Running HEAD: Best Practices for Just-In-Time… 1<br />Best Practices for Just-In-Time Teaching within the Virtual Classroom<br />Michele Kemp<br />EDU656<br />Dr. Nicole Runyon<br />August 16, 2011<br />EDU656 August 2011<br />
Best Practices for Just-In-Time Teaching within the Virtual Classroom<br />
Remote instructor-led training</li></li></ul><li>Training Best Practices<br />Strategy-driven<br />Positive cost/benefit ratio<br />Reinforced by essential tactics and policies<br />Driven through various routes<br />Maximize employee ability<br />Work-related training<br />Learn by doing<br />Transfer knowledge and skills<br />Link training to other area needs<br />Ongoing learning process<br />
1. Strategy-Driven<br />All training should emanate from global business strategic goals.<br />
2. Positive Cost - Benefit Ratio<br />Training costs must show a return on investment<br /><ul><li>Long term
Or short term. </li></li></ul><li>3. Reinforced By Essential Tactics and Policies<br />Learning aligned with and supported by<br />Organizational structures<br />Lines of authority and decision making<br />Planning and budgeting<br />Career development and performance management, and succession planning<br />Information sharing<br />
4. Driven Through Various Routes<br /><ul><li>Explore and apply several training modalities
Technology support tools</li></li></ul><li>5. Maximize Employee Ability<br />Utilize ability and potential of employees<br />Use self-directed training and development<br /><ul><li>Employees identify their own needs
And so on…</li></li></ul><li>Best Practices Just-In-Time Training (JITT)<br />Match teaching methods to content<br />Organize work tasks<br />Determine instructional methods for processes<br />Teach supporting knowledge<br />Identify supporting facts or concepts<br />Mirror the job<br />Provide explanatory feedback<br />
5. Identify Supporting Facts or Concepts<br />
Begin with job and task analysis<br />Create exercises that mimic the job or task<br />Create transfer appropriate interactions<br />
Feedback provides knowledge of practice results<br />Tells learner that response is correct or incorrect<br />
Summary of Methods to Teach Content Types<br />
References<br />Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e- learning, the new virtual classroom, Pfeiffer, P.69-81.<br />Clark, R.C., Mayer, R.E.(2008), e-Learning and the science of instruction, proven <br />guidelines for consumers and designers of multimedia learning. Pfeiffer, <br />P. 323-324, <br />Top 10 training best practices for effective learning and development programs, <br />Retrieved on 8/14/11 from http://www.lsaglobal.com/about/Training-Best- Practices.asp<br />
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