Choosing & Using Technologies in Education & Training
This checklist is intended to help you plan by identifying questions you should ask yourself and information you should acquire as part of your planning process.
The structure and delivery method of the program should be designed to suit the learning styles and access needs of learners, the ability of teachers and other staff to provide support for learners, and the curriculum content of the program.
| SUCCESS FACTORS | CHECKLIST |
|---|---|
| 1. The planning stage of the project has taken into account the intended learners' objectives, cognitive level, learning styles and access requirements, and the demands of the curriculum. | 1.1 What are the
educational goals of the learners and their employers? Is
there any conflict between these two sets of goals? If
so, how will you deal with it?
1.2 What are the intended learners' likely preferred learning styles? (e.g. visual, listening, doing; theoretical, practical; active, passive, reflective; work-based, home-based, campus-based, community-based, etc.). 1.3 What are the intended learners' likely educational backgrounds, and what are the implications for their learning preferences? (e.g. educational level attained, recent learning or not, high or low literacy, positive or negative experiences of learning, high or low self-confidence, etc.). |
| SUCCESS FACTORS | CHECKLIST |
| 1. The planning stage of the project has taken into account the intended learners' objectives, cognitive level, learning styles and access requirements, and the demands of the curriculum. | 1.4 In their probable
learning locations, will learners have constant or
intermittent access to technology? (e.g. will they own
their own equipment, use it in the work place, use it in
timetabled classes, book library or learning centre
facilities, etc.?)
1.5 Is there a predictable pattern of times when learning can take place? (e.g. in the workplace during business hours, in the workplace during rotating shifts, after work, on rostered-off days, etc.). 1.6 What types of interactions might learners have with each other, with teachers or trainers, with work supervisors, with support staff? (e.g. for content transmission, assessment, support or intervention, social needs; what frequency and volume of interaction; real time or delayed, etc.). |
| SUCCESS FACTORS | CHECKLIST |
| 2. Constraints and opportunities presented by the curriculum or program content have been analysed. | 2.1 What are the
implications of the curriculum for content presentation? (e.g.
demonstration of processes, real/simulated participation
in activities, large/small volume of reference material,
print/tape/disk/online availability of reference
material, etc.).
2.2 What are the implications of the curriculum for assessment methodology? (e.g. continuous/ summative; formal exams/ draw-down tests/ written assignments/ practical tests; computer marked, self-assessment, peer assessment, teacher assessment, etc). |
| SUCCESS FACTORS | CHECKLIST |
| 3. Constraints and opportunities for learner support have been analysed, and a decision has been made about the support structures, including interaction with teachers, trainers or facilitators, which should be put in place. | 3.1 What support are
learners likely to need in relation to program content,
and how can this be provided? (e.g. times when
teachers/ trainers can be contacted, availability of
library resources, help from workplace supervisors,
etc.).
3.2 What support are learners likely to need in relation to study skills and pastoral care, and how can this be provided? (e.g. guidance on skills development and learning management, availability of student counsellors by telephone or other means, train-the-trainer programs on learner support, etc.). 3.3 What support are learners likely to need in relation to use of the technology, and how can this be provided? (e.g. help desk, technical skills programs, regular intervention, safety net procedures). |
| SUCCESS FACTORS | CHECKLIST |
| 4. The delivery method, including technology, has been selected to take the above needs into account. | 4.1 What mode, or mixture
of modes, will the project adopt?
4.1.1 All face to face, predominantly face to face, predominantly distance, or all distance. 4.1.2 Lock-step, partly self-paced, or entirely self-paced. 4.1.3 Teacher centred or learner centred. 4.1.4 Real time or time independent. 4.1.5 Place dependent or place independent. 4.1.6 Interactive (e.g. audio or video conferencing, computer-managed learning, discussion), semi-interactive (e.g. satellite broadcast with fax/phone response) or non-interactive (e.g. broadcast television). 4.2 How will these modes be used for program delivery, assessment and learner support? |
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