TAADES501A Design and develop learning strategies

Stage 1 Learning Strategy Process: Analysis

Figure 6 Analysis-Stage 1 of the learning strategy process

What needs to be achieved?

The Analysis stage is undertaken to ensure that elearning strategy or activity can successfully target and achieve the desired outcomes.

The major actions in the Analysis stage include:

• Analyse purpose and parameters;
• Define and analyse audience;
• Define context;
• Define learning and teaching approach;
• Specify deliverables and level of attainment;
• Define delivery resources;
• Develop metrics to assess, report and evaluate impact.

Step 1.1. Analyse purpose, context and parameters

Beyond the outcomes to be achieved, the process of learning strategy design or implementation requires strict planning parameters. The point of commencement for a learning strategy should therefore be not just a need or aim, but also a plan specifying the project outcomes with associated resources and timelines noted.

The learning strategy itself should not exist in a vacuum. Within an organisation it is critical that the strategic drivers, as well as the learning needs, shape formation of the learning strategy.

It should be very clear what the learning strategy is not addressing. This may seem a statement of the obvious but all too many interventions either target needs that are not related to training or place unrealistic expectations on the learning design.

The learning strategy should also be delimited by the context within which it is relevant. This may be tied to the audience or in some cases to a geographic area or a specific teaching mode. If learning will change as the context or situation changes, then the learning strategy should state under what context and conditions it should be limited to. Clear parameters therefore need to be set that define what the learning strategy is intended to address.

Step 1.2. Define and analyse audience

It is usually best to establish a learning strategy for a specific audience. While this may not always be the case setting a learning strategy too generally may make it all things to all people or simply unable to satisfy any one major group's needs. It is important to know:

• Who is affected by the stated need;
• Who may potentially have the same learning need;
• What prerequisites exist to enter the learning (i.e. language, IT skills, level of learning);
• Accessibility of learner to learning environment or facilities;
• Relevance;
• Learner demographics; and
• Relevance or 'use by date' for the learning.

The audience may have specific needs, for instance English as a second language, accessibility needs, cultural or other variables.

Activity 5

Examine the following websites that address how to design learning (especially online and distance learning) to enhance accessibility for people with a disability.

Aptitude Media http://www.aptitudemedia.com/
TAFE accessibility resource http://www.aptitudemedia.com/resource_v5/index.htm
RMIT/VETonline http://www.vetonline.vic.edu.au/accessibility/tools/online.htm
Microsoft http://www.microsoft.com/enable/
Macromedia http://www.macromedia.com/macromedia/accessibility/
Vision Connection http://www.visionconnection.org/Content/Technology/default.htm

• List how may accessibility issues affect the design of a learning strategy that you have used or designed recently.
• Reflect on the ways elearning may enhance or enable solutions to be implemented to overcome accessibility problems in traditional (print and classroom) forms of learning delivery.

All individuals learn differently. It is therefore essential that the learning strategy accommodate individual differences and be designed to maximise suitability for the audience and the individual's prevailing learning style, multiple intelligences, emotional intelligence, cognitive attributes, anxiety about technology and so on.

Reading 2

LDPride.net (2001), Learning Styles and Multiple Intelligence, Making your learning style work for you! Available at http://www.ldpride.net/learning_style_work.html

Activity 6

Complete the Kolb Learning Styles Invento ry tool. (It can take up to 40 minutes to complete this tool.)

Learning Styles Invento ry .pdf file version

An alternative LSI version to the Kolb approach can also be accessed at http://www.learning-styles-online.com/inventory/ ; or

The learning styles profiler at http://www.cymeon.com/lssonline/lss-i/lspi_uk.asp .

Reading 3

Multiple Intelligences Explained http://www.ldpride.net/learningstyles.MI.htm#Multiple%20Intelligences%20Explained

Activity 7

There is a strong link between multiple intelligences and individual preference for learning.

Complete the multiple intelligences test at http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks1/ict/mulitple_int/index.htm .

Step 1.3 Define context

The context or situation where learning will occur has to be known. This is closely linked to the type of teaching approach to be adopted.

Step 1.4 Define learning and teaching approach

With the outcomes known, the audience confirmed, and the individual's needs and preferences and prior learning and capabilities confirmed, a pedagogically sound approach to the type of learning can be determined.

The type of learning can vary enormously. It may vary by mode of delivery such as:

• On-the-job versus off-the-job learning;
• Classroom-based learning or instructor-led learning;
• Distance learning;
• Flexible learning;
• Electronic and web-based or online learning; and
• Learning communities.

Or it may vary across the teaching methods adopted to target different cognition: constructivism , metacognition, intelligences, or behaviours. Approaches could include:

• Passive learning (i.e. classroom-based lecture);
• Action, experiential or problem-based learning;
• Cooperative learning;
• Collaborative learning;
• Role plays;
• Simulations or laboratory work;
• Scenario-based learning;
• Situated learning; or
• More innovative approaches such as serendipitous learning.

The type of learning itself may be a mix of the above and result in a blended approach to learning (for instance, blending instructor-led classroom-based learning and collaborative problem-solving learning in an online environment).

All forms of work-based training have at their core the formation of competencies-skills, knowledge and attitudes-by a trainee/employee through learning that will enable them to attain a standard of learning and/or performance.

The advantages and disadvantages of each method are detailed in the following table.

Table 2 Advantages and disadvantages of training methods

	Cost ($)	Timeframe	Best for	Not recommended for
On-the-job training	Low	Short	Small-scale, job-relevant skills	Complex skills that require in-depth analysis and repeated practice
Off-the-job training	Moderate to high	Short to long	Broad ranging skills that are complex and require outside expertise	Skills that are relevant only to the organisation
Classroom training	Moderate to high	Medium to long	Training a large number of employees in skills that require practice or interaction with others	Small-scale, specific skills that are applied directly to the workplace
Self-paced training	Low to moderate	Short to long	Conceptual skills that require outside expertise, especially for employees with limited time	Small-scale, specific skills that are applied directly to the workplace
Coaching and mentoring	Low to moderate	Long	Skills that require complex understanding and gradual implementation	Small-scale skills that may be quickly acquired
Etraining	Low to moderate	Short to long	Skills and knowledge that are required for compliance with operational, legal or competency standards and are required to be transferred to many individuals within a given timeframe	Large-scale interactive sessions that require operational skills only able to be demonstrated in a work-based context

In this way we remove the individual from a dependency model to a self-directed model that has benefits in many other areas.

Dependent	Self-motivated
Building on own experience	Drawing on others' experiences
Fearful of exposure of weaknesses	Embracing opportunity to grow and develop
Self-centred	Collaborative

Step 1.5. Specify deliverables and level of attainment

Previous actions in this stage of analysis will have yielded some insight into the level at which learning will need to be set. However, a formal decision must be made as to the level at which the learning strategy will apply. This will include:

• The level of qualification or accreditation sought;
• The relevant level of employment or professional recognition; and
• The future career or learning pathways the learning will lead into.

Unstructured short courses may not require any formal linkages to be made. Nevertheless, the packaging of learning will still necessitate a decision on whether all learning is at the same level or if it is required to be sequenced in a certain order.

In formal, recognised courses learning strategies will need to be designed to ensure that the learning is completed and evidence provided to assure all requirements for the qualification or recognition is satisfied. For some occupational areas, the learning strategy may have to be established by professional, legislative, regulatory, standards, industrial or other authorised bodies.

Step 1.6. Define delivery resources

Many learning strategies have evolved from previous strategies. Equally, they may be initiating interventions that must fit within established policies, processes or procedures. From all points of view-management, design and teaching staff, students, and others-a learning strategy should be developed cognisant of existing approved approaches.

Another major issue to resolve very early in the design and development of a learning strategy is the existing capacity of the organisation(s) to deliver the strategy. This may include determining requirements and availability of:

• Infrastructure and technology;
• Finances and budgetary resources;
• Competencies and capabilities of staff;
• Time; and
• Content and support materials (this last point is the most important).

Prior to building a learning strategy, an audit process may be adopted to ascertain the status against all above matters. For learning strategies that may be utilising new modes of delivery or teaching methods (i.e. elearning), this stage is an important way to document and then create learning design guides that can address such issues as content management, reporting, record keeping, storage, bandwidth and other infrastructure issues affecting all individuals involved in the learning process. Unfortunately, in many cases the lack of documentation on current practices and management of content under a single repository/regime makes this stage hard to complete and the reuse of existing resources difficult to accomplish.

Step 1.7. Develop metrics to assess report and evaluate impact

At the earliest possible stage of a learning strategy implementation process, it is important to establish the measures beyond learning outcomes that will gauge the success of the overall implementation processes. Evaluation of a learning strategy should be embedded throughout every stage of its implementation process.