Download - Discover how to use Micro-learning Techniques to create Mini-Learning Format Resources for Businesses

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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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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 …’


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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.


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Aim

A generalised statement of an

intended direction

Always starts with the word

To ……..

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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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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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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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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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Preparing a lesson plan Section 1

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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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Preparing a lesson plan Section 2

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Evaluation techniques

Making evaluation relevant

to e-learning and SYNERGY

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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 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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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 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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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 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

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Next Steps

Please refer to your Learner Workbook and complete the

template for the development of your mini-learning

resource.

This will be the first step in the design of your Mini-

Learning Resource...

Download - Discover how to use Micro-learning Techniques to create Mini-Learning Format Resources for Businesses

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