Saturday, August 12, 2017

Actions, sources and tests - your versatile friends

I'm currently operating with a customer that is looking to set up a program of studying segments for a large number of NGO employees operating in creating nations across the entire globe. These segments are just one factor in a broader studying structure that looks to build a variety of primary competences through a number of indicates - experiential, on-demand, non-formal and official. The issue I have been set is to help them create official studying segments that can be used in numerous types of contexts:
Cohort-based, operating to a schedule OR self-directed, with moment to match the learner
On an on the internet foundation OR face-to-face (particularly where data transfer useage is scarce) OR some mixture
With an focus on enhancing proficiency and assurance rather than on subjective knowledge
Grounded in real-world encounter and practice
In three 'languages' to start with
With chance of regional customisation
The customer does not have the time to build a whole variety of different course styles in similar, so we need to make sure the same primary components will perform with relatively minimal variation in each perspective. Fortunately, the primary academic viewpoint and strategy does not need to differ, just the techniques.

My reaction is to style each component as a sequence of activities, sources and tests, each of which can perform on a self-directed or cohort foundation, whether on the internet or face-to-face:
Discussions and other collaborative activities: These are simple to imagine for cohort-based programs, whether asynchronous (using boards and public media) or synchronous (in actual or exclusive classrooms). It would be simple to just lose out this factor for self-directed students, but this would be second best. The secret to success here, I believe, is to have students interact with with their perform co-workers (and perhaps even themselves and friends) to make sure have the choice to externalise their opinions and advantage from other viewpoints. Another choices to create on the internet communications that allow students to evaluate their reactions with past students who have also taken the course on a self-directed foundation (see New guidelines in self-study e-learning: public interactions).
Interactive scenarios: These can be made for self-study use or to be moderated by a company in a team atmosphere.
Practical assignments: These can perform completely well for self-directed students, with perform co-workers, range supervisors or on the internet instructors involved to examine the outcomes. With cohort-basedf programs, there is the extra choice of peer-based evaluation.
Videos: Can quickly be allocated off-line or on the internet, for personal or team use.
Slide shows: These can be arranged for stay demonstration by a company or with narration for personal use.
Formal documents: Can be allocated as PDFs both for on the internet use and for print-on-demand.
Assessments: Because the focus here is on proficiency creating and not knowledge-building, evaluation is going to want more than tests, so we're probably discussing an evidence-based strategy centered on real-work efficiency or, at very least, unique projects. Self-directed or cohort-based, the problems are the same.
So what about localisation? Well, one thing to prevent is plenty of printed out material, for self-evident factors. And all of the time need to be made out of commonly-available and simple to use resources. Video clips are an issue but they are also a more and more important factor, so there probably will have to be some re-voicing or sub-titling. Most significantly, the course components will not be hard-wired - each area can decide to hire the various components in the structure operates best for them, formulated with their own components as necessary.

So is it possible to style for all situations, without limiting on quality? I'll let you know how I get on, but in the meanwhile I'd also appreciate your guidelines.

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