Chapter 4 Flashcards
outcomes in learning process include learner achievement in
- actions that are performed
- rules that are act out
- knowledge that is evident
- understanding what is shown
- skills demonstrated
- values and attitudes that learner must demonstrate
- criteria and attitudes that learner must demonstrate
- criteria and performance standards against which learner achievements are assessed
- workplace contexts of these achievements
newly occupational learning system (OLS)
requires that all workplace L&D or skills development be linked to scarce and critical skills embedded in occupations listed in OFO
work-based learning program
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
stage 1: job/occupational requirements and stakeholder’s expectations
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
stage 2: reviewing L&D needs analysis vs job tasks
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
stage 3: analysing the job purpose and tasks in terms of knowledge, practical skills and work experience
- unpacking occupational tasks
- developing additional job tasks
- defining required knowledge, skills and work experience
stage 4: analysing the learner’s profile
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
learning outcomes
must consist of a verb, noun and qualifier
stage 5: defining learning program outcomes and objectives
determining learning outcome objective
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
formulating learning outcomes
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
developing learning outcomes
must include:
- verb
- noun
- qualifier - indicating a scope, standard or method on how it will be measured
classifying learning outcomes
affective domain
cognitive domain
psychomotor domain
cognitive domain
- knowledge
- comprehension
- application and analysis
- synthesis
- evaluation
affective domain
- receiving and attending
- responding
- valuing
- organizing and characterization
Cognitive domain
(thinking) based on
Bloom’s taxonomy
of learning
- 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. - Comprehension
Remembering and using information,
understanding the meaning of learning
material - 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.
- 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. - Evaluation
Considering alternatives and making a judgement based on criteria that the learner developed. Being able to defend the decision by substantiating
the reasons.
Bloom’s taxonomy of learning outcomes
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.
Bloom’s revised taxonomy also indicates
that four different types of knowledge are used and constructed at each of the six levels of the taxonomy
Bloom’s hierharchy
remember
understand
apply
analyse
evaluate
create
- consists of
1. Factual knowledge
2. Conceptual knowledge
3. Procedural knowledge
4. Meta-cognitive knowledge
4 types of knowledge (bloom)
- factual knowledge
- foundational knowledge
- foundation of other three types of knowledge
- but cannot only possess factual knowledge - 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 - 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 - 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.
importance of Bloom’s revised taxonomy
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.
stage 6: determining, sourcing and sequencing the learning content
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
3 types of content
essential
helpful
peripheral
factors that influence content selection
- type of subject presented
- differences between learners
- ability of learning facilitator
- sources of the content
- sequencing content of the learning program
stage 7: designing learning activities
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
learning activities should
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
stage 8: developing a learning delivery and assessment strategy
broad, detailed plan for achieving learning program objective and enabling learners to master learning outcomes
stage 9: choosing training and learning methods
choose the most appropriate training method for the objective and learning outcomes and delivery assessment strategy
most effective learning methods are surrounded by 8 principles
- present relevant and meaningful content
- represent learner-centric design
- learning content and activities are presented micro-sized and modular
- multiple methods are applied to encourage learner engagement and effective learning retention
- built for mobile access
- demonstrate focus on work-related applied competencies to be learned
- they create opportunities for learners to practice required skills
- provide feedback to learners during and after
stage 10: designing learning support materials
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.
