Discover how to use Micro-learning Techniques to create Mini-Learning Format Resources for Businesses
- 1. 1 Developing a Mini-Learning Resource through the SYNERGY Exchange Platform SYNERGY Train the Trainer Workshop
- 2. 2 E Learning: Equality and Diversity The following are points to consider when developing learning resources in relation to equality and diversity and how they are addressed through e-learning: Legislation: Learners accessing education and training through e-learning formats are from a diverse range of backgrounds, cultures, languages, experiences and beliefs. Being mindful of equality issues is important in the learning environment . Each country has legislation in place to protect learners from discrimination, harassment and victimisation. E-learning providers need to be aware of the relevant legislation in their jurisdiction and ensure they are meeting those standards.
- 3. 3 Equal outcomes As educators it is important to ensure that everyone has the right to appropriate and accessible education and training. E-learning can be accessed at a location appropriate to the learner, eliminating any travel issues to access learning in a specific centre or location On-demand availability enables students to access and complete training conveniently at off-hours or from home.
- 4. 4 Inclusive teaching and learning Awareness of personal bias E-learning approach eliminates any individual bias, positive or negative as the interaction is consistent and automated Gender Consciousness E-learning does not differentiate between gender. E-learning format should be neutral and equally relevant and accessible to both men and women Culture and language considerations E-learning should be designed to be suitable for a wide range of cultural backgrounds as it may be accessed by learners from a range of cultural backgrounds. Terminology and language used should be appropriate for a wide target audience
- 5. 5 Inclusive teaching and learning Well designed E-learning is inclusive of all learners needs including those with disabilities. E-Learning aaccommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. E-learning accommodates the use of assistive technology for people with disabilities E-learning is self paced. Learners can progress at a pace appropriate to their own needs and abilities therefore reducing stress and increasing satisfaction. In these ways, e-learning is inclusive of a maximum number of participants with a maximum range of learning styles, preferences, and needs
- 6. 6 Purpose of Mini-Learning training resources Research conducted with 132 micro-enterprise owners across six EU countries clearly outlined that: Current and available training offers often do not address those issues and problems experienced by business owners. Business or vocational training available to business owners is often location specific, classroom based and scheduled for 1 to 5 days during core business trading hours.
- 7. 7 Purpose of Mini-Learning training resources Therefore there is a need for short and concise resources that can be used whilst working, integrated into the daily work routine. Themes have been pre-defined by the business owners themselves that address authentic and realistic business problems that are relevant and can be adapted directly. (SYNERGY TNA)
- 8. 8 Example of a Mini-Learning Resource Structure and Layout Title: Effective Team Work. Content: Giving and receiving effectivefeedback within a team Textbaseddocument: Keytheoriesand principlesand,Visual: simulationvideo of givinggood/bad feedback VideoLecture:Speaking directlytocamera Outcome:Atthe endof thissessionyouwill know how to give feedbackeffectively withinateam. Videolecture with or withoutPowerPoint PowerPointwith Voiceover
- 9. 9 Structure and characteristics of a Mini- Learning Format Resource (MLFR) When creating a mini-learning resource, irrespective of the resource format (i.e. video, audio, worksheet etc) the following structure should be adhered to. This structure is based on common approaches used in teaching settings and is informed by didactical principles and learning theory.
- 10. 10
- 11. 11 Phase 1 (Input time: 1 minute): Introduction & Aims The creator should introduce himself/herself; announce the title of the course; state the learning outcome(s) and outline the main content areas of the course. Phase 2 (Input time: 3 – 5 minutes): Key Learning Content The actual learning content that targets a very specific problem context or thematic issue must be communicated in this phase. Thus, this phase is the core element of the resource and will be the most extensive phase. Phase 3 (Input time: 1 – 2 minutes): Reflection and Transfer Following the phase 2, the creator should provide a short summary of the key learning points, highlighting the link between the content and the business environment and offer some questions or statements to help the learner reflect the content against the background of their own problem, and thus, learning transfer will be fostered
- 12. 12 Phase 4 (Input time: 1 minute): Assessment & Outlook The creator has the option to provide a self-assessment tasks, resource and/or quiz. This phase is critical to the learners to support successful learning processes. Following this structure, prioritises the focus on the content which helps to keep a high standard of quality, consistency and relevance. This structure will deliver focused learning resources requiring the resource creator to really think his/her content preparation through.
- 13. 13 Example of a Mini Learning Format Resource http://undermywing.eu/icms/video/site_7322/1403102549_ mod_5_unit_1_720_900k.mp4
- 14. 14 Learning outcomes What are they? Learning outcomes are the specific intentions of a programme or module, written in specific terms. They describe what a student should know, understand, or be able to do at the end of that programme or module
- 15. 15 Benefits of Learning Outcomes Learning outcomes can: Help to guide students in their learning in that they explain what is expected of them, in turn helping them to succeed in their studies. Help staff to focus on exactly what they want students to achieve in terms of both knowledge and skills. Provide a useful guide to inform potential candidates and employers about the general knowledge and understanding that a graduate will possess.
- 16. 16 AD536 Kenny & Finn 1 We recommend that you aim for a maximum of 2 learning outcomes for each of your Mini-Learning Resources. Writing Learning Outcomes
- 17. 17 AD536 Kenny & Finn 1 Start learning outcomes with the phrase: ‘On successful completion of the session, learners will be able to …’ OR, better still: ‘On successful completion of the session, you will be able to …’ Writing Learning Outcomes
- 18. 18 AD536 Kenny & Finn 1 These phrases lead you to use action verbs so that students are able to demonstrate that they have learned or achieved the outcome. To help you write your outcomes, use Bloom’s Taxonomy (1956), which despite its age is still one of the best aids to writing good learning outcomes. Writing Learning Outcomes
- 19. 19 AD536 Kenny & Finn 1 Aim A generalised statement of an intended direction Always starts with the word To ……..
- 20. 20 AD536 Kenny & Finn 2 Criteria for a learning outcome 2. Contains only one action verb 1. Starts with “On successful completion of this session the learner will be able to ….. 3. Action verb is linked to Blooms taxonomy of words 4. Means of assessment is written concurrently
- 21. 21 Bloom identified six categories of learning: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation All of which you can use at any academic level Blooms Taxonomy
- 22. 22 Blooms Taxonomy The first two of these relate specifically to knowledge and understanding, while the remaining four involve intellectual skills.
- 23. 23 AD536 Kenny & Finn 2
- 24. 24 Bloom's taxonomy is a way of distinguishingthe fundamentalquestionswithin the educationsystem. It is named after Benjamin Bloom, who chaired the committee of educatorsthat devised the taxonomy.
- 25. 25
- 26. 26
- 27. 27 AD536 Kenny & Finn 2 Learning Outcome Exercise Write up to 2 learning outcomes for the mini-learning resource you will design for this workshop or a session where you have previously facilitated
- 28. 28 AD536 Kenny & Finn 2 Preparing a lesson plan A. Opening B. Engagement C. Learning incident 1 …… D. Feedback E. Closing A lesson plan should have a standard structure outline 1 to 5 following: 1. Opening 2. Learning outcome 3. Steps to be taken,1,2 etc …… 4. Feedback 5. Closing
- 29. 29 AD536 Kenny & Finn 2 Preparing a lesson plan 1. Time schedule 2. Learning content 3. Resources/Materials required 4. Steps to be taken 5. Learning outcome expected Layout the lesson plan on a A4 page in landscape orientation Draw five columns on the page. The headings are:
- 30. 30 Preparing a lesson plan Section 1
- 31. 31 Target Audience: Profile of Learner The audience of your Mini-Learning resources within SYNERGY are the participants of the SYNERGY Exchange platform. Respectively Micro-enterprise owners and managers that wish to access mini learning resources and decide to exchange information, experience, and create and share learning resources of their own.
- 32. 32 Preparing a lesson plan Section 2
- 33. 33 Evaluation techniques Making evaluation relevant to e-learning and SYNERGY
- 34. 34 This session will briefly: • Describe why evaluation is important and necessary in an training context • Review how the Kirkpatrick four levels of evaluation apply to E-learning • Offer some practical tips on E-learning evaluation (levels 1-3)
- 35. 35 The Keys to a Good Evaluation What you need to know? • The purpose of the evaluation • Who is it for • What exactly do they need to know Possible Answers • To determine if the training worked • The designers and presenters • If the learning objectives were mastered, and learning applied to the job. Was course completed and experience enjoyed?
- 36. 36 Kirkpatrick’s classic four levels of evaluation Why is this model relevant to us? Kirkpatrick’smodel concerns itself with results rather than mechanisms that are used to create the results.
- 37. 37 Level 1 – Reaction surveys What does a response evaluation really measure? Did training meet the expectationsof learners? Did learners find the learning experience emotionallyand intellectuallysatisfying and feel that they personallybenefitted? Was the style of presentation (videos, interactions)acceptable to learners? When is this knowledge useful? When determining learners comfort level and confidence in their ability to take an e-learning course When trying to recognise and defuse potential frustrationsof learners (what worked well or not) When accessing if the style of presentation(video, interactions) were acceptable to learners?
- 38. 38 Level 1 – Techniques and Tips Techniques • Gathering opinions through questionnaires • Electronically track access and navigation • Rate of progress through course • Completion rates • Participation in online discussions or chats • Solicit feedback within course • Hold focus groups Tips • Do Level 1 evaluation primarily in development phase of programme/course • Consider the novelty of E- learning • Analyse the data to gain insight • Do not wait for the end of the course for input
- 39. 39 Level 2 – Learning Evaluation What does level 2 tell us? What does a learning evaluation really measure? What specific facts, concepts, processes, procedures or principles did learners acquire (learn)? When is this knowledge useful? When feedback is required as ascertain whether contenthas been successfully transmittedto trainees both individually and as a group Meaningful, yet economical evaluation is required
- 40. 40 Level 2 – Techniques and Tips Techniques • Design tests to evaluate learning • Remember…your learning outcome(s) inform you what type of evaluation is needed • Select your learning outcome(s) carefully • Observe learners’ behaviour during training online discussion groups/chats • Challenge learners to perform a hands on activity (blended) Tips • When testing integrate your quizzing with the content • Create questions that reflect skill/knowledge necessary in workplace and ideally require performance similar to workplace • Create case studies with available content • Evaluate response to questions to identify any missed frequently • When training to an awareness level a Level 2 evaluation is sufficient
- 41. 41 Level 3 – Performance evaluation What does level 3 tells us? What does a performance evaluation really measure? Can learners apply what they learned to their jobs? When is this knowledge useful? When the gap between knowing and doing is critical Puttingtheory into practice is a high priority When identifying which learners were the most successful at applying learning
- 42. 42 Level 3 – Performance evaluation Performance on the job occurs outside of the E-learning environment so generally the evaluation at this level does as well – but it can be support with technology Conditions necessary to change: The learner must…. • have desire to change • know what to do and how to do it • work in the right climate • be rewarded for change
- 43. 43 Level 3 – Techniques and Tips Techniques • Observe learners behaviour on the job (look for set of behaviours that demonstrate mastery of learning objectives) • Gather opinions of those that supervise or manage the learner • Consult records or performance logs • Simulate job performance with a computer simulation that accurately predicts On-the-Job performance, mimicking the job environment (same cues for action; same distractions) Tips • This is hard… try observations first • Always keep an eye out for a supervisor/manager and capture/disseminate their knowledge • Ideally conduct this evaluation 2 to 3 months after training
- 44. 44 Level 4 – Results evaluation What does level 4 tells us? What does a results evaluation really measure? Did the trainingprogramme accomplish its original company/organisationalgoals? Was the training programme cost effective? What is the rate of return on the money investedin the training When is this knowledge useful? When deciding among trainingand other solutions to problems When documenting the benefits of training to those that are responsibility for paying the bills and generatingrevenue
- 45. 45 Level 4 – Results evaluation E-learning no different than any other type of training A simple way is to determine its worth • Describe the change that resulted due to training • Estimate the value of that change (50K/year) • Estimate that % of the change due to training (50%) • Estimate your confidence in the training estimate (75%) Training benefit = 50K/yr x 0.5 x 0.75 = 18.5K/yr ROI = (benefits – costs)/costs x100
- 46. 46 Next Steps Please refer to your Learner Workbook and complete the template for the development of your mini-learning resource. This will be the first step in the design of your Mini- Learning Resource...