3. Use the text tool to
record your current
mood state
Reaching Sparks I am Oh no its Give me
Nirvana out of starting to only the pills
ears believe Wednesday
4. 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
5. Burning Questions
Most of our training is
conducted
•A At our training rooms
•B At clients workplace
•C Online
•D Blended
•E One of more of the above
6. VET practitioners are
increasingly using….
• online quizzes, e-portfolios and simulations to gather
assessment evidence
• management information systems to record assessment
outcomes and track and monitor candidate progress
• online logs, wikis and blogs to provide and respond to
assessment feedback
• mobile devices to support workplace assessment
• web conferencing to moderate assessment processes
and outcomes.
8. •Learning Support
•Communication skills
•Experiential stories & Group
problem solving
•Demonstration of practical Skill •Case studies
•Guest Speakers •Scenarios
•Site visits •Games
•Decision making trees
•Demonstration of
Knowledge •Webinar
•Video Lecture/Software
•Industry demonstration
Face to Face Knowledge •Student presentations/peer
•Quizzes review/Guest Speakers
•Communication •Q and A sessions
•Assessment clarification
•Role play
Forums/Blogs
•Group tasks
Self Paced
•Individual stories
•Research
•Placement
Online
Facilitated
10. Burning Questions
Do you use eAsssessments
currently?
• A No
• B Yes – Self paced learning
• C Yes – Blended Learning
• D Yes – Virtual Classrooms
11. Burning Questions
I use the following in my
assessments
• A Video and Audio
• B Group Work/Collaboration
• C Problem Solving/Case Studies
• D Peer Review
• E Some or all of the above
16. 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
17. Assessment
Documenting
Communication
Decisions
Reviewing and Multimedia
Improving Product
Working in
Self Reflection
Creative Teams
27. 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.
34. 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.
41. 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 with
multimedia
•Working solo, without access to other
learners.
•No facilitation or group sessions online
43. Purpose
•Most e learning courses purpose
is to share information or
change/improve job role
performance.
However, most courses
focuses on sharing information
rather than performance
improvements.
This happens because most
people focus on delivering
content rather than on changing
job role performance.
44. How do your learners
demonstrate they know and
can apply something?
45. All shapes and sizes
•Learners exhibit a
variety of learning styles, Computer
literacy & attitudes to learning
preferences
•Have a Goers
•Reflectors
•Watchers
•Listeners
46. 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)
50. Push or Pull
Co Workers
Co Workers
SOPS
SOPS
Existing
Existing
Knowledge
Knowledge
Workplace
Workplace
Supervisor
Supervisor
Video
Video Learning
Learning
demonstration
demonstration Materials
Materials
Trainer
Trainer
51. Decision Making
Trees
Present learners with situations with choices for dealing with
the problem, with each choice leading to consequences and
further choices
The process of finding the solutions to the problems is
more important than the solutions themselves.
52. Decision Making
Trees
Learners can investigate the
possible outcomes of
choosing those options.
They help the learner to form a
balanced picture of the risks and
outcomes associated with each
possible course of action.
54. Burning Questions
Well 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 Leo?
63. Burning Questions
Roadblocks
• 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
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
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.
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.