Presentation on theme: "Presentation of Chapters 12 & 13 Chapter 12: Do Surfing and Learning Mix? Chapter 13: e-Learning to Build Problem-Solving Skills November 17, 2005 Professor."— Presentation transcript:
Presentation of Chapters 12 & 13 Chapter 12: Do Surfing and Learning Mix? Chapter 13: e-Learning to Build Problem-Solving Skills November 17, 2005 Professor Paul Kim By Piya Sorcar
Chapter 2: How People Learn from e-Learning Courses Learner Control: When learners have option to 1) Select topics they want 2) Control the pace at which they progress 3) Decide whether to bypass some lesson elements (examples, practice problems) Program Control: When the course and lesson offer few learner choices Learners like learner control BUT many learners do not make good instructional decisions. DESIGN DILEMMA: DEFINITIONS:
DESIGNER MUST CONSIDER Cost of Designing Learner Criticality of Skills Being Taught Profile of the Target Learners Learner Satisfaction RESEARCH HAS FOUND… Program control gave better results during initial learning (novice learners), while learner control was more effective at later stages. Chapter 12: Do Surfing and Learning Mix?
Chapter 13: e-Learning to Build Problem-Solving Skills NEED FOR EFFECTIVE PROBLEM SOLVERS IN THE WORKPLACE GROWS “GENERAL MUSCLE” USED IN WORK PLACE TO NURTURE THIS NEED Think Outside the Box Problem Solving Books/Games Consider ALL Aspects of the Problem Make Graphical Representations For training to be successful, it must TRANSFER back to job after learning event. TRANSFER has proven to be a thorny problem. DESIGN DILEMMA:
Chapter 13: e-Learning to Build Problem-Solving Skills - Each job domain requires its own customized set of metacognitive strategies to be applied to specific and unique job cognitive knowledge. These skills need to be taught in the context of authentic work problems. -Design of training must be rooted in the tools, actions, and mental processes that underlie the competencies of expert practitioners DESIGN SOLUTION: Provide “metacognitive” worked examples Make learners aware of their problem solving processes Assign activities to worked examples of problem solving Ask learners to document problem solving plans Make problem solving process visible (compare map to expert) Incorporate job specific problem solving DESIGN SUGGESTIONS: