Background - Purnima Valiathan



BackgroundThe audience is trainers and subject matter experts who have been training for a while but have no formal qualifications in training design. They are mostly self-taught, and have picked up a few skills through experience. The audience is geographically dispersed. They are also familiar with computers and E-Learning. The training goal is to skill the target audience to apply Cognitive principles in the design of instructional materials, such as instructor-led training and online learning.Program OutlineSample Program OutlineMemory: An Information Processing System Memory Encoding Memory StorageMemory RetrievalSensory Memory: Stage 1 Sensory Register Iconic, Eidetic & Echoic MemoryWorking Memory: Stage 2Chunking & the Magic NumberMaintenance RehearsalThree Component Model: Phonological Loop; Visio spatial sketchpad; Central ExecutiveLong-Term Memory: Stage 3Capacity & ConsolidationDeclarative MemoryProcedural MemoryModule-level ObjectivesModule NameModule ObjectiveMemory – An Information Processing SystemIdentify the memory stage in a given situation.Sensory Memory: Stage 1Describe how sensory memory works using examples.Working Memory: Stage 2Illustrate how working memory aids or hinders us when learning new information.Long-term Memory: Stage 3Explain the working of long-term memory with emphasis on the two types of memory.Learning ApproachDelivery: Blended; Online or Classroom?Since the target audience is geographically dispersed, the training will be delivered online through both synchronous (virtual instructor-led training) and asynchronous (self-paced modules) means. The solution will also include a capstone project (assignment) at the end of the training to ensure that the learners are able to apply the knowledge and skills that they have gained in the creation of learning material.Design: Expository (Behaviorist/Cognitive) OR Exploratory/Problem-based (Constructivist)?The cognitive theory of learning has some established principles that learners must know and understand. This part of the content is objective. However, the application of these principles in creating learning material can take varied forms. So, this part is open-ended and subjective. Therefore, the design methodology for presenting the learning material will ideally be a mix of structured learning (of established principles) and problem-based learning (of the application of these principles).The established principles will be addressed through:Lecture-presentation of conceptsAnimation of the three stages of memoryDiscussion about application of these concepts in real lifeInteractivity StrategiesQ1: Non-Demonstrable/Higher Order ThinkingAnalogy 1: Encoding is similar to changing your money into a different currency when you travel from one country to anotherAnalogy 2: Working Memory - Goldilocks of the brainQ2: Demonstrable/Higher Order ThinkingQuestion: You do not make any mistakes in spelling these words: believe, receive etc., because of associating it with the name, Alice, where “i” comes after “l” and “e” after “c”.What does this represent - Working Memory or Short-term memory?Q3: Non-Demonstrable/Lower-order thinkingRhetorical question: How do we “sense” information?Q4: Demonstrable/Lower Order ThinkingQuestion: Which memory temporarily stores and manipulates information? SensoryWorkingLong-termScript outline for any one module – don’t write a complete script. Just the outline based on any one framework (Gagne, Kolb or Merrill). Module Name: Working Memory – Stage 2Gagne’s EventsStrategy you will useGain AttentionGoldilocks of the BrainSpecify ObjectivesHow is the Goldilocks principle associated with ID?Stimulate recall of prior learningSolve math exerciseReflect how holding more than two large numbers in the brain and performing an operation mentally is difficult.Present InformationWhat is working memory?Provide GuidanceAnalogy: Mental Blackboard; Post-it NoteSample Content OutlineElicit PerformanceAssignment: Create a COProvide FeedbackFeedback from expert on the assignment, & a rating of performanceAssess PerformanceOnline assessment with scoreRetention & TransferCreating a CO at workEvaluation StrategyEvaluation TypeObjective Questions, Assignment, Project Work, OtherDescription/DetailsExplain which outcomes will be tested in this wayObjective Questions(Online Assessment)Understand the significance of the Analysis phaseUnderstand the strengths and limitations of Working MemoryDistinguish between recall-level and Use-level objectives. Distinguish between the three learning theories.Identify the four types of interactions that may be included in any learning material.Understand popular frameworks that you can use as an outline for scripting learning materials.Describe Evaluation “holistically”.Assignment/Project(Offline – to be reviewed by a mentor)Create a Content Outline Specify Learning ObjectivesSpecify Presentation StrategiesSpecify Interaction StrategiesCreate the Script OutlineDesign an Evaluation Blueprint ................
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