What Activities are Needed?

104 What Activities are Needed? Patti Shank, Learning Peaks, LLC

SELECTING PRACTICE ACTIVITIES AND MEDIA FOR ONLINE AND BLENDED LEARNING Patti Shank, PhD, CPT Version 2009_0203 Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 1

Objectives During this session, participants will select activities and media for online and blended learning. This includes: 1. Determining the most critical DOs 2. Determining which practice activities would be beneficial for those DOs 3. Determining which media would be beneficial to support these practice activities Assumption Alert For the purposes of this session, we are assuming that instruction is needed and worth the time to develop and implement. Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 2

Which Activities? Directions: A real-life learning situation is described below. Determine which two or three activities are most needed (activities that are crucial for achieving the desired result) and explain why these activities are most needed. Situation DRIVING: You have agreed to help your 16-year-old nephew get the required 100 hours of on-the-road driving practice before taking the driver s test. Desired result: He will be able to drive safely and confidently in the most typical road and traffic conditions and pass his driver s test on the first try. What two or three activities are most needed? Why are these two or three activities most needed? How did you decide which activities were most needed? Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 3

From DOs to Activities PROBLEM OR NEED analysis Results important? yes Instruction needed? yes DESIGN INSTRUCTIONAL ELEMENTS 1. Uncover the DOs 2. Convert DOs into activities 3. Select media to support Build, test, etc. Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 4

1. Uncover the DOs People learn (almost anything) best through being engaged in real or realistic practice activities. Good instruction allows learners to practice doing what they need to be able to DO in real life, in a safe environment, with meaningful feedback and help, until they are able to DO what they need to be able to DO effectively. The following table shows the most typical DO types and some examples of each. DO Types DOs (examples) 1. Recall facts Hours when the business is open Pay dates 2. Find and make sense of information, often with the aid of tools, resources, etc. 3. Understand underlying concepts If caller s service plan covers labor and parts When timesheets are due on weeks with a holiday How databases work Why overnight shipping is needed for shipping perishable items 4. Know how a process works The travel expense reimbursement process The hiring process 5. Complete needed steps Complete a new hire request Check in new stock 6. Determine which course of action is needed 7. Create a product or produce a specific result 8. Troubleshoot and fix problems Ascertain the malfunction cause(s) and contact the appropriate department Determine whether a refund or credit should be given Write a discrepancy report Transfer callers to the appropriate extension Find the damaged part and replace it Analyze the reason for the delay and suggest solutions Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 5

*EXAMPLE O BTAIN O UT- OF-STOCK I TEM* The table below lists the DOs for a module of a customer skills course for telephone sales representatives. Course: Customer Services Skills Module 4: Finding an Out-of-Stock item for a Customer DO Types DOs 1. Recall facts When new shipments arrive How long it takes for new shipments to be checked into database What the database codes are for in stock, out of stock coming in on [date], out of stock [no date], and out of stock discontinued 2. Find and make sense of information, often with the aid of tools, resources, etc. 3. Understand underlying concepts 4. Understand how a process works Find item in database Determine whether item is in stock, out-of-stock coming in on [date], out-of-stock [no date], and out-of-stock discontinued Determine how many pieces are available in each location How databases work The stock check-in process 5. Complete needed steps Place hold on stock in your location Request stock from another location 6. Determine which course of action is needed 7. Create a product or produce a specific result 8. Troubleshoot and fix problems Help customer decide whether to wait for new shipment or get from another location Acquisition of desired item for customer Customer satisfaction Reconcile database availability and on shelf availability Good list of DOs? Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 6

Uncover the DOs Directions: Complete the DOs column for one of the two orientation modules that follow. (We will be using the other columns shortly but ignore them for now.) Course: Email Skills (Beginner) Module 1: Setting up Your Home Email Account DO Types DOs Practice Activities Media 1. Recall facts 2. Find and make sense of information, often with the aid of tools, resources, etc. 3. Understand underlying concepts Incoming mail server address How email works 4. Understand how a process works Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 7

DO Types DOs Practice Activities Media 5. Complete needed steps Set up an email account 6. Determine which course of action is needed 7. Create a product or produce a specific result 8. Troubleshoot and fix problems Troubleshoot email error messages Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 8

Course: Preventing and Responding to Workplace Violence (Supervisors) Module 3: Performing a Violence-Threat Assessment DO Types DOs Practice Activities Media 1. Recall facts How often to perform a threat assessment Commonly overlooked threats 2. Find and make sense of information, often with the aid of tools, resources, etc. 3. Understand underlying concepts Company workplace violence policy Workplace violence 4. Understand how a process works Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 9

DO Types DOs Practice Activities Media 5. Complete needed steps Perform a threat assessment 6. Determine which course of action is needed 7. Create a product or produce a specific result 8. Troubleshoot and fix problems Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 10

2. Convert DOs into Activities Once you have a list of most important DOs, you can convert them into practice activities. Practice activities allow the learner to practice applying what is learned in real or realistic ways via exercises, tutorials, simulations, problems, experiments, and such. The table below shows typical practice activities and the media used for these activities for each DO type. DO Types Typical Practice Activities Typical Practice Media Used 1. Recall facts Recall facts Classify facts Use facts Recall questions Puzzles or games Interactive flash cards 2. Find and make sense of information, often with the aid of tools, resources, etc. 3. Understand underlying concepts 4. Understand how a process works Locate needed information Interpret information (what does this mean?) Apply information to a specific issue, scenario, or problem Evaluate application of information to a specific issue, scenario, or problem Develop or interpret a concept map Identify examples and nonexamples Apply concept properties Sequence parts of the process Interpret a model or map of the process Analyze when the process applies and doesn t apply Analyze how the process applies in specific situations Electronic copies of resources Questions using information resources Scenario graphics, documents, and audio or video clips Forms Interactive response and feedback Interactive classification, pairing, or sequencing Interactive response and feedback Graphical analogy or model of process Animation to show stages of process or changes over time Interactive classification, pairing, or sequencing Interactive response and feedback Scenario documents, graphics, and other media Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 11

DO Types Typical Practice Activities Typical Practice Media Used 5. Complete needed steps 6. Determine which course of action is needed 7. Create a product or produce a specific result 8. Troubleshoot and fix problems Analyze when to perform the steps and when not to perform the steps Sequence the steps Perform the steps Use a job aid/decision matrix to perform the steps Determine which policies, criteria, and guidelines apply Apply policies, criteria, guidelines to scenarios Analyze when to apply the policy and when not to apply the policy Solve problems that occur when the right course of action isn t taken Evaluate product examples Create the product Create a checklist to determine if result has been achieved Use a checklist to determine if a specific result has been achieved Troubleshoot information resources, processes, procedures (steps), and actions Determine when and where to get help Demo of steps being performed Tutorial for performing the steps Animation to show steps happening in order Documents, with or without graphics. such as job aids Classification, pairing, or sequencing elements Decision tools (matrix, flowchart, etc.) Scenario documents, graphics, and other media Charts, schematics, or other data representations Branched scenarios with text, graphics, audio, or video Documents or other items as a model of what is to be built Pictures or other graphics showing product elements or results Checklists to evaluate what is built Decision tools (matrix, flowchart, etc.) Scenario documents, graphics, and other media Branched scenarios with text, graphics, audio, or video Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 12

3. Select Media to Support Desired Activities What media should be used? The most critical consideration about what media to select is that it adequately supports needed practice activities. Here are some other considerations: Cost Can be built with available tools Ease of use Ease of creation and maintenance Works with available players and capabilities (Flash, audio, etc.) Bandwidth Scalability Tracking capabilities Are media always needed to carry out practice activities? Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 13

About Learning Peaks Patti Shank, PhD, CPT, is the president of Learning Peaks, LLC, an internationally acclaimed instruction and information design consulting group best known for helping clients optimize information and instructional efforts and results. Clients include government, NGOs, corporations, nonprofits, higher education, content experts, and educational organizations, including Adobe, Oracle, Fidelity Information Systems, Morgan Stanley, Hunter Douglas, Kaiser Permanente, The University of Colorado Health Sciences Center, South University, The Denver Hospice, and California State University. Patti is well known for her independent and systems-oriented approaches to training, learning, and technology and she is listed in Who's Who in Instructional Technology. She's an often-requested speaker at training and instructional technology conferences, is quoted frequently in training publications, and has contributed numerous chapters to training and instructional technology books. She was an award-winning contributing editor for Online Learning Magazine, coauthored Making Sense of Online Learning (Pfeiffer, 2004), edited The Online Learning Idea Book (Pfeiffer, 2007), and coedited The E-Learning Handbook: A Comprehensive Guide to Online Learning (Pfeiffer, 2008). She is co-author of a new book, The Essential Articulate Studio 09, which will be released in April 2009. Patti s articles are found in elearning Guild publications, Adobe s Resource Center, Training Magazine s Online Learning News and Reviews and Training Directors Forum e-net, Magna Publication s Online Classroom, and elsewhere. Patti completed her Ph.D. at the University of Colorado, Denver, and her interests include interaction design, tools and technologies for interaction, the pragmatics of real world instructional design, and instructional authoring. Her research on views of new online learners won an EDMEDIA 2002 best research paper award. Contact Information: Patti Shank, President Learning Peaks, LLC Aurora, CO 303.699.9377 www.learningpeaks.com Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 14

References and Resources Learning Peaks resource database: http://del.icio.us/learningpeaks Recommended books: http://www.learningpeaks.com/books.html Alessi, S. M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston: Allyn & Bacon. Clark, R. (2003). Building expertise: Cognitive methods for training and performance improvement (2nd ed.). Washington, D.C.: International Society for Performance Improvement. Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives. New York. David McKay. Mayer, R.E. (2001). Multimedia learning. Cambridge, United Kingdom: Cambridge University Press. Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125-139. Retrieved January 5, 2008, from http://www.unisanet.unisa.edu.au/edpsych/external/educ_5080/mayer.pdf Merrill, D.M. (2002). First principles of instruction. Educational Technology Research & Development (ETR&D), 50(3), 43-59. Available from http://www.indiana.edu/~tedfrick/aect2002/firstprinciplesbymerrill.pdf Van Merriënboer, J. J. G. (July 1, 1999). Cognition and multimedia design for complex learning. Inaugural address at the Open University of the Netherlands. Retrieved from http://www.ou.nl/docs/expertise/otec/publicaties/jeroen%20van%20merrienboer/jeroen%20 van%20merrienboer%20oratie.pdf Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 15

March 11-13, 2009 SELECTING PRACTICE ACTIVITIES AND MEDIA FOR ONLINE AND BLENDED LEARNING Patti Shank, PhD, CPT Learning Peaks Assumption Alert For the purposes of this workshop, we are assuming that instruction is needed and worth the time to develop and implement. patti@learningpeaks.com p 2 2009, Learning Peaks, LLC. All rights reserved. Determine which two or three activities are most needed (activities that are crucial for achieving the desired result) and explain why these activities are most needed. p 3 Discuss what ifs Practice what ifs on empty parking lot Drive on various roads Drive in different conditions Practice test questions Practice road exam These are the activities I think are needed to drive safely, get 100 hours of practice, and pass the drivers test on the first try. I didn t follow directions and listed 6 practice activities. I think all are needed. p 3 The goal is to make selecting activities easier and make the activities more valuable for learners. 1. Uncover the DOs p 4 page number on next slide Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 1

March 11-13, 2009 Uncover the DOs p 5 Uncover the DOs p 6 Remember username and password Uncover the DOs Complete the DOs for the Setting Up Your Email Account module. (We will be using the other columns shortly but ignore them for now.) p 7-8 Uncover the DOs Outgoing mail server address Other DOs? p 7-8. Configure account to send and receive email. Uncover the DOs Other DOs? Test each account: send and receive p 7-8 Uncover the DOs Complete the DOs for the Performing a Violence-Threat Assessment module. (We will be using the other columns shortly but ignore them for now.) p 9-10 Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 2

March 11-13, 2009 Uncover the DOs How to document threats Other DOs? The threat assessment process p 9-10 Uncover the DOs Determine what actions to take to reduce threats Other DOs? Analyze incidents p 9-10 2. Convert DOs into Activities page number on next slide Convert DOs into Activities p 11-12 Convert DOs into Activities p 11-12 Convert DOs into Activities Remember username and password Outgoing mail server address Questions that use username and password Use online documentation to find outgoing mail address Questions about how email works Other practice activities? p 7-8 Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 3

March 11-13, 2009 Convert DOs into Activities. Configure account to send and receive email. Test each account: send and receive Setup simulation Configuration simulation Other practice activities? Troubleshooting simulation Test send and receive p 7-8 Convert DOs into Activities How to document threats The threat assessment process Questions on how often and overlooked threats Use policy manual to answer threat policy questions Documentation exercise Questions about workplace violence Other practice activities? Order the threat assessment process (drag and drop) p 9-10 Convert DOs into Activities Determine what actions to take to reduce threats Analyze incidents Threat assessment completed and sent to HR Scenario questions Other practice activities? Scenario questions p 9-10 PRACTICE ACTIVITY EXAMPLES http://www.internet4classrooms.com/online_excel.htm http://www.practiceboard.com/ Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 4

March 11-13, 2009 http://www.emusictheory.com/practice/pianokeys.html http://www.webducate.net/dragster3/examples/lumbar_vert ebra/ http://www.rapidintake.com/flashform_templates_softskill sim.htm http://www.edheads.org/activities/knee/ 3. Consider Media to Support Activities page number on next slide Consider Media for Activities p 11-12 Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 5

March 11-13, 2009 Consider Media for Activities p 11-12 Consider Media for Activities Remember username and password Outgoing mail server address Questions that use username and password Use online documentation to find outgoing mail address Questions about how email works Flash Quiz (Quizmaker) Flash Quiz (Quizmaker) Flash Quiz (Quizmaker) Other media? p 7-8 Consider Media for Activities. Configure account to send and receive email. Test each account: send and receive Setup simulation Configuration simulation Troubleshooting simulation Test send and receive Software simulation (Captivate) Other media? Software simulation (Captivate) Job aid and email link p 7-8 Consider Media for Activities How to document threats The threat assessment process Questions on how often and overlooked threats Use policy manual to answer threat policy questions Documentation exercise Questions about workplace violence Order the threat assessment process (drag and drop) Flash Quiz (Quizmaker) Flash Quiz (Quizmaker) Flash Quiz (Quizmaker) Other media? Flash Quiz (Quizmaker) p 9-10 Consider Media for Activities Determine what actions to take to reduce threats Analyze incidents Threat assessment Job aid and email completed and sent to HR Branched scenarios: Action Consequences Branched scenarios: Problem Action Flash Quiz (Quizmaker) Other media? Flash Quiz (Quizmaker) p 9-10 Available: Training bookstore Amazon.com Wiley.com Session 104 What Activities are Needed? Patti Shank, Learning Peaks, LLC Page 6