Opening Story: In the bird world there are “bird tutors” that teach the baby birds to learn and practice and they don’t stop until they’ve learned it correctly.
Working through and example – violence threat assessment.
patti@learningpeaks.com – for slidedeck from activity session. Not all slides are included in handout, but you can request them from her.
Uncover the Do’s (activities), Convert the Do’s into activities, Select media to support.
Uncover the Do’s – from learning research (pg. 5 of her handout) (examples below)
- Recall facts
- Find and make sense of information
- Understand underlying concepts
- Understand how a process works
- Complete needed steps
- Determine which course of action is needed
- Create a product or produce a specific result
- Troubleshoot and fix problems
Doing it in this manner is goal oriented.
Use the 8 Do types to determine the to do’s of the courses. Then change them into real activities. Do this with the people that actually do the work so that you don’t miss any of their steps. ( You may want to watch them for a day, take notes and then go back and see if they actually match the way the person performs the task – ask them for feedback).
– What’s needed to practice the Do? How important is realistic practice? Does it need to be online or real?
Typical practice activities that match the 8 Do’s are on her handouts as well.
Do # 1 – Ie: recall facts, classify facts, use facts
Do # 1 (activity) using Threat example – Questions on how often and overlooked threats are.
DOs and Example Activities
1. recall facts example – hotspot on an image, multiple choice recall question, drag & drop
2. find and make sense of information example – http://dmv.ca/gov/pubs/interactive/tdrive/clm1written.htm
http://www.libraries.psu.edu/instruciotn/ebpt-07/Letter_Dr_Schirm.htm
Microsoft – Protect your PC demo
3. Understand underlying concepts example – Microsoft demo Security 101
http://www.emusictheory.com/pracite/pianoKeys.html
(turn learning do’s into instructional objectives)
(patterns and recognition of them)
http://www.gliffy.com/ (individual or collaborative diagramming site) – beginners don’t know how things connect and giving them a simple pattern allows them to understand it
http://www.forio.com/pdasim.htm (perhaps to dynamic of an example)
# 4 – Understanding a process
ie: how to talk to a customer, understand what they need, bring them into the store
http://www.msnbc.com/modules/airport-security/screener (simple demo – great scenario) – screen captures
http://www.forntiernet.net/~imagining/vector_calculator.html (works if the person understands the concept)
(very little text examples – does that mean you should use less text during activities? better but does not have to be the rule, don’t show in text what you can show in pictures – not a rule, but good to follow)
Research says you should never read text to people. People can read faster than you can talk.
Less “show me’s” more walk-thru and learning demos.
#5 – Complete needed steps example –
job aids, take away and use it some where to see if you can do the steps on your own
Research shows that if you have a visual on the screen you can speak to it and it is very difficult to read text and look back at the visual.
#6 Determine which course of action is needed example – http://www.edheads.org/activities/knee
Rapid elearning Blog
Doesn’t always have to be online. There are lots of real-life examples where staff can take a check list and work through a real-life scenario
http://wwwl.practiceboard.com/ (html sandbox)
http://www.language-exchanges.org/ (using skype to hook learners together with real people)
#7 Troubleshoot and fix problems example –
Should be added to any type of practice if that is a do. And is the case in most instances.
Consider Media for Activities (on slides)
typical media for each type of activity is included here.