SMALL SUBSET OF THE INFORMATION LEARNING PLAN Learning and Assessment Strategy LAS Providing a combined strategy for developing the training Assessment Mapping Assessments Training Materials ID: 706978
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Slide1
SOLVING THE
LEARNING DESIGN PUZZLE
SMALL SUBSET OF THE INFORMATIONSlide2
LEARNING PLAN
Learning and Assessment Strategy (LAS)
(Providing a combined strategy for developing the training)
Assessment Mapping
Assessments
Training Materials
(Content, Handouts, Aids, etc.)
Implement Course/Training
(Course/Package delivery through appropriate methods)
Assessments/Feedback
(Testing, Results Analysis, Quality Assurance)
Audit and Validation
(Training Package and Assessment Validation)
TRAINING NEEDS ANALYIS
Competencies/ Knowledge
Required
External Requirements
Organisational Requirements
A
nalysis
D
evelop
I
mplement
E
valuate
Learning Plan
D
esignSlide3
A
Analyse
D
Design
D
Develop
I
Implement
E
Evaluate
FEED THE LAS CONTENT INTO THE PROCESS
Bounding
Focussing
Theme
Title
Points
Concise
Content
OBT Focus
TNA & LAS
= AIMS
Is the Point
Relevant to the Theme?
(To maintain a single minded Approach)
1
2
What is the Benefit?
(Link to WIIFMs)
4
Is it Stand-alone
or dependent?
(Think about the linkage of the Points)
3
Does it Address
Audience
Issues?
(As identified through Audience Profiling)
5
Can the Points
Be Grouped?
(To simplify content)
6
Can it be adequately stated?
(Is it Believable & Supportable)
THE SIX QUESTION
Focussing
Theme
Title
Points
Concise
Content
Is the Point
Relevant to the Theme?
(To maintain a single minded Approach)
1
2
What is the Benefit?
(Link to WIIFMs)
4
Is it Stand-alone
or dependent?
(Think about the linkage of the Points)
3
Does it Address
Audience
Issues?
(As identified through Audience Profiling)
5
Can the Points
Be Grouped?
(To simplify content)
6
Can it be adequately stated?
(Is it Believable & Supportable)
THE SIX QUESTIONSlide4
FEED THE LAS CONTENT INTO THE PROCESS
Setting the
Structure
Selecting the
Templates
Laying Out
Bounding
Focussing
Theme
Title
Points
Concise
Content
OBT Focus
This is where the
STUBB is useful
Word Version
Excel VersionSlide5
FEED THE LAS CONTENT INTO THE PROCESS
Setting the
Structure
Selecting the
Templates
Laying Out
Allocating
Time
Overlaying
Styles
Work out Timings
Bounding
Focussing
Theme
Title
Points
Concise
Content
OBT Focus
Strong
LinkageSlide6
FEED THE LAS CONTENT INTO THE PROCESS
Think about the amount of time required
Make a decision on covering the content as
Read Content:
Seconds to hours
Listen to Content:
Seconds to hours
View Content:
Seconds to hours
View/Listen to Content: Minutes to hours
View/Listen to Content: Minutes to hoursDo activities: Minutes to years
Illustrated lectures
Videos
Directive Demonstrations
RecordingsRadio/TelephoneSpeaker Only
Text
Symbols
Still Pictures
Diagrams/Charts/Maps etc.Silent Motion Pictures
Audience Inclusive Demonstrations
Role Playing (Dramatised Experiences)
Workshops and Group Design Process with output
Direct Experience (e.g. building/operating/doing)
PRELIMINARIES LESSON/SESSION
DISCUSSION (Q,A & D)
FOLLOW UP
Model developed from information at: Baylor, Kitsantas & Chung (2001); Brown, et al. (1994); Wormeli (2007); Ornstein (1995); Zaksis, Liljedahl & Sinclair (2009); Causton-Theoharis & Theoharis (2008); John (2006); Jalongo, Reig & Helterbran (2007); Panasuk, Stone & Todd (2002); Milkova (2012) Slide7
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