designing performance-based interactive exercises
DESCRIPTION
Designing Performance-Based Interactive Exercises. Reuben Tozman CEO, SlideJar Inc [email protected]. Agenda. Defining ‘ Performance Based ’ Learning and Performance Objectives Learning Classes Isolating Behaviors Structuring Output Putting It All Together - PowerPoint PPT PresentationTRANSCRIPT
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Agenda
Defining‘Performance Based’ Learning and Performance Objectives Learning Classes Isolating Behaviors Structuring Output Putting It All Together Structuring Audio and Video Designing Multiple Outputs for a Single
Structure
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Defining Performance Based
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Discussion
In your own experiences, what eLearning activities have you found to be effective and engaging?
What do they all have in common?
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Defining Effective
Classic Definition
Adjective1.adequate to accomplish a purpose; producing the intended or expected result: effective teaching methods; effective steps toward peace.2.actually in operation or in force; functioning: The law becomes effective at midnight.3.producing a deep or vivid impression; striking: an effective photograph.4.prepared and available for service, especially military service.
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Defining Engaging
Adjectivewinning; attractive; pleasing: an engaging smile.
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Signs that activities are not performance driven 1. Difficult to discern what the user is
supposed to come away knowing and how knowledge of a topic translates to performance.
2. Low levels of participation and feedback.
3. Inconsistency in functionality between one exercise and another.
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LEARNING AND PERFORMANCE OBJECTIVES
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Learning Objectives
Paradigm for structuring and classifying cognitive/motor skills.
Paradigm for structuring and classifying information based on the cognitive/motor skills required to ‘learn’ that information.
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Performance Objectives
Performance Objectives Must Describe…..
Performance - What must a learner must do to demonstrate mastery? (Activity)
Criteria - How well must a learner perform? (Standard)
Condition - Under what circumstances must a learner perform? (Environment)
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Activity
Please complete the learning and performance objectives table
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Now What?
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Project Management ConsiderationsBuilding eLearning is a service not a product
Building ‘activities’ are the most expensive part of the development cost for eLearning
‘Activites’ are supposed to be the ultimate delivery vehicle of content that facilitates performance
How do you keep costs the lowest while producing quality and quantity?
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Create Performance Activity Templates – Not Output Templates
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Working with Performance Objectives
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LOs are critical to designing Knowledge Types
POs will provide the framework for Interactivity based on Knowledge Types
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Based on the information provided on Canine Anatomical Systems:Generate 3 Learning ObjectivesGenerate 5-7 Performance Objectives
Performance Objectives - Activity
The organ systems include: 1. The cardiovascular system (cat) (dog) includes the heart and blood vessels. The cardiovascular system performs the function of pumping and carrying blood to the rest of the body. The blood contains nutrients and oxygen to provide energy to allow the cells of the body to perform work.
2. The lymphatic system includes the lymph nodes and lymph vessels. The lymphatic system is part of the immune system that helps the body fight off disease. The lymphatic system also works with the cardiovascular system to return fluids that escape from the blood vessels back into the blood stream.
3. The digestive system (cat) (dog) includes the mouth, teeth, salivary glands, esophagus, stomach, intestine, pancreas, liver and gall bladder. The digestive system absorbs and digests food and eliminates solid wastes from the body.
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Performance Objectives - Activity
Learning Objectives….Learners should understand the various canine anatomical systems
Learners should be able to explain how each system works
Learners should be able to analyze problems and recommend solutions
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Performance Objectives - Activity
Performance Objectives….Identify two components of the respiratory system
Describe the function of oxygen and nutrients to the rest of the body when asked.
Identify the lymphatic system as part of the immune system
Differentiate between lymph nodes and lymph vessels on a picture showing both
Identify all the elements of the digestive system
Troubleshoot digestive problems based on scenarios provided
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Activity
Learning Class:
Knowledge Type: ‘Knowledge’Learning Objectives: ‘Understand’, ‘Explain’Performance Objectives: ‘Identify’, ‘Differentiate’
Learning Class:
Knowledge Type:Learning Objectives:Performance Objectives:
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Isolating Behaviors
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Isolating BehaviorsBased on any single performance objective (PO), what behaviors or skills are at the core of the objective?
Requires an in depth task analysis into the PO
Example: Identify-Pointing out-Saying out loud-Separating one from many
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Isolating Behaviors
Example: Identify-Pointing out
-Correctly-Internalizing corrective feedback-Correcting mistake
-Repeatedly-In different contexts
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Isolating Behaviors
Your Turn!Can you do a task analysis on the Performance Objective below?
PO: Execute a front end analysis via long distance with a subject matter expert
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Structuring Interactivity
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Structuring Interactivity
What are the components to ‘interactivity’ based on how we isolated behaviors?
What do we need?
Knowledge Type: KnowledgeLearning Objective: Understand, ExplainPerformance Objective: Identification and Differentiation (Simple)
UnderstandingIdentification orDiffernetiation
Identification Differentiation
Asset - Graphical
MappedComponent 1
Title Description
Correct selection
Instructions
MappedComponent 2
Title Description
Correct selection
MappedComponent 3
Title Description
Correct selection
Instructions
Asset - Graphical
MappedComponent 1
Title Description
MappedComponent 2
Title Description
Correct Feedback
IncorrectFeedback
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Identification and Differentiation (Simple)
Point and Click Drag and Drop MatchingIdentification and Differentiation (Complex)
Memory game that adjusts itself based on a learner’s ability to get items right or wrong.
Problem based learning with multiple pathways.
Output Options
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Structuring InteractivitySample ‘Data Structure’
How would we expand ‘STEPS’?
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Structuring InteractivityExerciseIn groups of 3 create data structures and visualizations of your performance objectives.
Visualizations may include:MapsGUI’sPrototypes
Bear in mind… Interactive elements have no formatThere is no right and wrongBe specific about behaviors. They can have a major impact on the user
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Communicating Output - Mockups
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Communicating Output - Prototypes
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Putting It All Together
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Putting it all together
Using the content handouts, working in your original groups do the following:
Define 3-5 learning objectives per content piece
Create learning classifications Create performance objectives for all the
learning objectives Define your data structures Design your outputs
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Activities With Audio and Video
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Audio and Video
When is it appropriate to use audio and video?
What value does audio and video bring to the table?
What value can we give back to the audio and video?
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Audio and Video
Individually, what are the performance objectives you’ve written where video may be appropriate?
Structure an activity around your performance objective that employs video.
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Multiple Outputs
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Multiple Outputs
Using a single structure, create two different outputs.
Discuss what outputs would be used in which situations. Why?
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Multiple Outputs
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Contact Information
Reuben TozmanChief Learning Officer, edCetra Training