Session1
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TAA eLearn Course Session 1 by yum productions
![– CBAA ,[object Object],Spring is in the air Any fitter would be dangerous Steady as she goes Starting to avoid eye contact On the edge of reality](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Session1
- 1. – CBAA
- 7. Assessment Task One – CBAA
- 8. – CBAA
- 9. – CBAA
- 10. – CBAA
- 11. – CBAA
- 12. – CBAA
- 13. – CBAA
- 14. – CBAA
- 21. Fully Online Knowledge Preparation for F2F Skills Workshop Blended – Mix of online & F2F Skill recognition/currency/RPL Skills update on demand Collaborative Learning with Peers Potential Delivery Models
- 22. Model of e Learning Knowledge/Skills Industry Knowledge Staff Capacity Compliance eLearning Training Tools Collaboration Authentic Tasks Trainer/Learner Communication Model Self Paced eLearning Platform Structured
- 23. Describe what are – to you – the most important elements in Training/Teaching
- 24. Now, what elements that you value do you think would be diminished by an online training experience
- 25. For you, what elements would contribute to a successful eLearning experience?
- 27. What are your learners expectations?
- 34. Before 2003 he was the MAN!!
- 41. Thank you for playing
Editor's Notes
- 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.
- 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.
- 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.