This document discusses conducting a training needs assessment before selecting learning technologies and methods for training. It emphasizes identifying the knowledge, skills, and needs of both the workforce and external customers. Common mistakes include selecting technology before content or a one-size-fits-all approach. The assessment should determine skills and knowledge levels, performance objectives, and learner computer expertise. It should also identify any translation needs. Questions to consider include difficulty levels, prerequisites, interaction needs, and ways to assess learning. A variety of presentation and distribution methods are outlined, along with frameworks for selecting technologies based on interaction level, activity focus, and strengths/weaknesses.
Presentation as part of online workshop for Emerge Africa. Presented by Andrew Deacon, Janet Small and Sukaina Walji, Centre for Innovation in Learning and Teaching, University of Cape Town.
Presentation as part of online workshop for Emerge Africa. Presented by Andrew Deacon, Janet Small and Sukaina Walji, Centre for Innovation in Learning and Teaching, University of Cape Town.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Linking Education with Employment Outcomes (LEEO) in a NAF AcademyNAFCareerAcads
Participants will learn how to integrate the LEEO initiative into their NAF academy work-based learning plans for maximum student success. They will observe the outstanding features of the initiative, which can be customized to fit the needs of the school community.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
Using Social Software to Facilitate Blended Learning for Information Literacycbishop4
Presents the University of Central Florida's online information literacy resources and the social software application driving this institutional initiative.
http://recklessdriving-virginia.com presents: Virginia Reckless Driving - Use a Lawyer? Reckless Driving charges in Virginia are far more serious than other states. But is it worth it to get an attorney?
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Linking Education with Employment Outcomes (LEEO) in a NAF AcademyNAFCareerAcads
Participants will learn how to integrate the LEEO initiative into their NAF academy work-based learning plans for maximum student success. They will observe the outstanding features of the initiative, which can be customized to fit the needs of the school community.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
Using Social Software to Facilitate Blended Learning for Information Literacycbishop4
Presents the University of Central Florida's online information literacy resources and the social software application driving this institutional initiative.
http://recklessdriving-virginia.com presents: Virginia Reckless Driving - Use a Lawyer? Reckless Driving charges in Virginia are far more serious than other states. But is it worth it to get an attorney?
Honeywell VP of Global Energy Kent Anson addresses Bright Green attendees in Copenhagen on December 13 with a frank account of the opportunities and challenges associated with commercial and industrial energy efficiency campaigns. He examines the role that green buildings play in climate change efforts through case studies on Honeywell’s work with CCI cities such as Seoul and Melbourne. Nearly 50% of Honeywell’s product portfolio is linked to energy efficiency and the company estimates that the global economy could operate on 10-25% less energy just by using today’s existing Honeywell technologies. For more information go to http://honeywellnow.com
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
March 22- Orientation Session for Teachers on MCE Certification.pptxPankaj Rai
This is a presentation on "Orientation Session for Teachers on Microsoft Certified Educator (MCE) Certification"-
MCE is the only official certification from Microsoft that provides teachers with a globally recognized certification focused on the practical integration of ICT into teaching and learning”
This allows teachers to teach and engage 21ST-century learners with ease.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
This slideshare provides you the basic understanding of e-learning– its business impact, the steps involved in creating, delivering and deploying an eLearning program.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
2. Start with your training needs assessment Target your learning technology training interventions based on a sound and strategic decisions--making process. Not “how to do a need assessment”.
3. The Training Needs Assessment(1/6) Find the use of technology can support continuous communicationwith and education of their customers. Interact with customers in a frequent, time-sensitive manner. Keeping ahead of the competition Retaining the customer base
4. The Training Needs Assessment(2/6) Conduct 2 different needs assessment Your workforce External customers Require to know in any training program Knowledge Skills
5. The Training Needs Assessment(3/6) BIGGEST MISTAKEs: select the technology first then trying to make the content fit One-size-fits-all
6. The Training Needs Assessment(4/6) You can get off to the right start by Identifying the skills and knowledge levels of your workforce Determining what knowledge and skills are necessary to meet your mandated functional and soft skills training at every level of the workforce Ensuring that performance objectives to obtain desired knowledge and skill levels are clearly stated Knowing learner’s levels of computer expertise Identifying local or regional support for any cultural or language translation needs
7. The Training Needs Assessment(5/6) Your needs assessment for the workforce will identify current skills as well as knowledge levels of the learners: annual refresher training specialized training they need for functional job requirements Needed skills to begin a new job and advance in that job current skills do they have that can be transported to the next job? What knowledge and skills do they need for cross-training in other jobs?
8. The Training Needs Assessment(6/6) As you identify the needs of the learners, keep in mind some very important considerations: Are there multiple levels of difficulty in learning content? Are there prerequisites for any or all learning? Must learners be able to see the instructor via two-way video or other technology? Do the learners need to interact with you or with other learners? Do you need or want to assess learner performance as each learning segment or module is completed? Do you need remedial electronic tutoring for learners who perform poorly on assessments or become confused during the learning experience? Does the learner need to see visuals as the course or learning segment is progressing?
9. The Next part of Your Needs Assessment(1/2) If you decide to deliver a course via the Web, you must be sure that each person has: Access to the Web Needed hardware and software for universal access Global interoperability Up-to-date multimedia capabilities for his or her PC Knowledge about how to use the applications
10. The Next part of Your Needs Assessment(2/2) Unique list of mandated functional and soft skills training needs. Once you know your content needs, technology options that are available, and skills levels that need to be met, you are ready to move to the next step.
21. Meta-cognition Created by John Flavell "Knowledge of knowledge“ "Learning of learning" 定義:簡單的說是一種特殊的認知策略,被認為是現代認知教育中最活躍、最富饒的領域。後設認知是認知的認知,思考的思考,可用來監視、計劃、評估並管理我們認知功能運作的執行認知過程,它們是學習和表現以及整個智力系統扮演重要的中介角色。
23. Introduction Thinking: How do technology integrate into instruction or training? How do blended technologies influence us in learning effectiveness? The person who designs the instruction has the task of examining the technologies in the context of the instruction or training and their effects on the outcome for the learners (Heinich, Molenda, Russell, & Smaldino, 1999) Framework for selection learning technologies Types of learning technologies Strengths and Weaknesses of learning technologies
24. Framework for selecting learning technologies The learning technologies link your audience’s needs (change in knowledge, skills, and attitudes) to your instructional objectives. How do you find out about the available technologies? Checking ASTD models for learning technologies: roles, competencies, and outputs (Piskurich & Sanders, 1998) Talk with the technology specialist Table 9-1Framework for selection technology for e-learning
31. Web 1.2.3 Web1.0—網頁式單向傳播,下載閱讀;搜尋方面就如同現在的搜尋方式,會列出所有相關的網頁。 Web2.0—分享、溝通、公民記者,如Wiki、blog、社群,但和我們今天討論不同的是,他指出web2.0的定義其實很廣泛,只要涉及到溝通都算,所以就算像是期末教學意見調查表,結果只會給單方(教師)知道的,也算是web2.0,所以論壇、bbs、無名悄悄話都可以算是; 搜尋方面,關鍵字搜尋,就算是web2.0的範疇,因為它連結了訊息間的概念。 Web3.0—語意網,現在正在開發的技術。期望將不同領域的知識做全方面的聯結;搜尋方面,期望做到更精確與更使用者本位的結果, 例如期望搜尋景點”玉山”,就不會搜尋到”玉山銀行”。
32. Questions to ask before selecting presentation and distribution methods
33. Questions to ask before selecting presentation and distribution methods
34. A menu of methods for presenting and distributing information Active experimentation Case study Collaborative learning Course handouts Debates Demonstration
35. A menu of methods for presenting and distributing information Dialogue Discussion Drill-and-practice Guest lecture Independent learning Interviews Journals
36. A menu of methods for presenting and distributing information Lecture Mentoring Modeling Peer presentation Presentation Problem solving Question-and-answer section Quizzes
37. A menu of methods for presenting and distributing information Reflection Reports Role play Small group discussions Software applications Tutorials Teamwork, cooperative learning groups Website development
44. Examples from BJET Seeing is believing: the role of videoconferencing in distance learning A-Level Geography students from a small grammar school in NI received distancelessons from the Liberty Science Center in New Jersey. The students also made presentations of their work using the document camera. Worksheets, which had been sent in advance as email attachments, were evaluatedand follow-up electronic activities were planned
45. “dissolve boundaries” videoconferencing can provide, in a cost-effective, time-effective, and inclusive way. It can foster educational collaboration Enhance the experiences of learning communities.
46. Examples from BJET Students of the School of Health Sciences at the University of Birmingham