, identify any knowledge gaps and highlight areas that require improvement for future lessons.
- i-Practice (Assessment)
This is where learners demonstrate their understanding of the steps required to carry out a practical task. i-Practice (Assessment) modules are similar to i-Practice (Training) modules, but the one key difference is that the instructions have been removed, ensuring that the learner demonstrates their practical knowledge of the process.
This assessment tool can be used in many ways, including:
- as a group activity where learners can come up to the interactive board and demonstrate their understanding of the steps involved; encouraging peer support
- as a task to be completed prior to the workshop, building learners’ confidence and understanding
- as a way of highlighting areas where individual support is needed. This can be achieved utilising the reporting elements and will also help when setting targets for ILPs
Performance is visually indicated through RAG ratings: Red representing a lack of understanding, Amber is an error in best practice but not process, and Green demonstrating good understanding.
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