Monday, April 20, 2009 •
12:32 PM
For week 5, it's lecture on Needs Assessement.
Needs assessment is needed when A: there is a problem, B: there's something new to be learnt, and C: when the organization wishes to or is required to engage evaluation of its learning/training program to see if goals and reality are congruent.
There are 3 steps in the Needs Assessment.
Step 1: Run through the 3-Face Model - Problem, Discrepancy, Innovation Model
Step 2: Analyze the goal - Discrepancy, Innovation
Step 3: Output of analysis or evaluate Step 1 and 2.
For the Problem-solving Model, just like what its term described, determine whether there is a problem, what is the cause of the problem, whether it can be solved by learning and whether instruction for desired performance/achievement goal is provided.
As for the Discrepancy Model, it basically determines whether they is a disparity between the goals and the performance/achievement.
Lastly for the Innovation-based Assessment, it calls for determining the nature of the innovation/change, the learning goals that comes along with the innovation, and whether the goals are appropriate.
Saturday, April 18, 2009 •
9:01 AM
In week 4, we learn about learning designs.
The term
"learning design" is a representation of the learning experience to which students are exposed, as adapted from the reading "Describing ICT-bsed learning designs that promote quality learning outcomes".
Three elements of learning environement:
- Tasks (represented by rectangle)
- Resources (represented by triangle)
- Supports (represented by circle)
There are four principles of learning design that support quality learning outcomes:
- Learner engagement: Consideration of learner's prior knowledge, desires and expectation
- Acknowledgment of the learning context: Consideration of implementation of learning design
- Learner challenge: Active participation of learners
- Provision of practice: Articulate and demonstrate what are they learning
The Jonassen (2000) framework describes learning as a range of activity or problem settings comprising 11 problem types. However, there is three discrete forms of learning within the 11, namely rule-based, incident-based and strategy-based forms. In addition to these three, the reading suggested the fourth type of learning design: role-based.
Rule-based:- Primarily comprised of closed tasks whose completion requires the application of some form of rules, procedures or algorithms.
- Resouces: procedural and system descriptions
- Tasks: provide learners with opportunities to meaningfully and reflectively apply procedures and processes to specific closed, logical and bounded tasks.
Incident-based:- The learning activity is based around learners' exposure to, and participation in, events or incidents of an authentic and real nature.
- Requires learners to reflect and take decisions about the action and events.
- Resources: rich descriptions and information about the incident and event upon which the learning is based.
- Supports: Integrated into into the learning environment - access to class meetings, tutorials, computer laboratories, online discussion, file storage, etc.
Strategy-based:
- Characterized by such activities as as complex and ill-defined tasks, decision-making tasks, some troubleshooting tasks, dianogsis solutions and strategic performance tasks.
- Learning is based around tasks that require strategic planning and activity.
- Resources: authentic resources that support multi-perspectives, expert judements, descriptions of theoretical underpinnings
- Support: teacher acting as coach/facilitator; collaborative learning tasks. Provision of meaningful opportunities and contexts for articulation and reflection.
Role-based:
- Learners acquire skills, knowlegde and understanding through the assumption of roles within real-life settings.
- Purposeful and directed preparation
- Learning achieved through leaners' participation as players and participants in a setting
- Learners apply judgements and make decisions based on understanding of the setting in real-time scenarios.
- Resouces: procedural descriptions, role definitions, resources to deine and guide roles, scenarios, topical content and cases.
- Support:Role of teacher as moderator/mentor. Provision of meaningful opportunities and contexts for articulation and reflection.
During tutorial, we had to do a version on the com, and my group did up one as shown in the previous post...