Learning Design Model Designing Learning Interventions that Last Sheila Jagannathan, Senior Education Specialist World Bank Institute, Washington, DC C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model Increase learning effectiveness Systematic approach for designing learning Reduce costs Make learning more engaging Reach more learners C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model 1 Define 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set the learning objectives Identify Learning Methods - Choose the appropriate methods to reach the objectives Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate the identified methods program - Group and organize methods in a series of events - Assemble the events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model Common Learning Outcomes Raise Awareness Facilitate Consensus And Teamwork Assist in Formulating Policy/ Strategy Implement Plans/ New Approaches Enhance Skills Foster Networks C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model Identifying the Right Change Agents General audience characteristics: Size of audience Geographical distribution Cultural Background Position in Society Level of Literacy Gender Language Baseline knowledge: Level of existing knowledge of topics Identify who can influence change: Who needs the specific knowledge, skills or attitudes Work roles and responsibilities C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model Defining Measurable Objectives Bloom s Taxonomy: Cognitive Levels of Thinking Evaluation Synthesis Analysis Application Higher level processes build on the lower levels Benjamin Bloom Comprehension Knowledge C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model Writing Objectives Analysis Application Comprehension Knowledge Evaluation Synthesis Know Comprehend Apply/Analyze Create Evaluate arrange, define, describe, recognize explain, reiterate, classify paraphrase use,apply, interpret, structure, examine, establish integrate re-arrange assess,, justify, defend C 2008, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process 1 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set learning objectives Identify Learning Methods - Choose the appropriate methods to reach the objectives Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate identified methods program - Group and organize methods in a series of events - Assemble events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2007, The World Bank Group. All Rights Reserved.
Learning Design Model Learning Methods Basic pedagogical building blocks of our activities Based on characteristics of objectives Brainstorming Discussion Forum Interview Role Play Buzz Session Expert Panel Lecture Scenario Comparison Case-based Learning Expert Speaker Listening teams Simulation Concept Maps Follow Up Problem-based Learning Tests Demonstration Game-based Learning Project-based Learning Other Methods Glossary Readings C 2008, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Cognitive Levels of Thinking Remember Understand Apply, Analyze Evaluate Create Objectives Objectives Objectives Objectives Objectives Objectives Methods Demonstration, Walk through Expert guest speaker Glossary (reading) Lecture Panel of experts Readings Case based Learning (Description) Ice Breaker / Energizer Test (match items) Test (fill in blanks) Test (find/identify) Test (correct/false) Test (multiple choice) Test (put into order) Buzz Session Conceptual map Glossary (Editing) Listening Team Journaling Peer Review / Peer Assist Report Summary Survey Test (match items) Test (fill in blanks) Test (find/identify) Test (correct/false) Test (multiple choice) Test (put into order) Little Interaction Action Plan Case based Learning (Analysis) Visualization Game based learning Interviewing Debates Peer Review / Peer Assist Project based learning Role play Brainstorm (Reflection) Buzz Session Discussion Forum (Analysis) Problem based Learning Round Table Scenario Comparison Simulation After-Action Review Brainstorming (Evaluation) Buzz Session Case based Learning (Performance) Problem based learning Scenario comparison Simulation Discussion Forum (Evaluation) Follow Up Summary Survey Report (Evaluation) Extensive Interaction Action Plan Brainstorming Scenario comparison Simulation Discussion Forum Project based Learning C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process 1 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set learning objectives Identify Learning Methods - Choose the appropriate methods to reach the objectives Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate identified methods program - Group and organize methods in a series of events - Assemble events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process The Types of Delivery Modes Face to Face E-Learning Delivery modes are the channels through which participants interact with each other or with the content and with the experts. Video Conferencing C 2007, The World Bank Group. All Rights Reserved. Broadcast Media (Radio & TV) and Print
MODULE 3 A Learning Design Process The Characteristics of Delivery Modes SYNCHRONOUS Live interactions Face to face Video- Conferencing - Dialogue - Discuss - Debate - Role play ASYNCHRONOUS Interactions not at same time E-learning Print Broadcast - Reflect - Interact - Follow Up Build Trust Time for Reflection C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Selecting Delivery Modes - constraints influence selection Constraints Audience Access to Technology (electricity, technical equipment, Internet) The External Environment (war, natural disasters, environment) Cost influences the Channel Selection Budget $ F2F VC E-learning Participants reached C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Tacit vs. Explicit Knowledge Explicit Knowledge Dimension Tacit Knowledge Dimension Print/Presentation Tools - Brochure - Workbook - Checklist - PowerPoint Presentation - Excel Spreadsheet - Case Document - Facilitation Guideline - Newsletter Audio-Visual Tools - Video Clip - Audio Clip / Podcast - Multimedia Presentation - Simulation / Model - Game - Video/Audio Live Stream - AV Newsletter - Radio Direct Interaction Tools - Facilitation Techniques (Activities using flipcharts, post-its, polling tools, etc.) Distance Interaction Tools - Web-based Tools (E-Discussion Forum, Email, Blog, Wiki, E-Survey, Live Collaboration Tools, Existing Social Networking Platforms) - Interactive Video Conferencing Tools (Facilities, such as GDLN that use multi-screens, documents cameras, etc.) C 2007, The World Bank Group. All Rights Reserved.
Learning Design Model 1 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set the learning objectives Identify Learning Methods - Choose the appropriate methods to reach obj Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate the imethods program - Group and organize methods in a series of events - Assemble the events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model OUTCOME Assist policy advisors to formulate a strategy for their secondary education system Understand the links between secondary education and the labor market Presentations, discussion and multiple choice tests Apply and adapt models that worked in other countries Case Studies Object Multimedia Presentation E-discussion Forum, Online Test Case Study Documents DELIVERY MODE E-learning/Online Course Community of Practice Seminar / Workshop Dialogue Field Visit Conference OUTCOME OUTCOME OUTCOME OUTCOME OUTCOME OUTCOME C 2008, The World Bank Group. All Rights Reserved. Program
Organize events along time dimension, objectives = Program Year 1 Year 2 Year 3 Explicit Knowledge Tacit Knowledge Analysis Application Comprehension Knowledge Synthesis Evaluation Start Outcome Series of events = Program
Learning Design Model 1 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set the learning objectives Identify Learning Methods - Choose the appropriate methods to reach the objectives Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate the identified methods program - Group and organize methods in a series of events - Assemble the events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2008, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Monitoring vs. evaluation? Monitoring and evaluation is a formal process for evaluating a learning program. Investigating the value of a learning event or learner s performance compared to what was expected. Monitoring when cook evaluates the product Goal improve quality Evaluation when guests evaluate the product Goal determine real world results C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Evaluation Donald Kirkpatrick Level 1 Reaction Level 1 Reaction Level 2 Learning Level 3 Behavior Level 4 Results Questions about: Usefulness Relevance Satisfaction Background Information C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Evaluation Level 1 Reaction Level 2 Learning Level 3 Behavior Level 4 Results Changes in knowledge Pre-test Post-test C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Evaluation Can participants apply? Level 1 Reaction Level 2 Learning Level 3 Behavior Level 4 Results Learning Event Transfer Work Behavior C 2007, The World Bank Group. All Rights Reserved.
MODULE 3 A Learning Design Process Evaluation Level 1 Reaction Level 2 Learning Level 3 Behavior Level 4 Results Improvements in: Quality Quantity Efficiency Costs Morale Consider evaluation from the beginning when writing objectives C 2007, The World Bank Group. All Rights Reserved.
Learning Design Model Evaluation Tools C 2008, The World Bank Group. All Rights Reserved.
Learning Design Model 1 2 3 4 Assemble 5 Define Outcomes & Objectives - Identify the audience - Set the learning objectives Identify Learning Methods - Choose the appropriate methods to reach the objectives Select tools - Pick the appropriate delivery modes - Select the tools that best facilitate the identified methods program - Group and organize methods in a series of events - Assemble the events to a program Monitor and evaluate the program - Determine what level of evaluation is appropriate - Compare actual with desired outcomes C 2008, The World Bank Group. All Rights Reserved.