Introduction to Module 5
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This document provides an agenda and overview for an online module about online learning and ICT integration in training programs. The module will discuss strategies for online learning opportunities, potential tools to use, and how to design effective online activities to support training. Learners will prepare for and participate in an online discussion, collaborate online in groups to research and create a presentation, and present their findings online. The goals are to actively engage students online and demonstrate delivery skills through online presentations.
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1. The role of the instructional designer in creating instructional materials and ensuring quality using tools like instructional theory and the LMS platform.
2. Important considerations for online course design including establishing timeframes and goals, using solid pedagogical principles, mapping courses and modules, setting learning objectives, and aligning assessments.
3. Tips for building quality online courses such as looking at sample courses, identifying aligned content, applying universal design, and using the learning management system.
Effective elements of online instruction
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
Creating a Future-Proof Training Hub in Moodle LMS
A learning management system is a significant investment for any business, which makes finding an LMS that will enable your business to achieve your training goals and corporate objectives a critical piece of the puzzle.
But how do you do this?
The key is to select a system that is flexible and robust enough to meet your requirements, and adaptable enough to meet your needs as your requirements change and your business grows. The needs of every business are unique, so a one-size fits all LMS may quickly limit your organization’s ability to evolve and innovate. That’s why having an LMS solution that offers the flexibility, scalability and features/functionality your business needs—now, and in the future—is critical for both your short-term and long term success.
This presentation will demonstrate how Moodle, the world’s leading open source LMS platform, gives businesses the flexibility and capabilities they need to:
- Design and build the most effective learning environment for learners
- Deliver a range of online training courses from employee onboarding, workshop courses, ongoing training
- Enhance learner engagement and productivity to drive real behavioral impact
- Meet content compliance standards requirements like SCORM, AICC, xAPI (Tin Can)
- Continuously improve the performance and outcomes of your training programs to deliver maximum business impact
Conole learning design_workshop_dubai
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
Blended Learning Models for Your Business Needs - ATD & Dubai Webinar
The document discusses blended learning program design. It defines blended learning as incorporating the best delivery methods for each learning objective. Benefits include being intentional, flexible, scalable, meaningful and strategic. Effective blended learning uses methods like online learning, virtual classes, simulations and performance support. The document provides tips for implementing blended learning programs, including starting small, focusing on learner needs, and involving IT in planning. It also discusses obtaining support, addressing constraints, and developing a strong business case and instructional design process.
Planning an online course
This document provides guidance on planning an online course in 5 steps:
1. Understand the audience's needs such as objectives, participants, and outcomes.
2. Use a backward design approach to start with the outcomes and work backwards.
3. Apply a pedagogical model like the 5Es to guide learning design with activities to engage, explore, explain, evaluate and elaborate on concepts.
4. Create a course structure with objectives, topics, assessments and resources.
5. Adopt appropriate delivery formats ranging from self-paced to educator-led to peer activities using videos, readings, assessments and discussions.
E-Learning for the University Teacher and Student
This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
Transformational online and hybrid teaching module overview
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
EMBED explained
Presentation by Stephan Poelmans, KU Leuven on EMBED, during the EMBED Launch in Edinburgh on 2 September 2019.
Module 7pres
The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
Cetd102 deck session 1
This document provides an outline for a course on designing training. The course will cover various topics related to instructional design including integrating instructional systems design principles, creating detailed training plans and lesson plans, applying learning principles, and defending pedagogical choices in training design. The tentative course outline lists topics to be covered each class such as introductions, models of instructional design, lesson planning assignments, and a course test. The document also provides administrative information about the instructor, expectations for student conduct in class, and context about how the course fits into a certificate program.
Transformational online and hybrid teaching3
This 7-module faculty development program focuses on developing expertise in online and hybrid teaching. The program covers topics such as asynchronous and synchronous instructional strategies, creating presentations and podcasts, enhancing participation through online resources, and fostering social presence and building community. Faculty work through readings, videos, reflections, and portfolio assignments to gain skills and experience in designing coherent and technology-enhanced online courses that foster student interaction and engagement. The goal is for faculty to complete the entire program to earn an online teaching certificate or to complete individual modules focused on specific skills.
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Fostering a community of collaboration and discussion - Mark Andrews
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Overview of Instructional Design Models
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
Writing Effective Learning Objectives
The document discusses how to write effective learning objectives. It explains that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART). Objectives should also align with Bloom's Taxonomy and follow Mager's theory, which specifies that objectives have a clear audience, observable behavior, conditions, and degree of acceptable performance. Overall, the document provides guidance on crafting objectives that clearly define the intended learning outcomes of instruction.
Conducting Analysis
The document discusses the importance of conducting analysis for designing effective training programs. It outlines seven types of analysis: needs analysis, learner analysis, task analysis, content analysis, context analysis, training suitability analysis, and cost-benefit analysis. These analyses identify the target learners, their needs and goals, the content and delivery methods, and determine if training is suitable and cost-effective to address performance issues. Conducting thorough analysis ensures trainers understand the audience, objectives, and constraints to develop successful training interventions.
Overview of Instructional Design Models
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
PowerPoint Presentation 1: Overview of Learning Theories
This document discusses four learning theories relevant to adult learners:
1. Andragogy - Focuses on adults being self-directed, goal-oriented learners who learn best through active participation.
2. Social Learning Theory - Posits that people learn from observing and modeling others' behaviors.
3. Constructivism - Views learning as an active, constructive process where learners link new information to prior knowledge and create their own representations of reality.
4. Multiple Intelligences Theory - Proposes that individuals possess different combinations of linguistic, logical, spatial, bodily, musical, interpersonal, and intrapersonal intelligences.
Module 1: Foundations of Training
This document discusses the foundations of training. It covers 7 key areas: 1) appropriate professional conduct, 2) knowledge of adult learning theories such as constructivism and andragogy, 3) instructional design models like ADDIE, 4) training methods and styles to address different learning preferences, 5) effective presentation and delivery techniques using various tools and aids, 6) managing training through preparation, communication, and follow up, and 7) evaluating training through assignments, quizzes, job performance, ROI, and participant reaction.
Module 3: Conducting Analysis & Defining Learning Objectives
This document discusses the importance of conducting analysis in the design of training programs. It outlines seven types of analysis: needs analysis, learner analysis, task analysis, content analysis, context analysis, training suitability analysis, and cost-benefit analysis. Needs analysis identifies problems and the need for training. Learner analysis determines the needs of the target audience. Task analysis examines tasks. Content analysis determines available information and what needs to be taught. Context analysis explains workplace settings. Training suitability analysis determines if training is the best solution. And cost-benefit analysis evaluates return on investment. Conducting thorough analysis is necessary to identify the audience, their needs, goals, content, delivery methods, and resources.
Module 3: Writing Effective Learning Objectives
Module 3 provides guidance on writing effective learning objectives. It discusses that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART), and should specify the intended behavior change using action verbs based on Bloom's Taxonomy. Additionally, learning objectives should have four components - the audience, the observable behavior, the conditions, and the degree or quality of acceptable performance.
Module 4: ICT Tools and Activities
This document discusses various ICT tools that can be used for online learning activities:
- Wikis allow collaborative editing of web pages and can be used for group research projects where learners create a wiki site to present their findings.
- Blogs are personal online diaries that can be used for learner reflection, such as writing about experiences during a project and commenting on peers' posts.
- Concept maps are diagrams showing relationships between concepts and can involve learners brainstorming ideas on a topic using concept mapping tools.
- Forums allow asynchronous online discussions where learners can discuss topics on message boards.
- Online conferencing tools like Adobe ConnectNow enable live presentations and meetings over the internet, such as
Module 4: Instructional Strategies
The document discusses instructional strategies and frameworks for designing training programs. It outlines 5 categories of instructional strategies: direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. Each strategy is learner-centered to varying degrees and includes specific instructional methods like lectures, discussions, surveys, and learning contracts. The instructional framework identifies the interrelationship between instructional approaches, models, strategies, methods, and skills to help instructors select activities that meet learning objectives and account for learners' backgrounds, interests, styles and developmental levels.
Module 6: Designing Instructional Material and Visual Arts
The document discusses instructional materials that support teaching and learning. It defines instructional materials as devices that help learners comprehend information and forms of communicating information. Examples of instructional materials include handouts, presentations, videos, job aids, checklists, and assessments. The document outlines principles of effective instructional material design, such as the multimedia, spatial contiguity, temporal contiguity, modality, redundancy, coherence, and personalization principles. It emphasizes selecting or adapting existing materials and considering learner needs and preferences when designing instructional materials.
Module 7: Delivering and Managing Training Programs
This document provides 10 tips for effectively delivering training presentations: 1) show enthusiasm and passion, 2) engage learners from the beginning, 3) stimulate and sustain interest through organized content and relating to experiences, 4) keep presentations short and to the point, 5) move around and be close to the audience, 6) use blank screens to draw attention, 7) make eye contact, 8) remain oriented towards the audience, 9) seek questions and comments, and 10) be professional in responses, language, and appearance.
Module 7: Delivering and Managing Training Programs
The document provides guidance on creating effective presentations. It discusses the importance of considering logistics such as location, equipment needs, and having backups. It emphasizes identifying the purpose, key points, and knowing the audience when developing content. The content should have a clear structure, examples, and a summary. Design elements like limiting text, using visuals, professional graphics, and the "rule of 6" are also covered to help engage the audience. The overall message is that preparation, structure, simplicity and audience focus are vital for successful presentations.
Module 8: Assessment and Evaluation
This document provides an overview of assessment and evaluation in course design. It defines assessment as gathering information to make judgments about learner performance compared to standards to determine grades or success. Evaluation gathers information to improve teaching and learning, and can be formative (ongoing) or summative (final). Common assessment methods include tests, assignments, projects and surveys. Kirkpatrick's model outlines four levels of evaluation: reaction, learning, behavior, and results. When developing assessments, considerations include the purpose, objectives, class size, feedback, and using rubrics.
Module 1: Key Competencies of Effective Trainers
This document discusses the key competencies of effective trainers in designing and delivering training programs. There are two main areas of competencies - designing training and delivering training. For designing training, competencies include understanding adult learning theories, instructional design models, conducting needs assessments, designing curriculum, developing instructional materials, integrating technology, and evaluating designs. For delivering training, competencies involve preparing for and familiarizing with learners, setting clear objectives, establishing a conducive learning environment, using diverse delivery techniques, providing feedback, engaging and motivating learners, demonstrating appropriate conduct, and evaluating outcomes.
Delivering Presentations
This document provides 10 tips for effectively delivering training presentations: show enthusiasm, engage learners from the start, sustain interest through organization and relating to experiences, keep presentations short and to the point, move around and engage with the audience, use visual aids to draw attention, make eye contact, face the audience, solicit questions and feedback, and maintain a professional demeanor.
Creating Effective PowerPoint Presentations
The document provides guidance on creating effective presentations. It discusses the importance of considering logistics such as location, equipment needs, and having backups. It emphasizes identifying the purpose, key points, and knowing the audience when developing content. The document stresses using a clear structure, examples, visual cues, high quality graphics, and keeping designs simple. It provides tips on limiting text and transitions and rules for slide design including using the "rule of 6" for words and lines per slide.
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Introduction to Module 5
- 1. Module 5: Online Learning and ICT Integration Introduction and Agenda Course Title: Designing and Delivering Successful Training Programs
- 2. • Foundations of Training • Key Competencies of Trainers • How People Learn • Instructional Design Models (e.g. ADDIE) • Conducting Training Analysis • Defining Learning Objectives • Selecting Instructional Strategies and Methods • Integrating ICT in Training Activities (covered briefly and this session will expand) 2 Content Covered
- 3. • Introductory Message • Online Discussion/Preparation • Assignment • Presentations 3 Agenda for Online Session
- 4. 1. Prepare for online discussion + Create PPT 2. Discuss Online 3. Actively Engage during the Presentation 4. Collaborate Online to Research + Create PPT 5. Present Online 4 Tasks to be completed
- 5. • What are some strategies for online learning opportunities? • What are some potential tools to use? • How do we design effective online activities to support training? 5 1. Prepare for Online Discussion + Create PPT
- 6. • Use your notes to discuss in real time and text with your peers and instructor. • You may be asked to share your ideas/PowerPoint presentation during discussion. 6 2. Discuss Online
- 7. • Engage with content during the presentation by: ▫ asking questions ▫ sharing your ideas, comments, thoughts, feelings 7 3. Actively Engage during the Presentation
- 8. • Collaborate with your group effectively using online tools to research and create a presentation. 8 4. Collaborate Online to Research and Create PPT
- 9. • Practice and demonstrate your delivery skills online by presenting your findings with your group. 9 5. Present Online
Editor's Notes
- What we Learned so far…
- Image Source : http://www.wallingfordvt.com/BS01029_.gif
- Image Source: https://www.surfgroepen.nl/sites/documentatiecentrum/Fotos/tasks.jpg
- More details on the tasks: Briefly answer the following questions before the online meeting. For each question, include at least three points/ideas. Type these in a PowerPoint presentation.
- http://www.literacy.org/tm_tech_integration/Pictures/collaboration.gif
- Image Source: http://www.sealund.com/images/eLearning_icon.jpg