10/11/10 FAL - Individual Presentation (Pics)

My (15min) Presentation on Basic Bomb Incident Management

The Observers and critic

Facilitation pics 1

Facilitation pics 2

Individual function

08/11/10 FAL - Improving Your Presence

As both trainer and facilitator are required to show presence during training session, it is important to reflect on the 6 Ps by Biech (2005).

Projection (How loud can your message be heard)

Pitch (Level of pitch and tone)

Pace (Speed of words delivered)

Pauses (Giving time to learners to think and answer)

Pronunciation (How you articulate and distinctive)

Phillers (e.g. like using umm, ok, ah, er, like, yeah)

Body Stance (Your poise and confidence of body posture)

Gestures (e.g putting a hand in your pocket to convey relaxed persona)

Facial Expression (How you convey your message and profession)

Eye Contact (Being connected with the learners)

Nervousness (Can be good as adrenalin can add enthusiasm)

09/11/10 Facilitate Adul Learning - Start of another module

Difference between a Presenter and a Facilitator

-Presenter is in control
-Does not associat themselves to the learners (separated)
-Only transfer of knowledge (not important if audience retain it)
-Learners being passive recipients

-Facilitator share the control
-Control in all aspects
-credibility as subject matter expert
-ensures that learners retain knowledge and skills (bottom line goal)

CONTENT SELECTION

I have learnt something new which is "Need to know and do" & "Nice to know & do". As too much information creates overload and stress if content selection is not selected properly.

"Need to know and do":- This is information which is enabling knowledge and skills that the learner must know and do to perform the task or job.

"Nice to know and do":- This is non-essential information that might only illustrate a point.

So do consider what to include in a training plan.

12/10/10 ISD Model - Cont'd

Gerlach & Ely's model starts with 2 specifications 1) Content and 2) Objectives.

This model is very structured, talks very little about experiences, it is well like by trainers and universities.

The 3 steps talks about the 5 activities which are; Determine Strategy (direct instruction/ discovery/self-learning), organize groups (how learners can learn from either though groups or individual), allocate time (period or time specified for learning), allocate space (location of learning includes indoor or outdoor venues "experiential learning") and select resources (includes training equipment, amount of budget required and again the level of location).

Rapid Prototyping
This are programmes that are still in the drafts stage, the approaches could be by technology-based e.g E-learning or training using tools demonstration. It is experience driven and not very structured.

06/10/10 Instructional System Design Model

The ADDIE as a generic template for ID models. This model gives a systematic way to translate learning needs. ADDIE represents the steps of the model and every step has an objective that gels with the subsequent step. In the diagram below, the “arrow” in each steps shows that evaluation is actively evolving as it is essential and it reflects on the effectiveness and purpose of the development. By using this method, it helps the designer to reflect on changes or additional inputs at individual phases. It is a very structured model to follow.

The ADDIE Model is made up of 5 steps which allow one to reflect and consider the elements in each phase during the development process. Following are the breakdown of the processes in the individual steps which I will ask myself:-

Analysis Phase- What is the purpose of this project and who are the target audience? What are the learner’s goal and their demographics? What are the tools required and whether is this short or long term goal? (Evaluate & reflect on BPLL)

Design Phase- Looking at the lesson plan, assessment plan, determine the content and presentation. Review my plans, and imagine if this design is handed to another facilitator, will he or she be able to follow my plans. Logistics as well as administrative issues should be taken into consideration. (Evaluate & reflect on BPLL)

Development Phase- All development tools which includes learner’s materials, trainer’s materials, assessment tools, power point slides, course materials, handouts, lesson plans and evaluation forms. (Evaluate & reflect on BPLL)

Implementation Phase- Breaking into 3 portions, 1) Publicize the programme and taking care of the logistics. 2) Conducting training which includes monitor learners performance and feedback about the course, review and validate courseware to organization or learners’ need. May include evaluating performance indicators and job performance of the participants. 3) Conducting of training evaluation and issuing of certificates to participants.

Evaluation Phase- This is the phase where one will be required to review and interact with the stakeholders. Good to review any training and non training interventions during the cause of evaluation. Evaluate the training modules’ effectiveness and make changes and additions as necessary. Version control the changes and prepare report to stakeholders. Data bank (Training and Assessment materials) should be updated as well.

Falling back on the BPLL is one way to ensure that evaluation can be done effectively.



3 Training Pathways which are commonly used

- Facilitated learning (classroom-based or outdoors)
Benefits learner as it offers; step-by-step learning, extensive support that suits the learner, face-to-face interaction, using of the following methods during training; discussions, reflection and learning experiences.

- On-the-job Training (workplace learning)
Training is structured to allow for natural learning, it is conducted at the work site so that learning is authentic, has a supportive learning environment and alloes flexibility in learning and working.

- E-learning (learning using technology)
Little face to face interaction, information should not be distorted, slef directed and is able to learn at one's own pace.