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Enablers - Coggle Diagram
Enablers
Individual
Behavior
Curisosity
Orientation to learning
Confidence
Experience
Previous training
Prior experience with ICT usage
Family Support
Encouragement from their children
Encouragement to pursue computer learning
Number of computer literate members,
Financial Support
Good Attendence
Knowledge
Learning Style
Self-learning approach
LIfe Style
Motivatoin
Desire to avoid ICT-based dependency on others
Desire to help children learn ICT
Desire to learn
Desire to learn workplace skills
Desire to live up to the new generations
Interest in ICTs
Perceived usefulness of ICTs
Placement at the end of the course
Perception
Enhanced eelf-efficacy
Perceived ease of use
Perceived usefulness of ICTs
Perceived value
Satisfaction
Perception
Positive attitude towards ICTs
Enhanced eelf-efficacy
Personal
Age
Education
Income
Personal access and ownership of ICTs
Self-assessment
Training tranfer
Willingness
Self-learning approach
"Enthusiastic
"
Orientation to learning
Community
Active participation
Local organisations
Community members
ICT accpetance
Multi-level acceptance of ICTs by citizens and local bodies
Role models
Scial Support
Local experts
NGOs
Voluntary participation of persons interested in improving the ICT skills
Community members
Community advisors
Community workers
Local experts
Training
Assessment
Tracking post-training tasks
Obtaining feedback
Consideration of cultural elements such as age, marital status, social and family contexts and traditional roles
Class conduction
Class duration
Longer
Flexible
Enough learning practice time
Learner's preferred gender and personal attributes of the trainer
Location of the training center
Low trainer- trainee ratio
Small class size
Timings
Infrastructure
Accessible infrastructure/services
Content delivery
Repitition of the concepts
Allowing older adults to follow more easily
Teaching with leaner's learning pace
Execute
Modifications in instructional presentation
Using simple ICT terminologies
Avoiding jargons during training interactions
Using large fonts
Progression form basic to more complex concepts.
Teaching with leaner's learning pace
Online forms of communication
Flexible
Spending more of their time in the first class to allow practice on the basics of the compute
Curriculum
Quality content
Outcome-oriented
University support in content developement
catering to diversity in literacy
Interdisciplinary
Built on prior istruction material to assist those with memory issues.
Progression from basic to more complex computer activities
"Ice-breaking
team building modules"
Addresses the needs of the learners
Based on ICTs and the corporation orientations
Context
Integrating social dimensions in the curriculum
Relevant to the target population
Well-planned
Class material, included practice exercises
Comprehensive
Structure
Targeting of personal and entertainment activities
Well designed
Content
Designed on the findings from needs assessment
Well-adapted training content
Adherence to the values of discipline, hard work, and community.
Labor Market Dynamic
Self-training courses
Educational resources
Modules on ‘complementary skills’ alongside those on ICT
Addresses needs of the learners
Delivery
Comfortable learning
Systematic
Regular
Using Familar terminologies
Teaching style
Design
Adresses the needs of the learner
Learner centred
Cost-effective
Scalable
Assessment
Focus on decision making and critical thinking skills
Subsidized fees
Self-sustainable
Inclusive
Adressess the needs of the learners
Addresses the needs of an individual
open to all
"Updated
Meets the labour market dynamics"
providing ICT skills which are in demand
providing practical experience through a work placement
Free of charge
Focus to increase the comfort, efficacy, and control attitudinal dimensions,
Labour market dynamics
Learenr-centred
Environment
Fearless
Solidarity
Social network
Seating arrangements
sharing of group goals
Adequate class size
Seating arrangements
Sense of being valued
Heterogenous
Fruitful
Favours learning and skill developement
Active participation
Collaborating
Team working,
Weekly presentations
Assist
Clarify doubts
Interactions
topics discussed stimulate the production of new content and proposals for new activities to improve the training process
Network-based learning
Sense of teamwork among learners
Interactions
Trainer–trainee relationship,
Sense of being valued
Small Class size
Safe
Encouragement to collaborate
Freedom to ask questions
Informal
"Fun
Informal"
"Group discussion
Comforting"
active participation
Good and trustful relation between trainer and learners
Sense of self
Encouragement
Sense of acquaintance
Encouraging
strong sense of solidarity
trainees act as positive role models for one anothe
humor and laughter
homogeneity of group participants in terms of prior knowledge and experience
Continued support
Learner employability expectations
Support
Infrastructure
Large projector screen
Facilities for motorized wheelchairs
Computer labs
Computers with high resolution
Specially designed equipment
Free and open source software,
applications accessible without Internet.
Adequate number of computers
materials like printer toner and paper
New computer supplies
Additional books
Handouts
Adaptive teachinologies
Rehabilitation aide
Personal access to each computer to each student
Accessible
Video of class sessions
Reference notes
An equipment inventory
Video of class sessions
Didactic materials
Personal access to each learner
Special training software
Training manuals
Instruction material
Training manual
Interesting
Perceived value
Satisfaction
Staff
Role of staff
Supportive nature
Competent
Highly trained
Skillful
Willingness to help the community
Educated
Role in influencing
Competent
Understanding of the importance of the need to connect population with the ICTs
Fidelity
Support figure
Readiness to assist
Coordinators with a clear vision of the ICT requirements of the labor market.
Expertise
Knowledge
Center should have an executive coordinator
Influencive role
Strategies
Behavioural modelling
Hands-on training
Integrating Cross-thematic or multi-literacies
Teaching strategies
Case studies, role-playing, simulations, streamed video, project teams, chat rooms, bulletin boards, online references, personalized coaching, and email as some techniques that could help create an interactive online environment.
Collaborative learning approach
Active learning approach
Hands-on training
Experiential learning
Collaborative learning
Project method
Constructivist approch
Discovery learning
Managerial
Need assessment
Need assessment
"Consider motivational factors,
cognitive factors and
instructional design principles prior to the development of the system"