Our approach is to build learning design solutions applying pedagogical tenets and building the learning experience on this strong foundation. Technology is a tool and a facilitator for delivering the key component of content and instruction. This is a principle we hold to within the continuum of activities involving course design: eliciting content from SMEs, arriving at instructional strategies, tools, and assessments.
Engaging and effective content and right use of interactivities and multimedia. We create content using the right media solutions:
Immersive learning such as gamification, scenario-based, simulation-based, interactive 3D, AR, VR;
2D or 3D online learning, image, and audio based;
microlearning and video nuggets;
Whatever your requirements are, we can deliver.
Blended, Hybrid, and Flipped
With our design-first approach, we help you determine the best approach to a given teaching or training need. With our strong learning design fundamentals, we help you arrive at decisions on putting together the right solution, treating each curriculum and learner’s needs as unique.
Assessment is an important part of learning, practice, and measuring student and training effectiveness. We work with our customers on formative and summative assessment creations.
Game-based and Gamification
Learning has to be interesting, interactive, and fun for new-age learners. Whether the learning strategy has to use game-based learning intervention or gamify the learning environment using game elements or mechanics, our team can decide on the right strategy based on your learning objectives.
At S4Carlisle, we design a learning experience for students or learners within a game framework to meet specific learning outcomes. The games are designed to allow learners/students to understand and practice the subject matter or solve a complex problem within a real-world context.
To motivate and increase learner/student engagement, we use gamified interfaces such as badges, leaderboards, points, or scorecards. The gamification approach is used to increase the focus and attention of the learner rather than the learning.