E-Learning interaction/gamification (nutrition major)
topic: Nutrition Exam Requirements
Introduce the specifics of the national qualifying exam for the French post-secondary degree of Brevet de Technicien Supérieur, in nutrition and dietetics: its format, its procedures, its methodology, the expectations of the jury and of the degree program, and strategies for success.
Create an interactive module from material about procedural compliance that does not easily lend itself to an active learning model.
Break down the material into small, easily digestible bits. Continuously remind students of what’s at stake to keep their motivation up. Communicate visually and integrate multimedia (videos, images, animations, infographics, timelines) whenever possible to avoid the monotony of too much written information. Use photos to help them visualize their presence at the exam. Maximize interaction.
The program has not yet launched. However, initial evaluations of the module included the following accolades:
- Modules were classified as “excellent” by the subject matter expert evaluator. SME indicated that she took the initiative to indicate, unprompted, the quality of the modules to the project manager.
- Modules were characterized as “super,” “very good,” and “top,” by the program manager, citing in particular the immersive nature of the modules and the professional relevance of scenarios and problems.
interactive presentation: exam strategies
Short text and plenty of slides keep the student engaged. A non-sequential index allows the students to move through the elements in the order they desire, giving them agency and choice. Bright colors counteract the dryness of the topic material.
gamification: learning assessment
Gamification as assessment keeps the learning fun and interesting. The goal of obtaining a key motivates the student and provides incentive for completion of the assessment.
The design is consistent with the previous presentation’s graphic style, to ensure consistency between capsules within the module, and to subconsciously recall the connection between the assessment and the initial presentation of the information.