An Espoir Worldwide Initiative

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Dedication

Espoir Technologies

Espoir was founded in 2005 by a team of industry professionals working with leading global companies specializing in Technology, Engineering, Human Resources, Finance, Marketing and Educational Psychology.

We realize the criticality of skill-gaps, and its grave consequences. We invested our years to invent lasting solutions that can turn ordinary into extra ordinary. We innovate new methodologies and technologies so that the result makes meaning to millions of lives.

An Espoir Worldwide Initiative

Member: American Society of Training & Development

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Our Values, Our Beliefs

We are passionate about what we do. We are happy with our creations because our users are satisfied with what they could achieve in real life situations as a result of trusting our products and programs. Your input is the trigger for our innovations.

We don’t advertise. We believe, if you are really in need, you would search and find us. We also believe, ultimately, you are responsible for your future. We can sincerely help. Why not meet us on ‘About Us’ page?

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Home Timely & Actionable feedback RIEOTS - Respond In English On The Spot!

In 1989, Bill Gates said, “We all need people who will give us feedback. That's how we improve”.We know how much his company and he has improved - it is not a small feat to remain as the world’s richest man for over a decade.

Feedback has no effect in a vacuum; to be powerful in its effect, there must be a learning context to which feedback is addressed. It is but part of the teaching process and is that which happens second—after a student has responded to initial instruction—when information is provided regarding some aspect(s) of the student’s task performance. It is most powerful when it addresses faulty interpretations, not a total lack of understanding. Under the latter circumstance, it may even be threatening to a student: “If the material studied is unfamiliar or abstruse, providing feedback should have little effect on criterion performance, since there is no way to relate the new information to what is already known” (Kulhavy, 1977, p. 220).

Winne and Butler (1994) provided an excellent summary in their claim that “feedback is information with which a learner can confirm, add to,overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies” (p. 5740).

RIEOTS is an example of experiential learning and contain all the following elements:

Reflection, critical analysis and Synthesis: RIEOTS includes Spoken English Simulator and Interactive Tests, through which the learner gets these experiences.

Opportunities for the learners to take initiative, make decisions, and be accountable for the results.

Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically.

Experiential learning is a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. Experiential learning encompasses a variety of activities including internships, service learning, undergraduate research, study abroad, and other creative and professional work experiences. Well-planned, supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills.

A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes.

RIEOTS methodology contains the following features.

A reflective learning phase.

A phase of learning resulting from the actions inherent to experiential learning.

A further phase of learning from feedback.

Most educators understand the important role experience plays in the learning process. The role of emotions and feelings in learning from experience has been recognised as an important part of experiential learning.

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