Clive on Learning
JULY 27, 2018
I would contend that a typical ratio in a self-study module would be i:60, e:20, a:20. I believe that we will achieve much more by limiting the amount of new information we provide in any given learning module. I am going to argue for something very different. Above all, we need to avoid information overload. This process takes time.
Clive on Learning
DECEMBER 6, 2012
The eighth of ten 'insights' is that ‘Assessment is changing', in the sense that assessment of knowledge is not enough - it is performance that matters. By and large, employers are not really interested in their employees having knowledge; they want them to be able to fulfil their job responsibilities, and to do that they must be competent.
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Clive on Learning
JANUARY 25, 2013
I'm currently working with a client that is looking to assemble a curriculum of learning modules for thousands of NGO personnel working in developing countries across the world. Thankfully, the core educational philosophy and approach does not need to vary, just the mechanics.
Clive on Learning
APRIL 30, 2009
So, what I've done is restrict my thoughts to the design of interactive, e-learning content, drawing heavily from the 60-minute masters : Structure into modules. Keep each module to one main idea. If they want more, they can always open another module. Build on the learner's prior knowledge. Assess knowledge if you must.
Clive on Learning
DECEMBER 16, 2013
You may include measures to pinpoint areas of need, establish goals, address any shortcomings in prep-requisite knowledge, introduce learners to each other and provide an overview of what is to follow. With larger programmes, Input and Application are likely to cycle as the learner progresses through a number of modules.
Clive on Learning
MARCH 23, 2012
It seems to work at a micro level, say designing a short e-learning module, as well as from a wider perspective, such as scoping out a learning architecture. Learners: What knowledge, skills and attitudes already exist among the target population in relation to the topic in question? How can new skills be practised and assessed?
Clive on Learning
FEBRUARY 22, 2011
Initially the training effort was targeted at meeting specific knowledge objectives, but Nick soon realised that what was really needed was a change in behaviour, and that this was largely driven by underlying attitudes to safety. The end result was three core modules, supplemented by role-specific content.
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