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Planning and Analysis Chapter 3 (5.Training Methods (Web based learning…
Planning and Analysis Chapter 3
1.Planning and Analysis
Context analysis
Study the context where you are going to implement e-learning
Analyze the stakeholders
Analyze financial, infrastructure, and cultural readiness
Environmental Factors
Capabilities of the computers
Social interactions
Pace of work
Technical capacity of the network
This helps to
Develop instructions that can help learners to apply their learning
Select appropriate media to design learning content
Determine the circumstances in which the learners work
Learner analysis
Define the Audience
what they know?
they don't know how to?
experience level
analyze based on
General characteristics - grade, age, gender, qualifications, experience
Specific entry competencies - current knowledge, skills, and attitudes
Learning styles
VAK and VARK learning styles – Visual, Auditory Read/Write and Kinesthetic
Four learning styles – by Peter Honey and Alan Mumford – LSQ: – Activist, Reflector, Theorist and Pragmatist
Task analysis
Identify the activities that learners perform in real life
it helps to
Identify learners’ competencies
find what the learners need to know in order to perform better
Determine objectives, content and instructional strategy
Content analysis
organization/flow of content
usefulness of the content
whether the objectives are targeted
Add quizzes and questionnaires
Need analysis
Determine whether training is needed
Factors that cannot be solved by training
Environment
Motivation
Incentives/Compensation
answer:
problem?
need/learning gap?
an instructional solution required?
Data collection methods
Questionnaire/ Survey
paper based
online
Interview
Face-to-face
Telephone
Small group
Observations
site visit
videotapes
mystery shop
Gather information from Stakeholders
2.Learning Domains
Cognitive
- for mental skills (Knowledge)
development of intellectual skills
Helps to recall or recognize specific facts, procedural patterns, and concepts
six major categories thought of as degrees of difficulties
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Affective
- for growth in feelings or emotional areas (Attitude)
five major categories
Receiving
Responding
Valuing
Organization
Characterization
Psychomotor
- for manual or physical skills(Skills)
Development of these skills requires practice
measured in terms of speed, precision, distance, procedures, or techniques in execution
categories
Action
Coordination
Formation
Production
Learning Outcomes
Training Goals
4.Learning Objectives
defining objectives
Audience
“learners”, “participants”, “students”
or you
Behavior
should be observable/measurable”
Condition
“on the assembly line”
Environment where behaviour will be performed
Degree
Measurement aspect of the objective
within five minutes
successfully three times
time
At the end of the course
After working on the job for six month
“At the end of the training, 90 percent of the time, the trainee will be able to choose the correct tread size for the three major tire runs, on the assembly line.”
5.Training Methods
Traditional classroom instruction
Video cassette programmes
TV or Radio programmes
Video conference
Web based learning
Web / Computer Based Training (W/CBT)
Web / Electronic Performance Support systems (W/EPSS)
Web / Virtual Asynchronous Classrooms (W/VAC)
Web / Virtual Synchronous Classrooms (W/VSC
m-Learning
6.Training Cost
Direct
Salaries and Benefits
Program Design Costs
Evaluation Costs
Administrative Costs
Miscellaneous Costs
Tuition and Travel Costs
Hardware and Software cost of Training
Lost Production Cost for Trainees