1 Flashcards
(131 cards)
1
Q
What term is assigned to the learner task analysis approach that often works backwards to understand the preceding tasks that must be completed in order to contribute to the final outcome of the learning process?
A
D. The hierarchical approach describes the analysis process starting with the end result of a workflow and breaking down the outcomes and examining the preceding activities to reach the final result.
2
Q
What do learning objectives define?
A
Learning objectives define the increased knowledge that learners will have as a result of the specifics of the training.
3
Q
What are some of the standard elements in a virtual classroom?
A
- Whiteboard Where your slides appear, where you can share multimedia files, and where you can draw figures and illustrations on-the-fly.
- Chat Some area of the web-based software where you and the users can type messages directly to one another, either with everyone in the group, or just among a few participants.
- Student monitoring Some area of the interface where users can “raise their hand”; change a status indicator like green, yellow, or red; or participate in polling for group questions.
- Demonstration area Some virtual classroom software allows the instructor to share their desktop so that the users can see the instructor interact with the technology.
- Role configuration Roles are usually moderator, instructor, host, student, or something similar. The instructor may be able to change the roles so that a participant can do the demonstration for the class.
4
Q
What is organisational artwork
A
organizational artwork organizes concepts, ideas, and related material.
5
Q
What is an authentic assessment?
A
The authentic assessment requires the learner to complete their assessment by performing an exercise or hands-on activity that proves they have grasped the concepts and information provided in the course.
6
Q
What are the four primary elements to the social learning theory that apply to adult education?
A
- Attention -Adults must invest their time and attention to what’s being demonstrated and taught if they are to learn the behavior. If people are bored, nodding off, surfing the Web, or texting, they are dividing their attention and the odds of actually learning are diminished.
- Retention -The ability to retain what’s been taught. If you’re teaching or demonstrating a complex topic, you’ll likely adjust your teaching approach to appeal to visual, auditory, and kinesthetic learners so that there is ample opportunity for the learners to retain what you’re instructing.
- Reproduction A-dults need an opportunity to practice what they’ve learned. If you’re teaching how to install a second hard drive in a server but don’t let people practice what they’ve seen, the odds of actually reproducing the behavior when it matters become unlikely. Like any new skill, the more often the learner gets to practice the knowledge, the easier the task will become.
- Motivation -Adult learners want to know why a topic is important in order for them to want to learn. If the learner doesn’t make the connection between the classroom topic and how it applies to their life, they will be less likely to give their attention, retain the information, and reproduce the knowledge when it matters most.
7
Q
Why is the affective domain in Bloom’s taxonomy important?
A
Because if you can engage learners, which you will as part of a learner-centered environment, people will be more likely to accept the technology, be less intimidated by the material, and feel more comfortable learning something new.
8
Q
What are the 4 levels in the Kirkpatrick model?
A
- Level One: Learner Reaction This level is what most instructors think of when they think of the instructor evaluation. It’s the end-of-class evaluation of what the participants thought of the training and the instructor’s performance. The instructor is concerned with the immediate feedback of the training and how the learners thought the training transpired.
- Level Two: Learning Achievement This level of evaluation determines the actual increase in learner knowledge. The learning achievement evaluation may be shown through a test, an exercise, or some other assessment to show how the learner has gained knowledge from the start of the course to its completion. The instructor is concerned with the actual knowledge gained as a result of teaching. No technical trainer wants to teach a class and then realize that the learners have not comprehended the information.
- Level Three: Behavioral Change Behavioral change is demonstrated by the learner actually using the knowledge that was gained in the course. Behavioral change can be shown in how efficient the user is in the technology that was taught and whether they perform their work more accurately and efficiently. Instructors are concerned with learners actually applying the technology in their roles and responsibilities in the workplace. This level also assumes that the learners will actually have an opportunity to demonstrate that their behavior has changed.
- Level Four: Business Results Business results link the profitability, cost savings, reduction in errors, and other qualifiers of the organization to the training that the instructor offered. A common Level Four business result is that the training cost X amount of dollars to offer, but Y equates to a return on investment for the training. For example, if the training results in learners being more efficient, then there may be fewer errors and that’s a cost savings for the organization. Instructors want to see the value of their training actually implemented in the workforce to show their contribution to the organization’s success.
9
Q
What is the fundamental goal for all technical training?
A
the fundamental goal for all technical training is to change the behavior of learners.
10
Q
Enlarge upon learning outcomes?
A
The learning outcomes are basically more precise goals that support the content of the learning outcomes, which in turn support the broader, high-level instructional goals.
11
Q
What are the 3 domains of Blooms taxomony?
A
cognitive, affective, and psychomotor.
12
Q
What is transformational artwork?
A
Transformational artwork shows changes over time.
13
Q
What is a show exam?
A
The most common type of examination is a “show exam” where learners show what they’ve learned by answering questions to prove their mastery of the topic you’ve taught.
14
Q
What is the Analysis phase in the ADDIE model?
A
Analysis phase
The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner’s existing knowledge and skills.
15
Q
What does a design strategy document include?
A
- Technical training scope - Defines what the technical trainer will accomplish, the topics the course will and won’t cover, timing for the course, approved and recommended techniques for teaching the learning objectives, and the expected outcomes from the training.
- Constraints and assumptions - Constraints are anything that limits options, such as versions, types of hardware, specific dates for training, budgets, duration of the class, or qualifications for the trainer. Assumptions are anything that’s believed to be true, but hasn’t yet been proven to be true. Assumptions may include resource availability, longevity of the technology, changes in the technology, learning goals, and interest in the technical course.
- Course structure - The prioritization of the course objectives, how the objectives were weighted and scored, workflow of the course, and how the structure supports the identified learning objectives.
- Course context - The context describes where the learning will take place, such as in a classroom, on the job, by web-based training, or with a combination of elements. The context should also address the learning activities, to a degree, that will be utilized to support the learning objectives. For example, in a classroom the learning activities
16
Q
In what type of learning does the teacher rant on about the material without involving the students
A
Didadic
17
Q
What is the most common assessment type of learners’ needs?
A
The most common assessment type of learners’ needs, and really what has been discussed thus far in this book, is instructional analysis, which is the process of determining training needs.
18
Q
What framework do demonstrations require?
A
- Know exactly what you’re going to accomplish in the demonstration.
- Demonstrate with a slow, steady pace.
- Match what the learners will see.
- Let other people drive.
19
Q
What must a technical trainer do to ensure that the desired learner behavior change actually happens?
A
Teach to the defined learning goals.
20
Q
What are the 2 approaches to how adults learn information?
A
Adults learn information in two main approaches: • Active learning - The learner is actively involved in the technology and topic. Exercises, practice, hands-on activities, and interactions with the instructor and other participants are used. Active learning comes from hands-on involvement with the technology you’re teaching. •
Passive learning - The learner absorbs information through listening, reading, and reason. The participant accepts what the instructor says and then uses that information on exams, in feedback, and in the workplace.
21
Q
What is a lessons-learned summation?
A
An example of an embedded assessment where the learners summarize what they have learned throughout the course.
22
Q
What is the learning objective the end product of?
A
The learning objective is the end product of breaking down the instructional goal, the topical units, and the learning outcomes.
23
Q
What are the four attributes of responses in effective listening?
A
• Probing -This response asks for more detail without making the sender of the message feel defensive. For example, you might ask the sender to elaborate on their question rather than criticize the question’s validity. • Reflecting -This response is actually paraphrasing what the sender has said to confirm your understanding of it. Reflecting isn’t just being a parrot of the message; it’s actually rephrasing the question to confirm that you and the sender both understand the message. • Deflecting -Sometimes the receiver of the message wants to share a related message to answer the sender’s question or comment. This deflection, however, can seem like the recipient isn’t acknowledging what the other person said. You can imagine a class where a technical instructor responds to a question with her own story without acknowledging the learner’s question. The learner may feel dismissed or feel the instructor is focusing on themselves rather than the class. Deflecting can be useful when the instructor needs to move the course pace along, but deflecting should be used sparingly and with caution. • Advising -This response happens when the instructor gives unsolicited advice to the sender. For example, a student tells the instructor how she won’t be allowed to actually configure the server settings in class because of her organization’s policies. When the instructor begins offering advice rather than just listening, the instructor is advising, giving unsolicited advice for a problem the learner is experiencing. Instructors must pay attention to what learners are asking versus telling.
24
Q
What are formative assessment questions/types?
A
- Distractions
- Pace
- Course Balance
- Instructor
- Anonymous
25
Why should an instructor complete learner task analysis?
To understand what the learner is expected to do as a result of your training
26
What does the psychomotor domain describe?
The psychomotor domain describes the learners’ skills, motor skills, manipulation of technology, ability to follow instructions, and eventually mastery of the physical activity through repetition.
27
What is a best practice for task analysis?
A best practice is to first just perform passive observation—soak up the workflow. Then, once you have a general understanding from the passive observation you’ll move into active observation. This approach to task analysis uses the logical flow of the task—from the beginning to the end result—and it’s a fine way to document the current set of actions to get to the final, expected result.
28
What is the concept behind David Kolb's model?
experiential learning
that is, that people best learn through their experiences and how the experiences are applied to their roles and responsibilities within an organization.
29
What is active listening?
Active listening happens when you try to understand as clearly as possible what the participant is asking.
30
What is an instructional goal?
An instructional goal is a statement that defines the high-level objectives for the course.
31
What are Gagné's nine instructional events?
* Gain attention The instructor must get the participants’ attention by linking the subject matter to the participants’ lives and making the topic interesting.
* Inform objectives Learners need to know what the instructor is going to teach, and the objectives help the learners anticipate and set expectations for the class.
* Stimulate recall of prior knowledge Based on past experiences or previous training, the instructor builds new information on working memories of the participants.
* Present stimulus material The instructor teaches the objectives in an interesting, engaging way.
* Provide learning guidance The instructor helps the learners understand the new material through demonstration, repetition, and applied examples such as case studies.
* Elicit performance The instructor offers time for the learners to practice the new information through exercises, additional demonstrations, and confirmation of understanding.
* Provide feedback Learners need feedback on their performance and understanding; this can mean corrections and reinforcement or confirmation of understanding.
* Assess performance The instructor may test the learners’ knowledge through an assessment exam, an exercise without coaching, or through other methods for the learners to show understanding of the material.
* Enhance retention and transfer The instructor makes a determination of skills learned by the participants; the participants apply the skills and are able to retain and retrieve the information at will.
32
How would you best describe the cognitive domain?
The cognitive domain is best described as the person’s ability to understand and apply information. The depth of understanding and the accuracy of applying knowledge are often based on the experience and maturity of the person doing the application.
33
What is a show exam?
A show exam simply means that the learner shows their retention by answering in-depth questions.
34
If a trainer subscribes to the Cognitive Learning Theory, she’ll work to adjust her lectures, course demonstrations, exercises, and even the class structure to five learner activities:
* Determine what needs to be learned.
* Build upon existing knowledge.
* Structure the knowledge.
* Integrate the new knowledge.
* Reinforce the new knowledge.
35
What is the Development phase in the ADDIE model?
Development phase
In the development phase, instructional designers and developers create and assemble content assets described in the design phase.
36
Where is evidence of Bloom's cognitive domain normally seen?
Evidence of the cognitive domain is usually seen in the behavioral change a person exhibits based on their complete understanding and acceptance of the value of the education.
37
What are the psychomotor seven levels of performance?
* Perception -This attribute relies on the individual using the senses to determine what physical activity should happen. For example, a technician could smell wire burning and know how to respond while working on the computer; or a person could see a computer fan not spinning and test the power connectivity.
* Set -Describes the readiness to respond to predictable situations. It’s almost like an evolved mindset based on experience with a task. For example, a person could hear a noise in a printer that usually means a paper jam, and then the person could follow a checklist or directions to pull out the bottom tray, flip open the printer cover, reset the toner, and then shove the tray back in place to fix the problem.
* Guided response -The learner can follow the instructor’s directions to perform a motor skills task. For example, as an instructor you might coach a person through the process of installing a piece of hardware or completing a series of steps in a software program to reach a specific result. Once you’ve guided the learner through the process the learner will then become more efficient, and eventually master, the process through your continued guidance and repetition.
* Mechanism -The guided responses are learned through repetition, and the participant understands each step of the guided responses and develops a mindset to completing the task. The mechanism is a slightly advanced combination of the set and the guided responses, where the learner can perceive the problem, operate with proficiency, and understand the correct responses to create the expected, predictable end result.
* Complex overt response -With a bit more complexity than the previous mechanism the learner can complete a complex task based on their understanding and control of their motor skills. For example, a learner could use the mouse and keyboard in combination with a computer program to open, manipulate, edit the printer settings, and print a document. Several perceptions, sets, learned responses, and mechanisms are required to put all the individual tasks together into a hesitant-free execution of the desired result.
* Adaptation -When a learner has mastered a specific skill, such as operating a printer, they can adapt their existing knowledge and apply it to new conditions and circumstances. For example, the learner could manipulate a different printer based on their existing knowledge of the current printer. A learner might also change the type of paper, the colors to be printed, the draft mode of the printer, and other settings based on their existing proficiency with a similar print device.
* Origination -This attribute happens when the learner takes their experience and expertise with existing knowledge and creates a new method, new skill, and expected outcome. For example, an individual could experiment in their photo-editing software to create new filters, new brushes, and effects and print to a new printer to produce a specific type of artwork.
38
What is the first time first use penalty?
the first time you try a new endeavor you’ll be penalized in time and monies as part of the learning curve.
39
What are the components of active listening?
* Comprehending -This first component of active listening is simply understanding the words and language the other person is saying. When your mind is elsewhere you can’t comprehend the message, so active listening can’t happen. Another contingency on active listening is being able to discern the message through the filters—for example, when the sender is using English as a second language and you only speak English, it may be difficult to comprehend the message the sender is offering.
* Retaining -When the learner sends you a message, you need to retain what the sender is saying in order to react to it. This can be challenging when the learner’s question is lengthy, rambling, or lacking logic. Retention of the learner’s question, however, helps you process the information and better complete the next step, responding.
* Responding -When a person is sending you a message, you can offer intermittent feedback, such as nodding your head, crossing your arms, or smiling. These responses can help direct what the other person is saying or help them discover information about their question. This part of active listening offers immediate feedback and lets the sender of the message realize that you’re present, involved, and participating in the communication.
40
What is learner competence?
Learner competence is an assessment of what you’ve taught and how well the learners have retained the information and can apply it in their lives and employment. Learner competence tests not just retention, but also practical application of the information you’ve offered.
41
What must a learner do in order to complete an authentic assessment?
In order to complete the authentic assessment, the learner has to demonstrate their retention and ability to apply the information learned.
42
What is facilitation?
facilitation is the delivery and demonstration of a predefined course of objectives.
43
What are the 4 elements to Kolb's learning cycle?
Concrete experience
Observation and reflection
Forming abstract concepts
Testing knowledge
44
What are the six primary reasons people want to learn:
* Organization expectations For many technical trainers, this is the most common reason for learning. People come to class because they are required to as part of their job. When an organization changes the technology that people use to support the organization, there’s a management requirement to help the employees learn the new technology to continue to support the goals of the organization as a whole. If the organization doesn’t teach their employees how to use a new technology, the organization is undermining its ability to reach its vision.
* Career advancement If you’re teaching a certification course, like any of the CompTIA, Cisco, or Microsoft classes, this is one of the most common motivating factors you’ll encounter. People come to these classes to learn a technology to help them pass a certification exam—and advance in their career. Participants want to learn and master a technology to make themselves more attractive to employers, to maintain their competitive edge, and to grow their businesses.
* Personal interest Some participants in your class may not be required to attend your training for any other reason than their own personal interest in the technology. These learners want to learn for the sake of learning, enjoy technology, and have personal motivation to explore and experiment with the technology. While these learners can be good participants, their expectations are vastly different from learners who are there because of organizational requirements and career advancement. The goal of these learners is usually more than to just learn the technology, but to master the technology.
* Community impact Some learners seek technical training to help in their community. They see the mastery of a technology as an avenue to volunteer, improve a situation, and participate in a not-for-profit program. They want to learn how to work with the technology and then implement what they’ve learned for the betterment of their community.
* Networking opportunities Some training programs can be fun, social events. Consider lunch meetings where a technical trainer may provide an overview of a technical concept to a group of network administrators. While there may be an interest in the talk the trainer is offering, the primary focus for many of the learners is on socializing and networking with their colleagues and peers.
* Escapism It’s not uncommon for a technical trainer to encounter a learner who is in class to escape issues in their lives, boredom in their job, or just as a break in their regular routine. These learners can often be in class just to get away from work requirements. Their only motivation may be to dodge responsibility or mild curiosity. You’ll have a tough time recognizing these workers and motivating them to learn.
45
What do the learning outcomes do?
The learning outcomes elaborate on the components of the topical units.
46
By completely defining the learning objectives, you’re also setting expectations for several of the learning stakeholders:
• Participants There’s no confusion as to what the participants will learn in the course and be able to perform once the training is completed. • Organization and management The organization and management will have a clear understanding of what the technical training will provide for their employees. • Human resources department If the organization has a skills set database, that is, a central location for tracking training and competency, then it becomes easier to define resource capabilities for tasks and assignments within the organization based on the completion of technical training and the learning objectives of the training. • Technical trainer By creating or reviewing the learning objectives, the technical trainer understands the expectations of the organization and the participants that the trainer must be able to meet and to help the learner accomplish.
Phillips, Joseph. CompTIA CTT+ Certified Technical Trainer All-in-One Exam Guide (p. 51). McGraw-Hill Education. Kindle Edition.
47
What is the implementation phase in ADDIE about?
1. Actual Delivery
2. Class Logistics
i. Enrollment
ii. Classroom details
iii. Instructor Confirmation
iv. Class assistance
vi. Refreshments, books, technical setup, materials
48
What are Tuckman's 4 stages in teams
Forming
Storming
Norming
Performing
49
What is in Bloom's Pychomotor Domain?
1. Imitation - copy
2. Manipulation - follow directions
3. Precision
4. Articulation - combine related skills and activities, becoming good at it
5. Naturalisation - automation, understand and do steps quickly
50
What 2 related approaches toward grasping experience does Kolb's model outlines?
Concrete Experience and Abstract Conceptualization
51
What theor does Bloom's Taxonomy subscribe to?
Bloom’s Taxonomy subscribes to the theory that to learn at a higher level of understanding you must first master the lower-level domains.
52
What is Andragogy?
Andragogy, however, describes the science and applications used to teach adults.
53
What does Cognitive learning theory focus upon? Describe it in detail.
The Cognitive Learning Theory focuses on how people process and retain information. This theory is less concerned with the behavior the learning brings about than with how the learning happens internally within each participant. The Cognitive Learning Theory begins with the instructional design and its effect on learning. Good instructional design, according to the Cognitive Learning Theory, creates materials, web-based training, and presentations that ultimately create the right conditions for learning to happen.
54
What is a show exam?
Learners show what they have learned in the course, often through a final examination.
55
What is stage presence?
The confidence, speaking abilities, and ownership of the technology, training space, and leadership of
56
According to Kolb’s model there are four distinct types of learners. What are they?
According to Kolb’s model there are four distinct types of learners:
• Divergers These people utilize concrete experience and reflection to best learn. These learners are sometimes referred to as “concrete-reflective.”
• Assimilators These learners want to know the very specific directions to reach a desired result. These learners are sometimes called “abstract-reflective” learners.
• Convergers These people thrive with detailed, hands-on activities with the technology in order to learn how the technology works. These learners are sometimes called “abstract-active” learners.
• Accommodators These learners are similar to the convergers, but they’re more inclined to experiment with the technology, create “what-if” scenarios, and to combine knowledge to see the outcome. These learners like a loosely structured training event that allows them time to test their theories and understanding of a technology. These people are sometimes referred to as “concrete-active.”
57
Most technical courses fall into a rhythm of four parts, what are they?
```
First, the instructor tells the class what the objectives of the module or lesson are.
Second, the instructor lectures and demonstrates the technical concept.
Third, the instructor gives an assignment or exercise that the class completes with or without the instructor’s input.
Finally, the instructor offers a review of the information and might offer a quiz to test understanding.
```
58
What is an outcome assessment?
An outcome assessment is a method to judge the effectiveness of the course design and delivery to help the learner retain the course content and achieve the learning goals.
59
What is a usage final?
a “usage final” is where users demonstrate their knowledge and retention by using the technology.
60
What does learner centered instruction mean?
Learner-centered instruction means that the focus in the course development and in the technical delivery is on the learners and their ability to retain and apply information.
61
What is a usage final?
An assessment where users use their retention and understanding of the course material to create a solution.
62
What does the affective domain describe?
The affective domain describes the emotional values and feelings people attach to the technology they’re learning.
63
What do learner objectives define exactly?
Learning objectives define the exact application of the knowledge, not how the knowledge will be transferred from the instructor to the participants.
64
Whom must resolve any issues with the courseware?
The trainer
65
What is the first step to define the learning objectives?
The first step to define the learning objectives is to break down the instructional goal into topical units.
66
What is the first step to creating a learning objective from an instructional goal?
The first step to define the learning objectives is to break down the instructional goal into topical units.
67
What is task analysis?
Task analysis is basically immersing yourself into the role of the learner and experiencing how they do their work and how the training will affect that work.
68
What are final exams an example of?
An outcome assessment - which is is a method to judge the effectiveness of the course design and delivery to help the learner retain the course content and achieve the learning goals.
69
What 4 questions should you help the learners understand in their training?
Why is this important to me?
What am I expected to do with this information?
How will this work in production?
What if this and this happen?
70
What is an outcome assessment?
A method to judge the effectiveness of the course design and delivery to help the learner retain the course content and achieve the learning goals.
71
What is the Design phase in the ADDIE model?
Design phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific.
72
What type of instruction is learner centred instruction?
Performance based learning.
73
What is the Evaluation phase in the ADDIE model?
Evaluation phase
The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products. Donald Kirkpatrick's Four Levels of Learning Evaluation are often utilized during this phase of the ADDIE process.
74
# Define i. instructional analysis
ii. task analysis
| iii. performance analysis
i INSTRUCTIONAL ANALYSIS - process of determining training needs
ii. TASK ANALYSIS - Task analysis considers how the learners’ work will be performed differently as a result of the technology you’ll be teaching and addresses the best approach to teaching the technology.
iii. PERFORMANCE ANALYSIS - broader organisational goals
75
What is the problem with lecturing?
Learners only retain 25% compared to 75% of what they do.
76
In Constructivist learning theory, what do learners use to make sense of experiences?
Learners make sense of the experience based on the outcomes of the current and previous learning experiences.
77
Describe Learner Needs
“Learner needs” is a way of labeling what a person needs to know to do the tasks required of their role in an organization.
78
What does learner centred instruction aim to teach?
```
The actual performance factors of a technology, rather than the mechanics of the technology.
This means that the technical trainer understands how the people in the class will use the technology in their lives—and then focuses on that utilization.
```
79
Describe Training and Education individually
Education includes the broad goals of transferring knowledge from one individual to another, with the intent to direct and influence the course of an individual’s life.
Training, where you and I operate, focuses on the skills, tools, and competencies to help people complete their roles in an organization
80
What is a final exam an example of?
Final exams are an example of an outcome assessment; an outcome assessment is a method to judge the effectiveness of the course design and delivery to help the learner retain the course content and achieve the learning goals.
81
what type of art should you avoid in the virtual classroom?
decorative art
82
How would you gauge the acquisition of new skills and understanding?
the evidence of reaching the goal is gathered by observing the behavior of the participants post-class.
83
How might you review materials in a virtual class?
Reviews can be conversations, pop quizzes, recaps, and games.
84
What are some of the human resources that you will need to create training materials?
* Project manager Organizes the stakeholders and keeps the project in scope, on schedule, and within cost constraints
* Subject matter expert in the technology Guides and identifies the concepts, tasks, and actual steps needed to complete the learning objectives
* Trainer of the technology Determines the length of the course topics, the exercises, and the learner-centric preferences
* Writer Works with the subject matter expert, trainer, and instructional designer to write the flow of the activities and concepts in the course material
* Instructional designer Formats the writer’s content, creates screen captures, and designs the course into manageable sections of learning for the learners and instructors
* Editor Edits the writer’s text, oversees the instructional designer formatting, and aims for consistency throughout the materials
* Proofreader Reads the drafts of the course material with an eye toward accuracy, typos, and any grammatical errors
85
What do summative assessments include?
1. Clearly stated course objectives
2. Presentation of the material
3. Ability to engage participants in the material
4. Classroom time management
5. Instructors technical expertise
6. Ability to answer learner questions
7. Interaction and availability during hand-on labs and excercises.
86
What does subject matter analysis define?
subject matter analysis defines the content that needs to be included in an instructional module/learning environment. Part of subject matter analysis is searching for optimal perspectives and knowledge.
87
What is representational art?
Most visuals in a virtual classroom environment (and in course materials) are representational art. Representational artwork represents the actual technology, line drawings of concepts, and screen captures or photographs from the technology.
88
What are learner needs?
“Learner needs” is a way of labeling what a person needs to know to do the tasks required of their role in an organization.
89
How might learners reveal their affective domain?
The learners in your classes will often reveal their affective domains by expressing, sometimes with great emotion, how they love, hate, or despise the technology they’re supposed to be learning.
90
What is Kolb's learning theory based upon?
How learners receive information in a training session and then how learners internalise the information you have taught them.
91
The Constructivist Learning Theory has the following 5 characteristics:
* The learning experience must be linked to the learners’ roles, responsibilities, or personal lives.
* Learners examine the tasks in the learning experience and define what the outcome of the tasks will create.
* Learners examine the tasks, break down the tasks into subtasks, and create the expected outcome.
* Learners will work with other participants and be guided by the instructor to the discovery of information.
* Learners will discover alternative approaches to reach the same expected outcomes.
92
What are Gagné's defined five categories of learning that affect instructional design, instructor-led training, and even virtual classroom training today?
* Verbal information. The learners need the instructor to teach the information in logical segments, provide enough information so that the learners can comprehend and process the concepts, and to link the topic to the learners’ roles and lives.
* Intellectual skills. Learners will use prerequisite skills and knowledge to process new, relative knowledge, to experiment with the technology to solve a problem for deeper understanding, and to apply new information to current problems.
* Cognitive strategies. The learners will internally process what the instructor is teaching by using their learning strategies.
* Attitude. The learners’ attitudes toward the training, the instructor, the technology, and themselves affect their abilities to learn. The instructor can reward and recognize proper behavior to promote good learning.
* Motor skills. The learners will complete a physical movement by first learning the correct movement from the instructor, practicing the correct movement over and over, and then will refine the movement based on feedback and the outcomes of the movement. The learners need the instructor to teach the information in logical segments, provide enough information so that the learners can comprehend and process the concepts, and to link the topic to the learners’ roles and lives.
93
What is the VAK model?
The VAK Model describes the learning styles of visual, auditory, and kinesthetic. Some learners learn better by watching and observing, such as through your demonstrations. Auditory learners prefer you to lecture and explain concepts to them, as they learn best through auditory signals. Finally, and some would argue most importantly, is the kinesthetic learner. The kinesthetic learner must touch, experience, and interact with the subject matter in order to learn the technology.
94
What is summative assessment?
1. End of training session
2. Measures trainer effectiveness
3. Judges course design
4. Identifies opportunities for improvement
95
What should trainers always focus upon?
Training should focus on what the people will be able to do after the class. An instructor’s focus should always be on the results of training—how the participants’ behaviors will change as a result of the learning.
96
What is instructional analysis?
the process of determining training needs
97
What is a fundamental rule of the embedded assessment?
A fundamental rule of using the embedded assessment approach is to clearly communicate the learning objectives for each module in your technical seminar.
98
What is the most widely accepted belief of the Constructivist Learning Theory?
The most widely accepted belief of the Constructivist Learning Theory, is that the learners’ cognitive development is based on their experiences. The outcome of a learning opportunity, whether in the class or through self-led discovery, is that the learners make sense of the experience based on the outcomes of the current and previous learning experiences. While there is practical application of the Constructivist Learning Theory in adult education, much of the focus of this theory is in the pedagogical domain.
99
In order for the organization to become more proficient as a result of training, what must exist first in the organization?
Current-state assessment. The current-state assessment evaluates the current level of performance, helps to create learning goals, and defines objectives for behavioral change.
100
What is the first thing that you should do for learners during the instruction?
Explain/demonstrate why this topic is important by linking to their work role.
101
What are bar charts, pie charts, and other graphics that show quantitative relationships?
relational graphics
102
What is effective listening?
Effective listening is about understanding the intent and motivation of the message before responding appropriately.
103
What do prerequisites define?
Prerequisites define the needed knowledge the participants are expected to have in order to grasp the concepts you’ll be teaching.
104
What are the The fundamental beliefs of Gagné?
• When people learn, the learning cumulates, allowing people to understand more and more complex topics and to change their behavior
accordingly.
• Learning is the avenue by which people become good members of a society.
• Learning and the environment both affect the behavior of the individual.
105
What are the components of the cognitive domain, starting at the bottom of the hierarchy?
* Knowledge -The fundamental element of the cognitive domain is knowledge, sometimes also referred to as remembering.
* Comprehension -The second element is comprehension of the technical topic, sometimes referred to as understanding.
* Application -The application of knowledge is done by taking existing comprehension and applying it to new scenarios and problems.
* Analysis -Analysis, in the cognitive domain, is demonstrated by examining a problem or scenario and thinking through the problem’s root causes and causal factors. The participant can define what the problem is, describe the relationship between the causal factors and the problem to be solved, and break down the problem into an organized description.
* Synthesis -This component of the cognitive domain is sometimes referred to as create because the learner is creating a new solution based on what they’ve already learned.
* Evaluation -The final component in the cognitive domain is evaluation. This component is evident when a person can explain their logic and reasoning behind how they use the technology to solve a problem.
106
What is the lessons-learned summation?
The lessons-learned summation is a summation of what learners have been taught, serves as an embedded assessment, and helps participants formulate questions on what they’ve learned in the class.
107
What are the 4 levels of training evaluation (Kirkpatrick)?
Level 1: Reaction
The degree to which participants find the training favorable, engaging and relevant to their jobs
Level 2: Learning
The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training
Level 3: Behavior
The degree to which participants apply what they learned during training when they are back on the job
Level 4: Results
The degree to which targeted outcomes occur as a result of the training and the
support and accountability package
108
What is knowledge transfer?
Knowledge transfer is when information is transferred from the instructor to the learner
109
What does the ADDIE model do?
The ADDIE model describes the instructional design and development that precedes the training
110
What is Pedagogy?
Its the vocation and strategies of teaching, normally referring to children.
111
What is a formative assessment?
This is
1. the informal and intermittent assessment of training
2. it has opportunities for immediate corrections
3. Room, trainer, materials and participants.
112
There are some general rules you should follow when creating and administering assessment exams. What are they?
* Include questions based on the course prerequisites. You’ll want to confirm that learners understand the prerequisites for the course. Aim for common, mainstream questions that participants will be able to quickly answer if they understand the prerequisites. Don’t focus these questions on the tricky, obscure facts that don’t prove comprehension through experience.
* Write effective multiple-choice questions. Effective multiple-choice questions should have a clearly stated objective that the learner can relate to and then choose the best answer for. There are many different psychological approaches to writing effective questions, but the most widely accepted approach is to include one answer that’s tempting but obviously wrong, one plausible answer that’s actually a distracter, and two answers that are similar but one of which is the best answer.
* Test the participants’ comprehension, not their memory. The goal of the pre-course assessment is to test the learners’ comprehension of the subject matter based on their experience with the technology. Frame your questions in scenarios and direct statements, and avoid ambiguous statements. Avoid trick questions so that the focus is on the course material, not on test taking.
* Create answers that are of the same length for each question. A trick I learned long ago is that the longest answer is often the correct answer. If you don’t want test takers to use this approach, try to write all of the answer choices with the same approximate number of words. Along these same lines you should have the same number of answer choices for each question.
* Use independent answers for your questions. Independent answers means that only one choice is correct of the number of choices presented. This means you won’t be using “all of the above” or “none of the above” type answers. Craft your answers to be independent of one another so that learners must choose only one correct answer.
* Communicate the purpose of the assessment. Some people get nervous about taking any type of exam, so it’s best to explain the purpose of the pre-course assessment to your audience. Explain to the class that the assessment helps you understand the background of the learners, what areas they are strong in, where you should focus your attention, and that the assessment is not graded in any way.
113
Under what circumstances should the trainer develop new materials?
Only if the courseware is insufficient, confusing in nature or some other requirement such as additional learning objectives.
114
What is the aim of the Kirkpatrick model?
The Kirkpatrick Evaluation Model, created by Donald Kirkpatrick, aims to capture how effective the training was in regard to the learning goals for the participants and for the organization.
115
What is an authentic assessment?
1. tests learning and retention
2. exercise driven
3. actual interaction with the technology
116
What is knowledge application?
Knowledge application is the evidence that knowledge transfer has actually occurred—the application of the skills, the fulfillment of the course expectations, and the return on the training investment.
117
What do learning objectives support?
All learning objectives must support their broader, higher-level instructional goal and provide specific information about how the application of the course content will change behavior in the learner’s performance with the technology.
118
If a learner is struggling or gets it wrong.
* Be honest. Simply and politely tell the learner why they’re wrong in their understanding and how to actually complete the task or understand the concept. Smile and be friendly when you’re taking this approach.
* Lead the learner. Through a series of questions and discussions, you can help the learner discover the information. This approach helps the learner make the connections between their misunderstanding and the correct answer and understanding. The instructor should treat the learner with respect and not be demeaning in the question and conversation. The goal is to help the learner, not embarrass the learner.
* Demonstrate the solution. Sometimes a learner doesn’t understand the correct steps to follow to complete an activity. The instructor can demonstrate the correct steps for the learner on an overhead projector or through the virtual classroom interface. This approach helps the learner see the approach to reach the desired solution, but it’s best to then give the learner an opportunity to practice the steps.
* Create experiments. When a learner creates a hypothetical situation, they’re often actually trying to make the technology relevant to their lives. In these instances you can often help the learner see the relevancy and the solution by creating an experiment for the learner to try in the classroom. This approach is one of the best solutions, as it allows the learner to interact with the technology, but this solution isn’t always practical, as configuring the technology for the solution may take more time than the class allows.
119
What does Bloom's affective domain describe?
The affective domain describes, as in the preceding scenarios, the emotional values and feelings people attach to the technology they’re learning.
120
What do learning outcomes describe?
The learning outcomes describe the actions that will help the learner achieve the instructional goal of each topical unit.
121
What are the alternative approaches to task analysis?
* Passive observation With this approach you’ll only observe the process, ask no questions, and just take notes. Your goal is to not interrupt the process at all; just watch and learn how the SME completes the work.
* Active observation This approach allows you to interact with the SME, ask lots of questions, and in some cases, even participate in the activity. Active observation is more involved, but can be more time-consuming.
122
What are the five parts in Bloom's affective domain
• Receiving This first stage of learning in the affective domain requires that the learner at least receive the information you’re offering. The participant must, at a minimum, be passively involved in the learning process by being open to learning.
• Responding Once a learner has passed through the receiving stage the individual will naturally enter the responding stage by responding to what’s being presented to them in the learning environment. In responding, the individual participates in the
learning process. This stage is evident when a person is asking questions, participating in discussions, completing exercises, and contributing to the course.
• Valuing Some components of your teaching will interest a learner more than other topics. When a person becomes really interested in what you’re teaching, or they’re excited or anxious about a topic, they’re attaching value to the information you’re teaching.
• Organizing As a person becomes more confident and experienced in a technology in your class, they’ll begin to organize their thoughts, beliefs, and understanding to formulate their own ideas and expectations on outcomes.
• Characterizing When an individual has learned information, they’ll apply the information and change their behavior. The learner now has a value and an organized belief that directly affects how they behave and how they’ll learn new and relevant information.
123
standard elements and characteristics of a VIRTUAL CLASSROOM are:-
* Whiteboard Where your slides appear, where you can share multimedia files, and where you can draw figures and illustrations on-the-fly.
* Chat Some area of the web-based software where you and the users can type messages directly to one another, either with everyone in the group, or just among a few participants.
* Student monitoring Some area of the interface where users can “raise their hand”; change a status indicator like green, yellow, or red; or participate in polling for group questions.
* Demonstration area Some virtual classroom software allows the instructor to share their desktop so that the users can see the instructor interact with the technology.
* Role configuration Roles are usually moderator, instructor, host, student, or something similar. The instructor may be able to change the roles so that a participant can do the demonstration for the class.
124
There are seven levels of performance within the psychomotor domain:
* Perception This attribute relies on the individual using the senses to determine what physical activity should happen. For example, a technician could smell wire burning and know how to respond while working on the computer; or a person could see a computer fan not spinning and test the power connectivity.
* Set Describes the readiness to respond to predictable situations. It’s almost like an evolved mindset based on experience with a task. For example, a person could hear a noise in a printer that usually means a paper jam, and then the person could follow a checklist or directions to pull out the bottom tray, flip open the printer cover, reset the toner, and then shove the tray back in place to fix the problem.
* Guided response The learner can follow the instructor’s directions to perform a motor skills task. For example, as an instructor you might coach a person through the process of installing a piece of hardware or completing a series of steps in a software program to reach a specific result. Once you’ve guided the learner through the process the learner will then become more efficient, and eventually master, the process through your continued guidance and repetition.
* Mechanism The guided responses are learned through repetition, and the participant understands each step of the guided responses and develops a mindset to completing the task. The mechanism is a slightly advanced combination of the set and the guided responses, where the learner can perceive the problem, operate with proficiency, and understand the correct responses to create the expected, predictable predictable end result.
* Complex overt response With a bit more complexity than the previous mechanism the learner can complete a complex task based on their understanding and control of their motor skills. For example, a learner could use the mouse and keyboard in combination with a computer program to open, manipulate, edit the printer settings, and print a document. Several perceptions, sets, learned responses, and mechanisms are required to put all the individual tasks together into a hesitant-free execution of the desired result.
* Adaptation When a learner has mastered a specific skill, such as operating a printer, they can adapt their existing knowledge and apply it to new conditions and circumstances. For example, the learner could manipulate a different printer based on their existing knowledge of the current printer. A learner might also change the type of paper, the colors to be printed, the draft mode of the printer, and other settings based on their existing proficiency with a similar print device.
* Origination This attribute happens when the learner takes their experience and expertise with existing knowledge and creates a new method, new skill, and expected outcome. For example, an individual could experiment in their photo-editing software to create new filters, new brushes, and effects and print to a new printer to produce a specific type of artwork.
125
What is a terminal objective?
A Terminal or Performance Objective is a statement in specific and measurable terms that describes what the learner will be able to do as a result of engaging in a learning activity. A Terminal Objective should be created for each of the tasks addressed in the learning program.
126
Enlarge upon 4 steps in Social learning theory
• Attention Adults must invest their time and attention to what’s being demonstrated and taught if they are to learn the behavior. If people are bored, nodding off, surfing the Web, or texting, they
are dividing their attention and the odds of actually learning are diminished.
• Retention The ability to retain what’s been taught. If you’re teaching or demonstrating a complex topic, you’ll likely adjust your teaching approach to appeal to visual, auditory, and kinesthetic learners so that there is ample opportunity for the learners to retain what you’re instructing.
• Reproduction Adults need an opportunity to practice what they’ve learned. If you’re teaching how to install a second hard drive in a server but don’t let people practice what they’ve seen, the odds of actually reproducing the behavior when it matters become unlikely. Like any new skill, the more often the learner gets to practice the knowledge, the easier the task will become.
• Motivation Adult learners want to know why a topic is important in order for them to want to learn. If the learner doesn’t make the connection between the classroom topic and how it applies to their life, they will be less likely to give their attention, retain the information, and reproduce the knowledge when it matters most..
127
What is the focus of effective listening?
understanding the message context and meaning
128
what does social learning theory posit?
The social learning theory posits that people learn from one another by observing, modeling, adapting, and emulating the behavioral models of others.
129
elements in standard communications model
* Sender You are the sender as you’re sending out the information to your participants.
* Encoder Your message is encoded into a language, series of words, and paralingual aspects that affect the message’s meaning. The encoder is whatever component, like your brain or a fax machine, that encodes the message.
* Medium In a classroom environment your voice is the medium; the medium is anything that carries the message between two or more people, like your voice or a network cable.
* Decoder A decoder decodes and interprets the message for the receiver. In your classroom your participant’s brain decodes the message so that the individual can understand the information. Another good example of a decoder is a fax machine that accepts an incoming fax.
* Receiver The classroom participant is the receiver of the message.
* Acknowledgement The acknowledgement is a sign from the receiver to the sender that the receiver got the message. Acknowledgements don’t necessarily mean that the receiver agrees with the message, or even understands the information, but they got it.
* Noise Anything that interrupts or distorts the message is noise; for example, side conversations, distractions from other participants, or interruptions in the classroom.
* Barriers Barriers are elements that prevent communication from happening, such as network failure in a virtual classroom or people who speak different languages. Note that barriers aren’t shown in the figure.
130
How do you ensure that the training is going to be targeted?
1. go to the requestor and complete an analysis of how the technology will be utilized and by whom.
2. define the audience for the course and define the following:
• Experience with the technology • Work and education background
• Audience size for the training
• Attitude toward the technology
• Attitude toward the learning experience
• Preferred learning methods and course expectations
• Constraints and assumptions about the delivery of the training
• Expectations for the course outcomes and take-away deliverables
131
In Cognative Learning Theory what are the 5 steps with detail?
* Determine what needs to be learned. The participant internally determines what information they need to pay attention to. GET LEARNER ATTENTION. IMPORTANCE OF INFO
* Build upon existing knowledge. Learners need to process the information by LINK what the instructor is teaching to existing knowledge.
* Structure the knowledge. Learners will mentally structure the new information the trainer is teaching in a manner that best suits them for processing time, recall, and mental organization. LEARNING OBJECTIVES, SMALL SEGMENTS, USING ILLUSTRATIONS
* Integrate the new knowledge. Learners won’t have layers of knowledge, but will integrate the new information with existing information where they know both older and new information as one comprehensive component of knowledge. Trainers PRESENT NEW INFO IN A CLEAR AND LOGICAL MANOR.
* Reinforce the new knowledge. Learners can reinforce the new information by practicing what they’ve learned until they’ve perfected the skills the new knowledge requires. TRAINER QUIZZES, PRACTICE TIME, EXCERCISES, FEEDBACK
