I'm currently working with a client that is looking to set up a program of learning sections for a huge variety of NGO workers working in developing countries across the entire world. These sections are just one aspect in a wider learning framework that looks to develop a variety of main competences through a variety of indicates - experiential, on-demand, non-formal and formal. The problem I have been set is to help them create formal learning sections that can be used within types of contexts:
• Cohort-based, working to a plan OR self-directed, with time to coordinate the learner
• On an online base OR face-to-face (particularly where bandwith useage is scarce) OR some mixture
• With an concentrate on improving expertise and guarantee rather than on very subjective knowledge
• Grounded in real-world experience and practice
• In three 'languages' to start with
• With possibility of local customisation
The client does not have the a chance to develop a whole variety of different course designs in similar, so we must ensure that the same main elements carry out with relatively little difference in each viewpoint. Luckily, the main educational viewpoint and technique does not need to vary, just the techniques.
My response is to design each element as a series of actions, sources and tests, each of which is capable of doing on a self-directed or cohort base, whether online or face-to-face:
• Discussions and other collaborative activities: These are very easy to see for cohort-based applications, whether asynchronous (using forums and community media) or synchronous (in actual or exclusive classrooms). It would the easy to just lose out this aspect for self-directed learners, but this would be second best. The key to success here, I believe, is to have learners communicate with with their execute co-workers (and perhaps even themselves and friends) to ensure that have the selection to externalise their views and benefits from other views. Another options to create online emails that allow learners to assess their responses with past learners who have also taken the course on a self-directed base (see New recommendations in self-study e-learning: community interactions).
• Interactive scenarios: These can become for self-study use or to be moderated by a organization in a group environment.
• Practical assignments: These is capable of doing completely well for self-directed learners, with execute co-workers, range managers or online teachers engaged to analyze the effects. With cohort-basedf applications, there is the extra selection of peer-based assessment.
• Videos: Can quickly be assigned off-line or online, for individual or group use.
• Slide shows: These can be organized for stay business presentation by a organization or with narration for private use.
• Formal documents: Can be assigned as PDFs both for online use and for print-on-demand.
• Assessments: Because the main concentrate here is on expertise developing and not knowledge-building, assessment is going to want more than tests, so we're probably talking about an evidence-based technique focused on real-work performance or, at very least, exclusive tasks. Self-directed or cohort-based, the problems are the same.
So what about localisation? Well, one thing to avoid will do of printed out content, for self-evident aspects. And all of that period of time must figure out of commonly-available and user friendly sources. Video clips are a problem but they are also a more and more important aspect, so there probably will have to be some re-voicing or sub-titling. Best of all, the course elements will not be hard-wired - each area can decide to seek the services of the various in the framework functions best for them, developed with their own elements as necessary.
So is it possible to design for every situation, without restricting on quality? I'll let you know how I get on, but in the meanwhile I'd also appreciate your recommendations.
Activities, sources and tests - your flexible friends
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