Chapter 7 Teaching/InstructionalTechniques T hi / I i lT h i

Instructional techniques are the ways in which the information to be learned is presented teaching techniques vary in terms of the medium (texture, video, computer), structure of the program ,how the teacher operates, and how progress is monitored and tested. Teacher Centered Learning: T S Tr. Serves as the centre of epistemological k h f i l i l knowledge, di l d directions & controlling i lli the learning process. Tr. Prescribes the learning goals & objectives based on prior experiences, practices and standards; Instruction is geared for the average student and everyone is force to progress at the same rate; Learning is viewed a an additive process and students are the passive receives recipient by knowledge; Instructional strategy is being prescribed by the teacher; grouppaced learning design; information organized & presented primarily by lecture method with some supplemental reading assignments.

 Tr. Directs learning and acts as a gatekeeper of knowledge, controlling students access

to information. Tr Sets performance criteria for students paper & pencil exams used to assess student Tr. students; acquisition of information; assessment used to sort students; Learning outcomes primarily focus on disciplinespecific verbal information over order thinking skill such as memorization of abstract and isolated facts, figures and formulas.

Students Centered Learning:

Students learn in different ways (Kolb, 1984). Students are not just passive recipients / empty vessels; they come to the classrooms with their won perceptualframework; L. is an active dynamic process in which structures as well as connection are constantly changing; Students construct their own meaning by talking, listening, writing, reading and reflecting on content. Students work with teacher to select learning goals % objective base on authentic problem and students prior knowledge, interested and experience. Trs. Work with students to determine learning strategy; self paced learning design to meet the individual needs; students are give direct access to multiples sources of information, e.g..; books online databases etc.

 Tr. Acts as facilitator, helps students to access & process information, provides multiple means of accessing information, facilitates learning; Students take their own responsibility for learning; are the active knowledge seekers; p y g; g ; construct knowledge & meaning; they work with access to multiple resources often individually but also need to collaborate in small groups; Students work with teachers to define performance criteria; develop selfassessment & peerassessment sills, assessment is performance based, used to assess students ability to apply knowledge integral appl kno led e & inte ral part o learnin learning. Desired learning outcomes arebase on interdisciplinary information & knowledge, higher order thinking skills, e.g.; problem solving & analytical thinking, information processing skills, e.gl access, organize , interpret & communication information. Different Media / Methods: 1. Lecture & Discussion Methods 2. Grouping 3. Tutoring 3 T t i 4. Speaking Listening Media 5. Visual & Observational Media 6. Games & Simulations 7. Instructional Media (i) Computer assisted instruction (ii) Readingwriting Media 8. Experiential Learning p g

Blended Learning Important El I t t Elements K I t Key Ingredients di t

1. Live Events: - Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a live virtual classroom Attention, Relevance, Confidence, Satisfaction (factors). , ( ) 2. Self-Paced Learning: - Learning experience that the learner completes individually, at his own speed and on his own time, such as interactive, Internet-based or CD-ROM training reusable learning o9bjects. 3. 3 Collaboration: - Environment in which learners communicate with others for example others, e-mail, threaded discussions or online chat peer-to-peer, peer-to-mentor. 4. Assessment: - A measure of learners knowledge. Pre-assessment can cause before live or self-paced events, to determent prior knowledge, and post assessments can occur following life or self-paced learning events, to measure learning transfer. 5. Performance Tuppert Materials: - On-the-job reference materials that enhance learning retention and transfer including PDA downloads and printable references, summaries and job aids e g charts graphs summaries checklists to enhance job performance e.g. charts, graphs, summaries, performance.

6. Multimedia as a tool to promote knowledge transfer principles by Ruth clark (2002). i. Multimedia Principle Adding graphics to text can improve learning It should directly relate to instructional message. ii. Contiguity Principle Placing text near graphics improves learning learning form screens that integrated words near the visuals yielded an overall improvement of 68%. iii. Modality Principle Explaining graphics with Audio improves learning. Blended Learning Implies 1. Varied delivery M di (N t h l 1 V i d d li Media (Non-technology b d onsite and t h l based it d technology b d online) based li ) 2. Varied learning events Self-paced-individual and collaborative group based 3. Electronic performance support (Instruction) and knowledge management ( (Information). )

Experiential Learning
Experiential Learning refers to: i i l i f i. The involvement of learners in concrete activities that enable them to experience what they are learning about and . e oppo tu ty e ect o t ose act v t es, ii. The opportunity to reflect on those activities, iii. Experimental learning can be based on both real work/life experiences (e.g. working on a current project) and structured experiences that simulate or approximate real work/life.

iv. It applies to technical as well as non-technical/ soft skills (e.g., marketing, interpersonal communication skills etc) v. Experimental learning activity can be used for all domains e.g., cognitive (understanding concepts), b h i l (d l i skills), and effective e(examining b li f and i ) behavioral (developing kill ) d ff i ( i i belief d interest). ) Expert learning employs a wide gamut of methodologies. Such as On the job assignments j g Field experiences Action learning projects Creative play Role pla play Problem based learning Games Simulations Visualization Story telling Improvisation Adventure activities vi. Experimental Learning is not confined to a workshop. vii. It can be experienced as a part of classroom training, team meeting, coaching session, individual and group-based e-learning.

Collaborative Learning
Advantages: 1. 2. 3. 4. 5. 6. 7. 8. 9. Building self-esteem in students Enhances student satisfaction with the learning Promotes positive attitude towards subject content Provides weaker students with one-to-one tutoring Provides deeper understanding to stronger students Promotes learning goals than performance goals Student centred learning environment Effective team-work and higher achievement Positive Interdependence and Interpersonal relationship

10. 10 Leadership as well as Individual accountability 11. Participants become communicative, cooperative, caring reflective, critical and creative 12. Interactions through face-to-face classrooms style or internet chat communication 13. Greater opportunity for equal participation i f l i i i

Web-Based Learning
1. Presentation of Lessons through multimedia material i.e., text, animation, graphics, video and sound. 2. Learning resource materials i.e., downloadable lecture notes, synchronous lecture video, homework problems, course/ project outline, technical support, additional reading, examination, communication/ evaluation tools, contact information, group emails, collaborating learning, synchronous chat room asynchronous discussion board. 3. Construction of knowledge through participation and reflection, learning via internet. 4. Greater focus on assigned learning task 5. Students will be well equipped with the IT skills, critical and creative thinking skills, collaborative and communication skills 6. Software, packages for web-based collaborative learning Blackboard, Topclass, Web CT, Embanet, Ecollege etc. 7. Communication Technologies for supporting learning and on-line courses for distance learning th l i through multimedia resources, e-conferencing and video conferencing di h lti di f i d id f i discussion i groups, live lectures (video streaming) 8. Hyperlinks for vast amount of web-based information 9. Learning at ones own pace 9 L i t 10. 24X7 access to instructional material

11. Training content tailored to different learning styles 12. Learning in a comfortable and relatively stress free environment 13. For Training Managers a. A reduction i expensive accommodation costs ( d ti in i d ti t (e.g. h t l and t i i centers) hotels d training t ) b. Increased working capacity for trainers 14. Encouraging Active learning through authentic real-world assignments, problem-based. 15. Encouraging student-Faculty contact through e-mail and phone. g g y g p 16. Respecting diverse talents and ways of learning the faculty can encourage students to express their views in the courses, as well as incorporate learning exercises filled with real life examples that after represented diverse perspectives.

Chapter-5

Continuing Education & On-the-Job Training

Training and Instructional Systems Design g d s uc o Sys e s es g Effective training begins with an analysis of the work, the learners, the work setting, and the working conditions in which the work is to be carried out. Instructional systems design (ISD) means approaching t i i hi training i a systematic way with a view t in t ti ith i toward d improving worker performance. The ADDIE Model: A Guide to Instructional Systems Design Generic ADDIE model, Effective and systematically planned training requires: Analysis Design Development Implementation (Delivery) Evaluation

What are the Steps in the ADDIE Model? Logical steps to prepare effective training Analysis Trainers analyze what people must k T i l h t l t know and d t perform th i work effectively. A l i d do to f their k ff ti l Analysis consists of two steps. The first step is 1. Performance Analysis: The process of distinguishing problem that can be solved by training from those that must be solved by management action. y g 2. Need analysis: The process of clarifying what people must know, do, or feel to perform successfully. The Goals of Analysis Analysis has two goals. 1. The first accomplished through performance analysis, is to pinpoint what problems can actually be solved by training and what problems must be solved by management action. 2. The second, accomplished by need analysis, focuses attention on who will receive training, what they already know or can do, what workers must know precisely to perform their work successfully, and under what conditions they must carry out their work.

Key Questions Could people perform this work or task if their lives depended on it? Have people performed the work or task successfully below? 1. Learner Analysis: Who (exactly) is targeted to receive the training? 2. Task Analysis: What is involved in carrying out the work? 3. Work Analysis and Desired Learning Outline: How well must the trainees perform upon completion of training and how is successful performance measured? 4. Setting Analysis: Under what working conditions will the trainees perform the task or work when they return to their job? 5. Web-based resources: Need assessment, Web Links sidebar.

Design and Development Examines how the training should be planned so that it will meet identified training needs. Shifts the focus to investigating and scoping the solution. The Goal of Design: What training experience will meet training needs and thereby close performance gaps between what people can do and what they must do to meet performance requirements. Key Question Expected training outline: What should participants do upon completion of the training? Performance measurement: How will their ability to perform be measured upon completion of the training? Training tools techniques: What equipment, tools, or other resources do participants need to demonstrate their knowledge, skill, or attitudes? I t ti methods and materials: Wh t i t ti l materials or events should b used t Instruction th d d t i l What instructional t i l t h ld be d to meet training needs?

Development
Is the process of making, buying, or buying and modifying training materials to achieve the training objectives identified during the design phase Choosing the best medium (or media) by phase. which to deliver the training. The Goals of Development: to build, buy, or buy and revise training material to select the best medium. Key Question What training materials? What training materials must be prepared? What training materials can be purchased from external sources? What medium or combination of media will strike a balance?

Implementation (Delivery)
The Goals of Implementation (Delivery): Guide the learners through the learning event and ensure that learners have narrowed or closed the gaps between what they know, do, or feel upon the outset of training and what they know, do, or feel upon completion of training. Key Question: What training methods are most effective? H can participation and i How i i i d interest b captured and sustained? be d d i d?

Evaluation:
Process of placing value on training clarifying what learners must know do or feel upon training, know, do, completion of training to perform effectively. Results of training can then be compared to the identified needs. The Goals of Evaluation: Liked the training, learned from the training, changed their behavior back on the job, and produced results of value. Key Question: How much do the learners like the training? How much did people learn from the training? How much did people apply what they learned? How much did the organization gain in enhanced revenue?

TrainingDeliveryTechniques
The need for skilled and technical workers continues to rise. Employers often express concern that many young adults are graduating from school lacking the skill needed to perform current jobs. We reviewed three categories of skill and technical training basic a skill, technical and interpersonal. The level of illiteracy 1. Within the workforce has create a demand for basic skills programs. The content or these programs focuses on improving basic competencies, including reading, writing and computational skills. 2. 2 Technical training programs include apprenticeships and programs in computers computers, technical skills / knowledge, safety and quality. Apprenticeship training, the most formalized employerbased program, involves both onthejob (OJP) and classroom training. Computer training typically involves either introductory or applications training. Technical skills / knowledge programs are generally jobspecific and are of freed organizationwide. Quality and team training programs are typically part of a larger qualitative improvement agenda and may include training needed for the organization to become ISO 9000 resisted (or some other quality designation) designation). 3. Interpersonal tracing programs include communication, sales, customer relations, and team biding and team training. Many of these programs focus on increasing productivity and improving the quality of products, customer service, and customer relations.

Table 6.1 Training methods and techniques Methods M h d On-the-job training Techniques T h i Job instruction training Job rotation Coaching Mentoring g Lecture Conference/ Discussion Audiovisual Static media (e g handouts books) (e.g., handouts, Dynamic media (e.g., DVD, video, film) Telecommunication (e.g., satellite transmission, Internet) Experiential techniques case study business games role play behavioral modeling Computer-based training (classroom based) Networked computer labs/classrooms Paper-based training workbooks (e.g., programmed instruction) Computer-based training (non-classroom-based) computer-aided i id d instruction ( i (e.g., multimedia C l i di CD-ROM) O ) Internet/intranet intelligent computer-aided instruction

Classroom

Self-paced

Table6.2 JobInstructionTraining
Step 1 P St 1: Prepare the W k th Worker a) Put trainee at ease b) Find out what trainee knows c) Motivate d) S t up th task Set the t k Step 2: Present the Task a) Tell b) Sh Show c) Explain d) Demonstrate Step 3 P ti St 3: Practice a) Have trainee perform the task(s) b) Have trainee explain the steps c) Give feedback on performance d) R i f Reinforce correct behavior. tb h i Step 4: Follow up a) Have trainee perform on his or her own b) E Encourage questioning ti i c) Check performance periodically d) Gradually taper off training

A Model of Self-Efficacy and Performance

Analysis of task Performance History Modeling Persuation Physiological Emotional state Attribution of Performance history

Self Efficacy

Behavioral B h i l outcome

Performance

Assessment of Constraints Feedback

EffectiveTraining Effective Training

CREATINGANACTIVELEARNINGENVIRONMENT

To really take advantage of the concepts of brain based learning and get participants actively involved takes more than lecturing. Be careful not to assume automatically the role of expert as you step into a training room. Use activities that that will draw participants out so that their knowledge, skills and abilities are also tapped for learning. With all the creative resources in print, on the Internet, and available through other sources, there is l l reason f you d all l bl h h h h little for do ll the work in stimulating learning or to become stagnant yourself. Literally thousands of ideas and experiential learning activities have already been developed. They are proven to teach knowledge and skills on virtually and topic. These activities can be adopted or adapted, or you can create your own to provide an effective high energy training environment for learners.

 When you are using active training strategies, make sure on e of your primary goals is to engage participants. You want them to think, feel act, and react through many sense with each concept presented. Rather than giving learners answers, provide the theory, tools support and opportunity to resolve issues themselves. Tap into the broad base of experience, k i knowledge, and ability th t i present i any l d d bilit that is t in adult group. Do not make the mistake of selling learners short or thinking that because they have not dealt with material or subject matter before they cannot handle current material. Remember that one of the driving principles of adult learning is that percipients bring with them knowledge and prior experience that can be harnessed and modified to address other issues.

1. OpenEnded Questioning: By asking questions in a format that encourages participant input and feedback you can encourage involvement while eliciting ideas comments and suggestions At the same time you can ideas, comments, suggestions. gauge understanding of material covered. 2. Small Group Learning: Using activities in which participants form small groups and then work together to address i d h k h dd issues or solve problems i an l bl is effective technique. You can also add an element of fun by building in strategies for selecting and regarding volunteers in creative ways. 3. TrainerLed Discussion: Using dialogue that you initiate and control can stimulate learning while drawing from the collective knowledge or participants. 4. Group Learning: Activities in which the entire participant audience works together on an activity that you lead can help build group consensus and camaraderie. For example, you could conduct a review activity in which key terms or concepts f from the program are fl h d onto a projection screen h flashed j i and participants shout out responses. 5. Team Activities: By having learners form small teams and participate in exercise, games, roleplays, or similar activities, discovery and reinforcement of ideas can occur.

 6. Peer Coaching: Following the introduction of a concept or process participants can work in dyads (two learners) or process, triads (three learners) to practice or rehearse and provide feedback to one another. 7. Individual Learning: In some instance, participants can take an active role I their own selfdiscovery. For example learners could ne tasked with conducting interviews with experts. In doing so, they gain new knowledge and insights form the interviewees while actively participating in their own knowledge and skill acquisitions. 8. Participant Teaching: One of the best ways to learn a new skill or topic is to prepare and deliver a presentation on it. Participants can gain a lot by delivering a presentation on some element of your session content to other learners and then receiving feedback on their presentation presentation.