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Information and Communications
Technology Qualifications
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| Prescription: TR600 (TR200)Training |
| Aim of Module | Students will develop the skills required to identify training requirements and to conduct instruction sessions using a variety of methods.
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| Credits | 7
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| Student Learning hours | 70
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| Content Revised | 2002
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| Prescription Expiry Date | Nov 2005
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LEARNING OUTCOMES
The Student Will
| | | | | C | 1 | Describe and explain adult learning processes and training principles | | | | | A | 2 | Develop and conduct training sessions (see note) using different training methods and support aids. | | | | | A | 3 | Describe and explain CBT and develop a small CBT package (see note). | | | | | A | 4 | Create a training manual or user manual for use with the CBT package. | | |
CONTENT
| | | | > | Adult learning processes | | | -Describe types/styles of learning (cognitive, affective and psychomotor) | | | -Explain cognitive levels of learning (Bloom’s Taxonomy) | | | > | Principles of training | | | -Describe Training Needs Analysis (TNA) | | | -Describe the processes involved in developing a training programme in terms of planning, preparation and presentation (The 3 Ps) | | | -Explain various training strategies and methods that may be employed | | |
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| | | | > | Plan, develop and conduct training sessions that include a variety of different training methods and support material | | | Note: Training sessions may be of varying length, but should be at least 30 minutes in total; e.g. two sessions of 15 minutes duration each or one of 30 minutes duration. | | |
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| | | | > | Describe and explain CBT in terms of: | | | > | The interactivity learning cycle; i.e. Stimulus, response, response analysis, feedback | | | > | An interactive learning experience | | | > | Investigate current hardware and software used for commercial training (e.g. CD-ROM and Web CT) | | | > | Develop a small CBT package and demonstrate its features (e.g. context sensitive help, multiple choice tests) | | |
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| | | | Note | | > | Students should not necessarily be expected to develop a full CBT package, but rather demonstrate principles of good design where the following features may be included: | | | > | A title screen/frame, including programme and author | | | > | Brief, but clear instructions on using the CBT package | | | > | Navigation buttons, scripting and appropriate use of sound, text, colour and graphics | | | > | Story board of screen design and information | | | > | A screen/frame containing questions (e.g. multiple-choice test) | | | > | An evaluation mechanism | | | > | A screen/frame that appears in response to the answers (right or wrong) to the questions and with a tally of answers | |
| | | LEARNING RESOURCES | | | Reference material: | | | > | Ramsey, P. (2000) On-The-Job Learning; Creating Productive Work Environments: Dunmore Press, N.Z. | | | > | Furjanic, S. & Trotman, L. (2000) Turning Training into Learning: How to Design and Deliver Programmes That Get Results: AMACOM, New York | | | > | Moss, J. (1990) The Trainers Handbook 4th Edition: Moss Associates, Wellington | | | > | Gery, G. (1987) Making CBT Happen: Prescriptions for Successful Implementation of Computer-Based Training in Your Organisation: Ziff Institute Cambridge, MA, USA | | |
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