C 05 981203
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This document discusses conducting a training needs assessment before selecting learning technologies and methods for training. It emphasizes identifying the knowledge, skills, and needs of both the workforce and external customers. Common mistakes include selecting technology before content or a one-size-fits-all approach. The assessment should determine skills and knowledge levels, performance objectives, and learner computer expertise. It should also identify any translation needs. Questions to consider include difficulty levels, prerequisites, interaction needs, and ways to assess learning. A variety of presentation and distribution methods are outlined, along with frameworks for selecting technologies based on interaction level, activity focus, and strengths/weaknesses.
C 05 981203
- 1. Introduction:Start With Your Training Needs Assessment
- 2. Start with your training needs assessmentTarget your learning technology training interventions based on a sound and strategic decisions--making process.Not “how to do a need assessment”.
- 3. The Training Needs Assessment(1/6)Find the use of technology can support continuous communicationwith and education of their customers.Interact with customers in a frequent, time-sensitive manner.Keeping ahead of the competitionRetaining the customer base
- 4. The Training Needs Assessment(2/6)Conduct 2 different needs assessmentYour workforceExternal customersRequire to know in any training programKnowledge Skills
- 5. The Training Needs Assessment(3/6)BIGGEST MISTAKEs: select the technology first then trying to make the content fitOne-size-fits-all
- 6. The Training Needs Assessment(4/6)You can get off to the right start byIdentifying the skills and knowledge levels of your workforceDetermining what knowledge and skills are necessary to meet your mandated functional and soft skills training at every level of the workforceEnsuring that performance objectives to obtain desired knowledge and skill levels are clearly statedKnowing learner’s levels of computer expertiseIdentifying local or regional support for any cultural or language translation needs
- 7. The Training Needs Assessment(5/6)Your needs assessment for the workforce will identify current skills as well as knowledge levels of the learners:annual refresher trainingspecialized training they need for functional job requirementsNeeded skills to begin a new job and advance in that jobcurrent skills do they have that can be transported to the next job?What knowledge and skills do they need for cross-training in other jobs?
- 8. The Training Needs Assessment(6/6)As you identify the needs of the learners, keep in mind some very important considerations:Are there multiple levels of difficulty in learning content?Are there prerequisites for any or all learning?Must learners be able to see the instructor via two-way video or other technology?Do the learners need to interact with you or with other learners?Do you need or want to assess learner performance as each learning segment or module is completed?Do you need remedial electronic tutoring for learners who perform poorly on assessments or become confused during the learning experience?Does the learner need to see visuals as the course or learning segment is progressing?
- 9. The Next part of Your Needs Assessment(1/2)If you decide to deliver a course via the Web, you must be sure that each person has:Access to the WebNeeded hardware and software for universal accessGlobal interoperabilityUp-to-date multimedia capabilities for his or her PCKnowledge about how to use the applications
- 10. The Next part of Your Needs Assessment(2/2)Unique list of mandated functional and soft skills training needs.Once you know your content needs, technology options that are available, and skills levels that need to be met, you are ready to move to the next step.
- 11. soft skill訓練課程講師教授的課程可分為兩大類，分別是「硬技巧(hard skill)」及「軟技巧(soft 蝉办颈濒濒)」。前者指与专业技能直接相关的，例如销售技巧、专案管理、滨厂翱、品管技巧等；后者大多是指人际关係、管理相关的事项，例如沟通技巧、管理观念、领导技巧等皆属之。
- 12. Activity Theory
- 13. Select multiple methods of presentation and distribution
- 14. Frameworks for selecting methods of presentation and distributionInteraction LevelFocus of ActivityLearning Technology
- 15. Frameworks for selecting methods of presentation and distribution
- 17. Example to lead the way
- 18. Interaction Level1.學習者 – 教學者2.學習者 – 學習者3.學習者 – 客座專家4.學習者 – 社群成員5.學習者 – 工具6.學習者 – 內容7.學習者 – 環境
- 21. Meta-cognitionCreated by John Flavell"Knowledge of knowledge“ "Learning of learning"定義：簡單的說是一種特殊的認知策略，被認為是現代認知教育中最活躍、最富饒的領域。後設認知是認知的認知，思考的思考，可用來監視、計劃、評估並管理我們認知功能運作的執行認知過程，它們是學習和表現以及整個智力系統扮演重要的中介角色。
- 23. IntroductionThinking:How do technology integrate into instruction or training?How do blended technologies influence us in learning effectiveness?The person who designs the instruction has the task of examining the technologies in the context of the instruction or training and their effects on the outcome for the learners (Heinich, Molenda, Russell, & Smaldino, 1999)Framework for selection learning technologiesTypes of learning technologiesStrengths and Weaknesses of learning technologies
- 24. Framework for selecting learning technologiesThe learning technologies link your audience’s needs (change in knowledge, skills, and attitudes) to your instructional objectives.How do you find out about the available technologies?Checking ASTD models for learning technologies: roles, competencies, and outputs (Piskurich & Sanders, 1998) Talk with the technology specialistTable 9-1Framework for selection technology for e-learning
- 25. Framework for selecting learning technologiesTable 9-2 Examples of learning technologies
- 26. Types of learning technologiesLearning technology can be defined as the means of connecting the teacher, the instructional experience, and the learners in ways that enhance learningStrengths and weaknesses of learning technologies
- 27. Strengths and weaknesses of learning technologies
- 28. Strengths and weaknesses of learning technologies
- 29. Strengths and weaknesses of learning technologies
- 30. Strengths and weaknesses of learning technologies
- 32. Questions to ask before selecting presentation and distribution methods
- 33. Questions to ask before selecting presentation and distribution methods
- 34. A menu of methods for presenting and distributing informationActive experimentationCase studyCollaborative learningCourse handoutsDebatesDemonstration
- 35. A menu of methods for presenting and distributing informationDialogueDiscussionDrill-and-practiceGuest lectureIndependent learningInterviewsJournals
- 36. A menu of methods for presenting and distributing informationLectureMentoringModelingPeer presentationPresentationProblem solvingQuestion-and-answer sectionQuizzes
- 37. A menu of methods for presenting and distributing informationReflectionReportsRole playSmall group discussionsSoftware applicationsTutorialsTeamwork, cooperative learning groupsWebsite development
- 38. Frameworks for selecting methods of presentation and distribution
- 39. Frameworks for selecting methods of presentation and distribution
- 40. Frameworks for selecting methods of presentation and distribution
- 41. Frameworks for selecting methods of presentation and distribution
- 42. Frameworks for selecting methods of presentation and distribution
- 43. Frameworks for selecting methods of presentation and distribution
- 44. Examples from BJETSeeing is believing: the role of videoconferencing in distance learningA-Level Geography students from a small grammar school in NI received distancelessons from the Liberty Science Center in New Jersey.The students also made presentations of their work using the document camera. Worksheets, which had been sent in advance as email attachments, were evaluatedand follow-up electronic activities were planned
- 45. “dissolve boundaries”videoconferencing can provide, in a cost-effective, time-effective, and inclusive way.It can foster educational collaborationEnhance the experiences of learning communities.
- 46. Examples from BJETStudents of the School of Health Sciences at the University of Birmingham
- 47. Thank You For Listening!!!