This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Why use video in your classes? Introduction to some concept or phenomena
Demonstration of problem solving
Illustration of a technique or approach
Inclusion of alternative viewpoints or perspectives
Evaluation of the source (the video content itself)
Five Ways to Use the ‘Not’ Release Conditions to Impact Teaching & LearningD2L
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the January update to the LE, you are now able to set release conditions for situations where students have not done something. In this webinar we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Eager to create some short mini lectures for your course? These slides are from a workshop that we offered on creating short teaching videos in the studio. We provided a studio tour, tips, demonstration, and discussion of considerations for teaching & learning.
Confucius wisely said, “I hear and I forget. I see and I remember. I do and I understand.” As trainers of systems, we recognize the importance of live training and hands-on practice in a classroom. However, as we’re moving into the virtual classroom to reduce expenses, we need a whole new skill set to engage learners. During this workshop, exchange practical ideas that you can use to engage learners by promoting “doing” and understanding in remote instruction. Explore some of the issues you may encounter, and learn possible solutions.
Speakers: Jeannie Szombathy, Cathie Logan, and Latanya Washington, AIG
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
Applying Brain Science in Online Learning Design: A Practical Approach; Alan Hiddleston, D2L. Presentation originally prepared by Sarah Nicholl, D2L.
Presentation at the Brightspace London Connection, May 18. 2017. Canada House in Trafalgar Square.
Why use video in your classes? Introduction to some concept or phenomena
Demonstration of problem solving
Illustration of a technique or approach
Inclusion of alternative viewpoints or perspectives
Evaluation of the source (the video content itself)
Five Ways to Use the ‘Not’ Release Conditions to Impact Teaching & LearningD2L
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the January update to the LE, you are now able to set release conditions for situations where students have not done something. In this webinar we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Eager to create some short mini lectures for your course? These slides are from a workshop that we offered on creating short teaching videos in the studio. We provided a studio tour, tips, demonstration, and discussion of considerations for teaching & learning.
Confucius wisely said, “I hear and I forget. I see and I remember. I do and I understand.” As trainers of systems, we recognize the importance of live training and hands-on practice in a classroom. However, as we’re moving into the virtual classroom to reduce expenses, we need a whole new skill set to engage learners. During this workshop, exchange practical ideas that you can use to engage learners by promoting “doing” and understanding in remote instruction. Explore some of the issues you may encounter, and learn possible solutions.
Speakers: Jeannie Szombathy, Cathie Logan, and Latanya Washington, AIG
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
Applying Brain Science in Online Learning Design: A Practical Approach; Alan Hiddleston, D2L. Presentation originally prepared by Sarah Nicholl, D2L.
Presentation at the Brightspace London Connection, May 18. 2017. Canada House in Trafalgar Square.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Strategies for keeping the eLearner engagedYum Studio
PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
4. Use the text tool to
record your current
mood state
On top
of the
world
Sparks
out of
ears
I am
starting
to believe
Hitting
the wall
Give me
the pills
7. Online facilitated Pedagogy
• Online workshops &
tutorials
• Assessment Task
presentation
• Group Work
presentations & peer
review
• Learner support
(one on one or Group)
8. Facilitated online examples
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Group research projects
QnA of industry experts/past learners
Online lectures
Assessment task pitch & presentation
Peer Review of learners‘work
Information sharing
Role play
Software demonstration
Group problem solving
Remote trainee/third party assessor catch up
Assessment verification and moderation
RPL
Meetings
Supervision
23. Some facilitation issues…
•
•
•
•
•
Who is listening actively?
How do I start on time??
How to deal with questions?
How will I present content?
How do I get learners working
together?
• What preparation is required?
• Scripting V Dot points?
• Where are my links, URLs,
applications and opening and
closing paragraphs?
29. 7 is your friend….
• Don’t talk for more than 7
minutes
• Punctuate your 7 minutes
lecture/demo with participant
activity
• Write down questions you
can pose in brain fog
• Give learners a way into
participating
33. During your presentation…
•
•
•
•
•
•
Slow things down – remember Lag!
Watch for responses
Practice, practice, practice
If you have a brain fog moment ask a question.
Divert so you can collect your thoughts
Encourage the use of emoticons for quick
feedback
• Pump up, stand up, smile, tell stories, project
your voice!
34. And in the end…
• Follow up questions with info by email or
phone call
• Distribute whiteboard brainstorms
• Distribute follow up resources/readings/videos
• Forward recording link
• Catch up with lurkers, quiet people etc
• Get out in the sunshine
• Generate discussion on Moodle or social
media space
35.
36. Synchronous Infrastructure
• Virtual Classrooms
• Telephone & Video Conference
Systems
• VOIP (Skype, Lync)
• Google Hangouts
• Microsoft Lync
• WizIQ
• Adobe Connect
• Blackboard Collaborate
• GoToMeeting
38. Online facilitated Assessment
• Body Language
• Mix of activities in
session
• Peer Review
• Assessment
Presentations
• Problem solving
• Action learning
39. Peer Review
• Develop a rubric with learners
• Check for mapping
• Distribute back to learners as
marking guide
• Rehearse the marking guide
• Conduct presentations
(summative)
• Collect peer review
• Redraft and resubmit
• Share and assess
40. Action Learning
•
•
•
•
•
Define the workplace problem
Objective questioning
Describe the problems dimensions
Clarify the problem is understood
Subjective strategic resolution
suggestions
• Narrow to find solution strategy with
good fit
• Nominate peer to support
implementation
• De-brief
41. Webinar Preparation Good Practice
Consider a pre webinar activity
Pick and promote a title for your webinar that frames the
educational objectives from your learners perspective.
Make registration easy and remind participants 24 hours
out
Initially use a Moderator or Technology steward to support
learners IT, deal with QnA and chat, running polls etc
42. Webinar Preparation Good Practice
Have a back up plan, computer, internet connection,
headset and test them all in advance
Keep SMS and or email contact of all participants handy
for instant contact in the event your technology fails.
Have a warm up activity to lead the presenter into the
webinar
43. Webinar Good Practice
Keep lecturing to a minimum. Use the group to work
through scenarios and problems. Promote discussion and
the sharing of perspectives.
Provide peer review opportunities for learners to feed back
on each others projects, placements, issues at work etc.
Give learners multiple ways of participating –
voice, discussions, white board, brainstorming, break out
rooms, polling, video as stimulus for discussion.
Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program
For each course we can determine the best mix of delivery modes according to:Infrastructure available to deliver in each modeCapability of our organisation and our learners to teach and learn in each modeStrategic choices about how to package courses for blended learningThe types of content we will need to deliveryLearning activitiesAssessment methods and potential for assessment submission.
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Some examples of how RTOs facilitate online learning interaction includesGroup research projectsQnA of industry experts/past learnersOnline lectureAssessment task pitch & presentationPeer Review of learners’ workRole playGroup problem solvingRemote trainee/third party assessor catch upAssessment verification and moderationRPL
Typical asynchronous learning events in a mature blended learning approach may include: Discussion based activities accompanied by short readings or resources that elicit learners application of skills and knowledge to the workplace contextSharing of ideas and learning resources through discussion forum, social bookmarks or TwitterBlog or Wiki diary posts by learners to support work placement assessment, including participation and verification by third party or workplace assessorUse of social network tools such as social bookmarks, RSS Feeds, Blogs to collect and share electronic resourcesGroup work projects using combination of discussion forums, SMS, Blog or Wiki post, Google DocumentsPhoto Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
There are two modes of delivery using Online Facilitated learning:Synchronous learning refers to a group of people learning the same things at the same time in the same place. Asynchronous learning refers to a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people (e.g. students, workers, hobby enthusiasts, etc) Asynchronous learning is based on a student-centered approach that emphasises the importance of peer-to-peer interactions.Lets first look at Online Facilitated approaches using Synchronous learning.Photo Credit: http://www.flickr.com/photos/trekkyandy/1511951150/sizes/l/in/photostream/ trekkyandy
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductionsTechnology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activites. Use these are getting to know you opportunities while the learners get to know the technology:Post an introduction to your forumUpload an image of themselves to the LMSDiscuss their job role and overall personal aimsComment and build on insights shared by othersTime Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails to stragglers or those clearly not coping/participating. Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online.Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful.Organising Information – most elearning courses still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We’ve all seem learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for:-storing filesSaving URLs and web addressFollowing Industry blogsCreating and building networks
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
During synchronous online tutorials, the absence of body language removes one critical cue a trainer relies upon in face-to-face classes to continually monitor understanding of and engagement with the course material. There can be a steep learning curve for some learners to confidently and comfortably contribute vocally to sessions. Good trainers overcome this by ensuring online sessions of no more than an hours duration that include a lively mix of lecture, brainstorming, group work (learners can be added to break out rooms in virtual classrooms), student presentation, polling, quizzing, video presentations, web tours and resource sharing.Online tutorials provide a peer review forum for:Group problem solving (Case Studies & Scenarios)BrainstormingAssessment task pitching for review assistance by peersRole plays for communication events encountered on the jobAssessment presentationsLets now look at Online Facilitated approaches using Asynchronous learning.
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. 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. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. 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. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. 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. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program
Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program