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Session for QLD e assessment project

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  • What is a virtual classroom – common features and capabilities Using Case Studies, Problem Solving and Decision Making Trees Doing away with vast amounts of text – Incorporating Audio and Video into e Learning Free Tools to deliver e learning Using simple tools to produce great looking activities The art of writing thought provoking learning activities that challenge and engage
  • What is a virtual classroom – common features and capabilities Using Case Studies, Problem Solving and Decision Making Trees Doing away with vast amounts of text – Incorporating Audio and Video into e Learning Free Tools to deliver e learning Using simple tools to produce great looking activities The art of writing thought provoking learning activities that challenge and engage
  • 1. Communicate information with no performance expectations. Information-based courses communicate new information but have no built-in expectations of changed performance. A good example is a course that highlights new features of a software application. You learn about the new the features but you aren ’t required to do anything with this new information. 2. Give step-by-step instructions that have specific outcomes. These courses are focused on procedures and how to do something. They ’re made up of repeatable tasks that are very close to what the learner will do at work. A good example is showing someone how to complete a worksheet or use software. 3. Share guidelines to help the learner solve problems. The most challenging courses to design are those where you teach principles or guidelines versus repeatable steps. You really have to understand the nuances of the learner ’s situation and how the principles can be applied while respecting the fact that each application is somewhat unique.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Organise Content into Small Chunks • Build Upon Prior Knowledge. Create processes where the learner can practice using the information in a context that integrates it with prior experience. (Case studies and practices exercises are good because they can be structured to combine the new information with the learner ’s current understanding.) • Provide Real-World Context. (Create exercises and real-world scenarios that help the learner apply the new information into a workplace context. Problem-solving scenarios help develop thinking skills that can be transferred to the working environment) • Focus on meaning and not information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
  • Organise Content into Small Chunks • Build Upon Prior Knowledge. Create processes where the learner can practice using the information in a context that integrates it with prior experience. (Case studies and practices exercises are good because they can be structured to combine the new information with the learner ’s current understanding.) • Provide Real-World Context. (Create exercises and real-world scenarios that help the learner apply the new information into a workplace context. Problem-solving scenarios help develop thinking skills that can be transferred to the working environment) • Focus on meaning and not information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.

e Assessment e Assessment Presentation Transcript

  • Eassessment: using technology and learning design to gather quality assessment evidence.
  • Use the text tool to record your current mood stateOn top Sparks I am Hitting the Give meof the out of starting to wall the pillsworld ears believe
  • Today’s agenda• Virtual Classrooms – Pitch and Peer Review• Using Case Studies, Problem Solving and Decision Making Trees for Assessment – Design and the Art of Writing• Using industry case studies – the Brief• Action Learning Sets
  • Burning QuestionsMost of our training isconducted•A In our training rooms•B At clients workplace•C Online•D Blended
  • Burning QuestionsDo you use eLearning currently?• A No• B Yes – self paced learning• C Yes – Blended Learning• D Yes – Virtual Classrooms
  • Burning QuestionsI use the following in my assessments• A Video and Audio• B Group Work/Collaboration• C Problem Solving/Case Studies• D Peer Review
  • Delivery questions Trainer/Learner Communication Model Structured eLearning Platform Knowledge/Skills Industry Knowledge Self Paced Staff CapacityeLearning Training Tools Collaboration Compliance Authentic Tasks
  • Virtual Classroom Uses for Virtual Classroom• Lecture/Software demonstration• Student presentations/peer review• Q and A sessions• Assessment clarification• Role play• Meetings/Assessment Validation
  • Virtual Classroom Uses for Virtual Classroom• Assessment• Peer Review• Resubmit
  • Virtual Classroom Assessment and Peer Review Context• Students self select - motivated• Course is fully online – Moodle and BC• Diploma level• eLearning industry focus – knowledge and skills• Medium to High ICT skills. Quick Learners• ACE, RTO, Uni, TAFE, Corporate, Industry asc.
  • Virtual Classroom
  • Virtual Classroom
  • Virtual Classroom
  • Virtual Classroom
  • Presentation
  • Presentation
  • Virtual Classroom Assessment and Peer Review Context• Students didn’t volunteer• Course is blended – F2F, Moodle and BC• Diploma level• ACE Sector• Wide range of technology skills. Many with entry level ICT skills.
  • Virtual ClassroomUsing a Project “Pitch”
  • Virtual ClassroomUsing Project Wiki
  • Wikis and Virtual Classrooms
  • Wikis
  • Issue - Content ?!•Slabs of Text zzzzzzz•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•No supporting resources•Fail to exploit nature of the web withmultimedia•Working solo, without access to otherlearners.•No facilitation or group sessions online
  • How do you demonstrate you know something?
  • Purpose•Most e learning courses purposeis to share information orchange/improve job roleperformance.However, most coursesfocuses on sharing informationrather than performanceimprovements.This happens because mostpeople focus on deliveringcontent rather than on changingjob role performance.
  • How do your learnersdemonstrate they know and can apply something?
  • All shapes and sizes•Learners exhibit avariety of learning styles, Computerliteracy & attitudes to learningpreferences•Have a Goers•Reflectors•Watchers•Listeners
  • Cater for them!• Reduce reliance on text thru multimedia (Audio, Visuals, Video)• Engage learner to think through online material• Get learners to make decisions (learning activities)• Have learners understand how to acquire information(decision making)• Assess the sharing of perspectives• Put back industry knowledge(pre existing workplace experience)
  • Push or Pull
  • Push or Pull
  • Push or Pull
  • Push or Pull Co Workers SOPS Existing KnowledgeWorkplaceSupervisorVideo Learningdemonstration Materials Trainer
  • Push or Pull•“How do we get the learners to pullthis information?”Making Decisions•Case studies or scenarios can createa need for the learners to pull theinformation•You can present some simplequestions or problem-solving activitiesthat require a solution.
  • Decision Making TreesPresent learners with situations with choices for dealing withthe problem, with each choice leading to consequences andfurther choicesThe process of finding the solutions to the problems ismore important than the solutions themselves.
  • Decision Making TreesLearners can investigate thepossible outcomes ofchoosing those options.They help the learner to form abalanced picture of the risks andoutcomes associated with eachpossible course of action.
  • Decision Making Trees
  • Burning QuestionsWell as for decision making trees…• A Wouldn’t use em!• B Can see a use NOW with an existing course!• C Like to use but cant see how to make em• D Didn’t you say there was free chocolate today Toni?
  • Stories
  • Stories•Character •Worker•Setting •Workplace•Disruption •Problem/Skill•Solving the disruption •Asking/Reading/Policy Communication•Resolution •Learnt the skill
  • Draft a scenario•Problem for learner to solve•2 branches to solve, 3 choices per branch•Feedback on each choice•Content to support learners at each choice (Video, Audio, SOPS, supervisors, PDF, policy etc)
  • Skills to create!
  • Burning QuestionsRoadblocks• A Turning content into stories is tough for me• B I don’t have access to a tool to build these• C Convincing/training my SME to provide content in this way• D Cant see the link between Decisions and assessment outcomes
  • The Lesson
  • Tools to create•Udutu•PowerPoint•Articulate•LMS Tools – for example theLesson Activity in Moodle•Adobe Captivate•Blog/Wiki
  • Case StudiesExamples of real lifescenarios for problemsolving and decision makingto present the learner with asituation that they may oneday encounter in theirnormal work practice
  • Industry Knowledge•Industry experts (audio/video/webinars)•Discussion forums•Group Work•Action Learning Sets(finding solutions to workplaceissues)•Using Social Media to followIndustry events/conferences•Learners creating reports invariety of formats
  • Industry Briefs Industry Project• Students self select – Vet in Schools• Course is fully F2F – Blog and Google Docs• Certificate II Level• Entry level Multimedia• Focus on Team work, reflection and communication
  • Virtual Classroom
  • Virtual Classroom
  • Virtual Classroom
  • Virtual Classroom
  • Google Docsubmission
  • Blog Products
  • Peer Survey
  • AssessmentDocumenting Communication DecisionsReviewing and Multimedia Improving Product Working inSelf Reflection Creative Teams
  • Action Learning Sets•Learners raises work placeproblem (LMS, Webinar, F2F)•Co Learners commence deepquestioning to uncover natureof the problem – to understandit (non subjective)•Learner clarifies co learnerquestioning reflectsunderstanding of the problem•Co-learners provide range ofsolutions (subjective)•Learners devices strategiesfrom offered solutions forimplementation.
  • Skills to create!•Writing**•Using a video camera•Recording and mixing audio•Basic photoediting skills•Use of PowerPoint and rapidelearning skills•Relationship with SME•Commitment to developingactivities that test decisionmaking and problem solving
  • Informal Learning – the next Challenge•Motive•Relevance•Application•Working with othersPrinceton University Learning Process 70:20:10 model,-70% of workplace learning is experiential,-20% comes from interaction with fellow workers(including coaching and mentoring) –10% from formal learning interventions, where thetraining department rules.
  • ResourcesAny Questions? mick@yumstudio.com.au