Chapter 4

Question 1

outcomes in learning process include learner achievement in

Answer 1

1. actions that are performed
2. rules that are act out
3. knowledge that is evident
4. understanding what is shown
5. skills demonstrated
6. values and attitudes that learner must demonstrate
7. criteria and attitudes that learner must demonstrate
8. criteria and performance standards against which learner achievements are assessed
9. workplace contexts of these achievements

Question 2

newly occupational learning system (OLS)

Answer 2

requires that all workplace L&D or skills development be linked to scarce and critical skills embedded in occupations listed in OFO

Question 3

work-based learning program

Answer 3

comprises of a series of structured learning activities or events that are intended to equip learners with knowledge and theory, practical skills and workplace experience needed to fulfill a job role

Question 4

stage 1: job/occupational requirements and stakeholder’s expectations

Answer 4

start with end in mind - what is the desired end results

must clarify expectations of stakeholders - so that L&D initiative contributes to goals of company

optimal job performance and spesific job contexts desired results

need to know what the job requires employee to do

LARF used to align job to NQF level

Question 5

stage 2: reviewing L&D needs analysis vs job tasks

Answer 5

compare analysis of required job knowledge, skills and work experience and performance standards in relation to specific needs of targeted learner group identified in needs analysis

Question 6

stage 3: analysing the job purpose and tasks in terms of knowledge, practical skills and work experience

Answer 6

• unpacking occupational tasks
• developing additional job tasks
• defining required knowledge, skills and work experience

Question 7

stage 4: analysing the learner’s profile

Answer 7

following info about learners (SAQA):

• prior experience
• gender
• generation, age
• geographic location
• socio-economic status
• cultural background
• educational background
• employment status
• language
• technological literacy and experience
• access to communication and social learning technology
• physical disability
• unique L&D needs and motivation for attending and learning program

Question 8

learning outcomes

Answer 8

must consist of a verb, noun and qualifier

Question 9

stage 5: defining learning program outcomes and objectives

Question 10

determining learning outcome objective

Answer 10

define the objective

overall purpose of the learning program

learning program should achieve for the organisation

begin with description of purpose and results of learning

should state desired outcomes and success indicators of training

Question 11

formulating learning outcomes

Answer 11

more specific and measurable than objectives

based on identified needs and required knowledge, skills and work experience for performing occupational or job tasks and responsibilities competently at NQF level

indicates action process required from the learner

regarded as appropriate if closely related to learning objectives

Question 12

developing learning outcomes

Answer 12

must include:

• verb
• noun
• qualifier - indicating a scope, standard or method on how it will be measured

Question 13

classifying learning outcomes

Answer 13

affective domain
cognitive domain
psychomotor domain

Question 14

cognitive domain

Answer 14

1. knowledge
2. comprehension
3. application and analysis
4. synthesis
5. evaluation

Question 15

affective domain

Answer 15

• receiving and attending
• responding
• valuing
• organizing and characterization

Question 16

Cognitive domain
(thinking) based on
Bloom’s taxonomy
of learning

Answer 16

1. Knowledge
   To know and remember information,
   but not use or apply it. Knowledge
   is foundational – learners cannot
   accomplish other levels if they do not
   have knowledge.
2. Comprehension
   Remembering and using information,
   understanding the meaning of learning
   material
3. Application
   Applying material already learned to new, concrete, comprehensive situations.
   To transfer information when needed and use it in a new context.

Analysis
Identifying and looking at the different parts of the information, indicating the
relationship between the different parts and recognising the principles involved in the organisation of the different parts.

4. Synthesis
   Using different kinds of information or knowledge in new ways to create something unique to the learner. The end
   result should show that critical thinking was involved, thus indicating planning.
5. Evaluation
   Considering alternatives and making a judgement based on criteria that the learner developed. Being able to defend the decision by substantiating
   the reasons.

Question 17

Bloom’s taxonomy of learning outcomes

Answer 17

learning follows a hierarchy of cognitive processes

indicates that we (and learners) use and create various kinds of
knowledge at each level of the taxonomy and L&D professionals should keep this in mind when formulating learning outcomes.

Question 18

Bloom’s revised taxonomy also indicates

Answer 18

that four different types of knowledge are used and constructed at each of the six levels of the taxonomy

Question 19

Bloom’s hierharchy

Answer 19

remember

understand

apply

analyse

evaluate

create

• consists of
  1. Factual knowledge
  2. Conceptual knowledge
  3. Procedural knowledge
  4. Meta-cognitive knowledge

Question 20

4 types of knowledge (bloom)

Answer 20

1. factual knowledge
   - foundational knowledge
   - foundation of other three types of knowledge
   - but cannot only possess factual knowledge
2. conceptual knowledge
   - revolves around categories, principles, generalizations, models, structures and theories
   - thoroughly understand the information content of a specific subject or field and can apply it to perform a job better and to solve certain problems
3. procedural knowledge
   - knowledge associated with a specific discipline, and the utilisation of the knowledge to perform jobs (demonstrate skills), or utilise methods or techniques
   - demonstrated through application
4. meta-cognitive knowledge
   - comprehending knowing and learning
   - thinking about one’s learning and thinking in order to know one’s self.
   - It can also be seen as strategic knowledge.

Question 21

importance of Bloom’s revised taxonomy

Answer 21

is the close fit that exists between the
cognitive levels and different kinds of knowledge that should be the focus of the learning
outcomes and the NQF level descriptors

which indicate the level at which the learning outcomes of a learning programme should be
focused

Using these verbs will ensure that learning outcomes
accommodate all six levels of the cognitive domain and do not focus only on the first level
of the revised taxonomy.

the verbs in the various learning taxonomy levels are guidelines to assisting learning designers to formulate appropriate learning outcomes.

When writing learning
outcomes, learning designers should attempt to engage all aspects of each domain.

Question 22

stage 6: determining, sourcing and sequencing the learning content

Answer 22

only content that facilitates achievements of outcomes should be included

must be arranged in specific sequence to enable learners to achieve the learning outcomes of the learning program

Question 23

3 types of content

Answer 23

essential
helpful
peripheral

Question 24

factors that influence content selection

Answer 24

1. type of subject presented
2. differences between learners
3. ability of learning facilitator
4. sources of the content
5. sequencing content of the learning program

Question 25

stage 7: designing learning activities

Answer 25

the activities that will help learners understand, practice and master course content

tool L&D professionals use to expose learners to knowledge skills and attitudes needed to master content

Question 26

learning activities should

Answer 26

allow learner to take information and apply it to practical situations

help learners to practice what they have learned

allow learners to make mistakes - guide them to deal with or correct mistakes

refine knowledge and skills so that learning outcomes can be achieved

allow learners the opportunity to practice new knowledge, skills and attitudes in controlled environment in different contexts and situations

Question 27

stage 8: developing a learning delivery and assessment strategy

Answer 27

broad, detailed plan for achieving learning program objective and enabling learners to master learning outcomes

Question 28

stage 9: choosing training and learning methods

Answer 28

choose the most appropriate training method for the objective and learning outcomes and delivery assessment strategy

Question 29

most effective learning methods are surrounded by 8 principles

Answer 29

1. present relevant and meaningful content
2. represent learner-centric design
3. learning content and activities are presented micro-sized and modular
4. multiple methods are applied to encourage learner engagement and effective learning retention
5. built for mobile access
6. demonstrate focus on work-related applied competencies to be learned
7. they create opportunities for learners to practice required skills
8. provide feedback to learners during and after

Question 30

stage 10: designing learning support materials

Answer 30

complete package of learning resources that have been designed to enable the achievement of learning outcomes

must be relevant to learning area and suitable for the target group

advisable to test learning materials with a representative sample of learners and practitioners and to revise and adapt the materials and methodology is necessary.