discover how to use micro-learning techniques to create mini-learning format resources for...
TRANSCRIPT
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Developing a Mini-Learning Resource
through the SYNERGY Exchange
Platform
SYNERGY Train the Trainer
Workshop
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E Learning: Equality and Diversity
The following are points to consider when developing
learning resources in relation to equality and diversity
and how they are addressed through e-learning:
Legislation:
Learners accessing education and training through e-learning formats are from a
diverse range of backgrounds, cultures, languages, experiences and beliefs.
Being mindful of equality issues is important in the learning environment .
Each country has legislation in place to protect learners from discrimination,
harassment and victimisation.
E-learning providers need to be aware of the relevant legislation in their jurisdiction and
ensure they are meeting those standards.
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Equal outcomes
As educators it is important to ensure that everyone has
the right to appropriate and accessible education and
training.
E-learning can be accessed at a location appropriate to the learner,
eliminating any travel issues to access learning in a specific centre or
location
On-demand availability enables students to access and complete
training conveniently at off-hours or from home.
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Inclusive teaching and learning
Awareness of personal bias
E-learning approach eliminates any individual bias, positive or negative as
the interaction is consistent and automated
Gender Consciousness
E-learning does not differentiate between gender. E-learning format should
be neutral and equally relevant and accessible to both men and women
Culture and language considerations
E-learning should be designed to be suitable for a wide range of cultural
backgrounds as it may be accessed by learners from a range of cultural
backgrounds. Terminology and language used should be appropriate for a wide
target audience
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Inclusive teaching and learning
Well designed E-learning is inclusive of all learners needs
including those with disabilities.
E-Learning aaccommodates the three distinct learning styles of auditory
learners, visual learners, and kinesthetic learners.
E-learning accommodates the use of assistive technology for people with
disabilities
E-learning is self paced. Learners can progress at a pace appropriate to their
own needs and abilities therefore reducing stress and increasing satisfaction.
In these ways, e-learning is inclusive of a maximum number of
participants with a maximum range of learning styles, preferences, and
needs
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Purpose of Mini-Learning training resources
Research conducted with 132 micro-enterprise owners
across six EU countries clearly outlined that:
Current and available training offers often do not address those
issues and problems experienced by business owners.
Business or vocational training available to business owners is often
location specific, classroom based and scheduled for 1 to 5 days during
core business trading hours.
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Purpose of Mini-Learning training resources
Therefore there is a need for short and concise resources
that can be used whilst working, integrated into the daily
work routine.
Themes have been pre-defined by the business owners
themselves that address authentic and realistic business
problems that are relevant and can be adapted directly. (SYNERGY TNA)
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Example of a Mini-Learning
Resource Structure and Layout
Title: Effective Team Work.
Content: Giving and receiving
effective feedback within a team
Text based document: Key theories and
principles and, Visual: simulation video of
giving good/bad feedback
Video Lecture: Speaking directly to camera
Outcome: At the end of this session you will
know how to give feedback effectively
within a team.
Video lecture with or without PowerPoint
PowerPoint with Voiceover
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Structure and characteristics of a Mini-
Learning Format Resource (MLFR)
When creating a mini-learning resource, irrespective of
the resource format (i.e. video, audio, worksheet etc) the
following structure should be adhered to.
This structure is based on common approaches used in
teaching settings and is informed by didactical principles
and learning theory.
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Phase 1 (Input time: 1 minute): Introduction & Aims
The creator should introduce himself/herself; announce the title
of the course; state the learning outcome(s) and outline the
main content areas of the course.
Phase 2 (Input time: 3 – 5 minutes): Key Learning Content
The actual learning content that targets a very specific problem
context or thematic issue must be communicated in this phase.
Thus, this phase is the core element of the resource and will be
the most extensive phase.
Phase 3 (Input time: 1 – 2 minutes): Reflection and Transfer
Following the phase 2, the creator should provide a short
summary of the key learning points, highlighting the link
between the content and the business environment and offer some questions or statements to help the learner reflect the
content against the background of their own problem, and thus,
learning transfer will be fostered
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Phase 4 (Input time: 1 minute): Assessment & Outlook
The creator has the option to provide a self-assessment tasks,
resource and/or quiz. This phase is critical to the learners to
support successful learning processes.
Following this structure, prioritises the focus on the
content which helps to keep a high standard of quality,
consistency and relevance. This structure will deliver
focused learning resources requiring the resource creator
to really think his/her content preparation through.
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Example of a Mini Learning Format
Resource
http://undermywing.eu/icms/video/site_7322/1403102549_
mod_5_unit_1_720_900k.mp4
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Learning outcomes
What are they?
Learning outcomes are the specific intentions of a programme or
module, written in specific terms.
They describe what a student should know, understand, or be able
to do at the end of that programme or module
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Benefits of Learning Outcomes
Learning outcomes can:
Help to guide students in their learning in that they explain what is expected of them, in turn helping them to succeed in their studies.
Help staff to focus on exactly what they want students to achieve in terms of both knowledge and skills.
Provide a useful guide to inform potential candidates and employers about
the general knowledge and understanding that a graduate will possess.
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AD536 Kenny & Finn 2014
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We recommend that you aim for a
maximum of 2 learning outcomes for each
of your Mini-Learning Resources.
Writing Learning Outcomes
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AD536 Kenny & Finn 2014
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Start learning outcomes with the phrase:
‘On successful completion of the session, learners will
be able to …’
OR, better still:
‘On successful completion of the session, you will be
able to …’
Writing Learning Outcomes
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AD536 Kenny & Finn 2014
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These phrases lead you to use action verbs so that students are able to demonstrate that they have learned or achieved the outcome. To help you write your outcomes, use Bloom’s Taxonomy (1956), which despite its age is still one of the best aids to writing good learning outcomes.
Writing Learning Outcomes
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AD536 Kenny & Finn 2014
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Aim
A generalised statement of an
intended direction
Always starts with the word
To ……..
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AD536 Kenny & Finn 2014
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Criteria for a learning outcome
2. Contains only one action verb
1. Starts with “On successful completion of this
session the learner will be able to …..
3. Action verb is linked to Blooms taxonomy of
words
4. Means of assessment is written concurrently
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Bloom identified six categories of learning:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
All of which you can use at any academic level
Blooms Taxonomy
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Blooms Taxonomy
The first two of these relate specifically to knowledge and
understanding, while the remaining four involve intellectual
skills.
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Bloom's taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy.
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AD536 Kenny & Finn 2014
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Learning Outcome Exercise
Write up to 2 learning outcomes for the mini-learning resource you will design for this
workshop or a session where you have previously facilitated
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AD536 Kenny & Finn 2014
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Preparing a lesson plan
A. Opening
B. Engagement
C. Learning incident 1 ……
D. Feedback
E. Closing
A lesson plan should have a standard structure
outline 1 to 5 following:
1. Opening
2. Learning outcome
3. Steps to be taken,1,2 etc ……
4. Feedback
5. Closing
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AD536 Kenny & Finn 2014
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Preparing a lesson plan
1. Time schedule
2. Learning content
3. Resources/Materials required
4. Steps to be taken
5. Learning outcome expected
Layout the lesson plan on a A4 page in
landscape orientation
Draw five columns on the page. The headings
are:
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Target Audience: Profile of Learner
The audience of your Mini-Learning resources within
SYNERGY are the participants of the SYNERGY
Exchange platform.
Respectively Micro-enterprise owners and managers
that wish to access mini learning resources and decide
to exchange information, experience, and create and
share learning resources of their own.
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This session will briefly:
• Describe why evaluation is important and necessary in
an training context
• Review how the Kirkpatrick four levels of evaluation
apply to E-learning
• Offer some practical tips on E-learning evaluation (levels
1-3)
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The Keys to a Good Evaluation
What you need to
know?
• The purpose of the evaluation
• Who is it for
• What exactly do they need to know
Possible Answers
• To determine if the training worked
• The designers and presenters
• If the learning objectives were
mastered, and learning applied to the job. Was course completed and
experience enjoyed?
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Kirkpatrick’s classic four levels of evaluation
Why is this model relevant to us? Kirkpatrick’s model concerns itself with results rather than mechanisms that are used to create the results.
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Level 1 – Reaction surveys
What does a response evaluation really measure?
Did training meet the expectations of learners? Did learners find the learning experience emotionally and intellectually satisfying and feel that they personally benefitted? Was the style of presentation (videos, interactions) acceptable to learners?
When is this knowledge useful?
When determining learners comfort level and confidence in their ability to take an e-learning course When trying to recognise and defuse potential frustrations of learners (what worked well or not) When accessing if the style of presentation (video, interactions) were acceptable to learners?
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Level 1 – Techniques and Tips
Techniques
• Gathering opinions through
questionnaires
• Electronically track access
and navigation
• Rate of progress through course
• Completion rates
• Participation in online discussions or chats
• Solicit feedback within
course
• Hold focus groups
Tips
• Do Level 1 evaluation
primarily in development phase of programme/course
• Consider the novelty of E-
learning
• Analyse the data to gain
insight
• Do not wait for the end of the
course for input
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Level 2 – Learning Evaluation
What does level 2 tell us?
What does a learning evaluation really measure?
What specific facts, concepts, processes, procedures or principles did learners acquire (learn)?
When is this knowledge useful?
When feedback is required as ascertain whether content has been successfully transmitted to trainees both individually and as a group Meaningful, yet economical evaluation is required
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Level 2 – Techniques and Tips
Techniques
• Design tests to evaluate
learning
• Remember…your learning
outcome(s) inform you what type of evaluation is needed
• Select your learning
outcome(s) carefully
• Observe learners’ behaviour
during training online
discussion groups/chats
• Challenge learners to perform a hands on activity (blended)
Tips
• When testing integrate your quizzing
with the content
• Create questions that reflect
skill/knowledge necessary in workplace and ideally require performance similar
to workplace
• Create case studies with available
content
• Evaluate response to questions to
identify any missed frequently
• When training to an awareness level a Level 2 evaluation is sufficient
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Level 3 – Performance evaluation
What does level 3 tells us?
What does a performance evaluation really measure?
Can learners apply what they learned to their jobs?
When is this knowledge useful?
When the gap between knowing and doing is critical Putting theory into practice is a high priority When identifying which learners were the most successful at applying learning
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Level 3 – Performance evaluation
Performance on the job occurs outside of the E-learning
environment so generally the evaluation at this level does
as well – but it can be support with technology
Conditions necessary to change:
The learner must….
• have desire to change
• know what to do and how to do it
• work in the right climate
• be rewarded for change
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Level 3 – Techniques and Tips
Techniques
• Observe learners behaviour on the
job (look for set of behaviours that
demonstrate mastery of learning
objectives)
• Gather opinions of those that
supervise or manage the learner
• Consult records or performance logs
• Simulate job performance with a
computer simulation that accurately
predicts On-the-Job performance,
mimicking the job environment
(same cues for action; same distractions)
Tips
• This is hard… try observations
first
• Always keep an eye out for a
supervisor/manager and capture/disseminate their
knowledge
• Ideally conduct this evaluation
2 to 3 months after training
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Level 4 – Results evaluation
What does level 4 tells us?
What does a results evaluation really measure?
Did the training programme accomplish its original company/organisational goals? Was the training programme cost effective? What is the rate of return on the money invested in the training
When is this knowledge useful?
When deciding among training and other solutions to problems When documenting the benefits of training to those that are responsibility for paying the bills and generating revenue
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Level 4 – Results evaluation
E-learning no different than any other type of
training
A simple way is to determine its worth
• Describe the change that resulted due to training
• Estimate the value of that change (50K/year)
• Estimate that % of the change due to training (50%)
• Estimate your confidence in the training estimate (75%)
Training benefit = 50K/yr x 0.5 x 0.75 = 18.5K/yr
ROI = (benefits – costs)/costs x100