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Problem
The client NGO, Azim Premji Foundation, sought to collaborate with an external e-learning specialist to develop digital learning programs for children in rural areas. They wish to provide training which is effective and efficient which allow the learners to gain knowledge in the subject.
 The Zobble solution:
Zobble Solutions made a detailed review of the Client’s objectives and requirements for the course and prepared appropriate and comprehensive solutions. We designed an interactive and engaging program consisting of self-paced modules that are central to the function of instructing. We thus converted the Client’s concepts into an engaging digital learning resource (DLR) complete with animations and Flash movies, which make the process of learning seemingly incidental to the excitement experienced by the child-learner. At Zobble, we are proud of the role we played in the development of Value of Place-Value for the Azim Premji Foundation.
Project Brief:
 The client NGO, Azim Premji Foundation, sought to collaborate with an external e-learning specialist firm to develop 120 minutes of digital learning resources (DLR) on a math topic called ‘Place Value’. The analysis and design phases of the project were already completed by the Client. As the project moved into the development phase with the writing of storyboards, the Client selected Zobble Solutions as its partner for converting the storyboards into digital learning material.
Project description:
The Client conceived four learning strategies which were combined to form the macro strategy for the course. The four strategies are:
i) Simple narrative: This was used for binding the topics and to add an element of interest in the learning process. The narrative is of a bright girl, Jaya, studying class IV in her school. She is good at Maths because she is a persistent learner and takes care to understand concepts, and not just mimic procedures. Through her efforts and enterprise, her friends learn Place Value concepts and participate in an inter-school contest to win a trophy for their school. Sayli has a pet monkey, Viru, who raises basic questions about what Sayli says about place-value. These questions represent the common doubts children have in arithmetic.
ii) Humour: This is contained in the story of a queen and her people who did not know numbers and counting. They were harassed by thieves who knew how to count. The queen’s problem is solved by a little girl who discovers counting. This story has been told in a manner that maintains humour in the narration.
iii) Electronic card game: This is a four-level game designed to test the assimilation of numeracy skills the course intends to impart. It can be played alone or with another child. The game requires the learner to make a number that the computer flashes on the screen. The number could be in two or three digits and the child will have to make use of the deck of cards to arrive at it.
iv) Secondary interface: Since physical cubes are known to help children learn counting, adding and subtracting numbers, the Client conceived a secondary interface – called place value learning interface – offering virtual cubes of four places (units, tens, hundreds and thousands) used by Sayli and her friends (with Viru the monkey’s questions helping children understand relevant concepts).
Client specifications:
The client specified a linear learning approach for this course. It had to be engaging and lead to intuitive learning. Ease of participation and usage was important because the target learner is unlikely to be comfortable with advanced user interfaces. At the start of the course, the learner would be taken through an orientation tour that would provide guidance on how to navigate within the course and brief him/her about the different elements used in the course.
The user would have the flexibility to randomly select learning modules through a hop-scotch grid, a game most rural children in India are familiar with. However, each module would be treated as completed only if the user has navigated through all its pages and attempted the associated assessments. A sliding or clickable menu would be provided to enable the user to chart his/her own progress through the course, and provide an ‘at a glance’ summary of modules already attempted and yet-to-be-attempted. At the end of every module, the user would be presented with an interactive assessment/exercise to test his/her understanding and knowledge of the key learning points.
An essential feature of the course would have to be ‘globalization at source’, so that it could be localized for different parts of India where different native languages. The course would have to be simple and engrossing, and the technology was required to facilitate easy modification of content as and when required.
The pedagogy of the courseware would have to factor the uniqueness of the target learner, i.e., children in rural areas. They would use the course at their own pace and at intervals convenient to them, and would revisit topics that they could not assimilate at the first attempt. Interactive exercises and/or assessments to reinforce and test the understanding of concepts by the child-learners, were required. The client would provide design to conform to branding requirements.
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 What's New |
• An elearning course developed for Essar on Supply and Distribution.
• Number of courses developed for Hindustan Unilever Ltd. (HUL) on various topics.
• Compentency Certificate Program for ICICI Prudential Life Insurance.
• Complaince course for Birla Sun Life Insurance. |
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Value of place-value
