TAADES501A Design and develop learning strategies

Stage 2 Learning Strategy Process: Build

Figure 7 Build—Stage 2 of the learning strategy process

Figure 7 Build-Stage 2 of the learning strategy process

The Build stage integrates many of the activities that in traditional approaches tend to be placed in separate design, development and prototyping stages. The integrated Build stage develops and confirms the correct configuration of the elearning intervention (content, technology, infrastructure, services or such like) necessary to achieve the outcomes established in the Analyse stage.

The Build stage is a critical component in the overall process. It is the stage between targeting what needs to be done and actually achieving the agreed outcomes. While organisations may become more proficient in the overall elearning implementation process and increase the speed with which they complete the process (i.e. reduce cycle times), progress is very much contingent upon excellent management of the Build stage.

The major actions in the Build Stage include:

Design learning/instructional approach, instruments and process;
Develop content and learner support materials;
Test learning components and objectives against individual/group learning profiles ('fit');
Develop a delivery and management plan
Test and pilot content.

Step 2.1. Design learning/instructional approach, instruments and process

Given these steps it is important next to confirm that the pedagogy is appropriate for the technology and tools chosen. Even if learning outcomes and the point of accessing learning are the same, how individuals access the content to satisfy performance and learning outcomes may vary (e.g. mode of delivery, type of technology, location, time). Therefore, the pedagogy may also vary.

This step includes three essential tasks:

Write instructional strategies and lesson designs;
Confirm the learning outcomes or other outcome descriptions required;
Set out the sequence and structure of the learning process. While this may vary as the development occurs, it should set out a logical learning process. The sequence will also establish the packaging or 'chunking' of content for delivery and assessment;
Determine assessment and reporting systems (administration and delivery); and
Develop individual learning plans.

Reading 4

CURVE (June 2003), 'Doing it well, doing it better', Final Report of the ANTA Teaching and Learning Strategies Scoping Project, Australian National Training Authority: Australia, pp. 27-40. Available at http://www.anta.gov.au/publication.asp?qsID=669 .

Activity 8

The reading from the Centre Undertaking Research in Vocational Education and associated organisations makes the following point regarding how Training Packages in Australia are being translated into learning and assessment strategies.

Their examples of effective teaching and learning can be characterised as having three distinct, interlinking features. These are:

A learner-centred approach-with a focus on the needs and learning styles of learners with the teacher or trainer as facilitator;
Workplace relevance-with a focus on teachers and trainers with good industry links who are knowledgeable about work practices and able to contextualise learning experiences regardless of the context of learning;
Flexibility and innovation in translating Training Packages into learning experiences-with a particular focus on customised and integrated learning and assessment strategies.
Drawing from the reading and the above summary statement, reflect on how current practices are choosing certain approaches to learning with regard to Training Package implementation. Why do you think this is so? Do you think these trends are universal across all sectors (public and private) and the trend towards specific learning approaches are likely to be maintained in the long term?
Examine the following reading to illustrate how competencies and Training Packages can be structured, packaged and sequenced differently within a learning strategy but still meet the requirements for a qualification.

Reading 5

ANTA (2002), Learning and Assessment Strategies Part 1: How to Kit, VETASSESS and ANTA: Brisbane. Available online at http://www.anta.gov.au/publication.asp?qsID=444 .

Step 2.2. Develop content and learner support materials

Having confirmed learning instruments and possessing a complete analysis in the previous step, a specification can be drafted. This step includes the following tasks.

Confirm interaction design and media treatments;
Select or author content; and
Set assessment and reporting mechanisms.

Decide whether to modify or renew existing programs (content and services). Repurposing existing content can be a major error undertaken with the best intentions. Because of apparent cost savings and familiarity with existing content and its efficacy, many use extant materials only to end up with inappropriate learning, including content that has many problems.

Writing content may be completed in-house, outsourced to a third party or completed in partnership with a learning vendor or delivery partner. While many forms of pre-packaged content abound and developers can be sourced, often the solutions are generic and applicable across many companies or occupations.

The content being developed should be packaged into the appropriate medium for the learner to access.

Hints

Basic course and instructor information would normally include.

Aim;
Intended users;
Prerequisites and any entry requirements;
Learning description and/or code;
Course outcomes or objectives;
Competencies-performance expectations related to student learning (Use specific verbs that communicate observable, measurable performance or outcomes. See guidelines for developing competency statements);
Evaluation methods-list of projects, papers, major assignments that will be graded to determine student competency for all course competencies (See guidelines for measuring competency);
Grading criteria-teacher's criteria and requirements for major projects and term papers (style, format specifics, length, due date, other criteria), and special grading practices (late work policy, make-up, extra credit);
Grade composition-list of all grade components, weight of each, scale for A, B, etc.;
Text/s, readings, tools-full bibliographic info for texts (state whether required or optional); list of other tools and equipment, electronic resources, reading packets, etc., and where students obtain them or gain access to them;
Attendance and policies-attendance policy (tardiness, absences, illness, excused and unexcused), academic dishonesty policy (cheating and plagiarism), drop/withdrawal policy, etc;
Non-secular perspectives-indication of how non-secular (e.g. religious, spiritual, ethical) perspectives will be integrated into the course (teaching philosophy about integration, competencies related to a specific perspective, course units focussed on specific perspectives or ethics, etc.)
Format-indication of the way class sessions will be conducted, types of activities (i.e. lecture, lab, research, discussion, groups, case studies, electronic media);
Course calendar-for each week or each class meeting-list of activities and content to be covered, assignments, due dates for all graded items, exam dates.

Allow for flexibility and revisions of schedule based on progress and needs of the class.

The confirmation and sign-off of the final learning strategy and the supporting materials may be an essential step in the process. The following reading is a Resource Guide from the Australian National Training Authority and provides information and case studies to help explain the process of developing, documenting and reviewing learning and assessment strategies within the Australian Quality Training Framework

Reading 6

ANTA (2002), Learning and Assessment Strategies Part 2: Resource Guide, VETASSESS and ANTA: Brisbane. Available online at http://www.anta.gov.au/publication.asp?qsID=445 .

Step 2.3 Test learning components and objectives against individual/group learning profiles

Given the previous steps it is important all learning components are checked or initially tested to ensure it is consistent with the pedagogy and the intended audience. Failure to do this may mean the components are developed but will not deliver the required learning outcomes for the target audience.

Step 2.4. Develop a delivery and management plan

Prior to delivery of any learning strategy it may be necessary to produce a delivery and management plan. This plan should at least identify:

Delivery time and location;
Recommended duration;
Competency requirements of the facilitator and assessor;
Mode of delivery;
Learning resources required for delivery;
Content, assessment tools and any related materials; and
Logistics, reporting and any related administrative requirements.

Step 2.5. Test and pilot content

The Build, proposed to achieve the desired learning and performance outcomes, has to be reality tested. First, contrast the learning profiles of individuals in the audience against the known combination of the type of learning and knowledge being covered, the available technology and infrastructure to be used, the desired outcomes and the current capacity to resource this intervention. This should answer the most fundamental questions: Will the planned approach enhance the individual's competency? and Can the learning be applied or transferred to a learner's real-world context?

This step may be completed through consultation with peers or with learners. However, it may be very comprehensive where complex learning strategies are involved. It may includes the following tasks:

Figure 8 Build stage prototype and testing

Figure 8 Build stage prototype and testing

Building and testing may be completed as a rapid prototype process whereby an initial test is made of a beta version of the learning strategy (see Figure 8). This exercise may be completed in-house or as an external pilot. A test plan should be devised for this process. Benchmarking other companies undertaking similar learning may also prove useful. However, the development and initial testing of learning content and supporting materials or resources will likely encompass:

Cost parameters;
Validity of instruments for delivery and assessment;
Rigour and appropriateness to overall learning qualification or pathway;
Relevance and suitability of content or learning objects;
Editing (i.e. is further editing and refinement required, checking whether anything has been omitted); and
Appeal, level of interaction and suitability for the intended audience (i.e. is it engaging and does it achieve the required skills and knowledge transfers).