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Practice and rehearsal

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Edited by Jonathan Vernon, Sunday, 1 Nov 2020, 17:40

A Crayola-drawn plate of food on a paper plate

As my 15 minute micro-teach takes shape the idea of having students draw a plate of food to show what they had for breakfast is turning problematic when I give it a go in practice.

My 24 year old daughter things its childish (I don't. I think wax crayons and felt-tip pens are comforting and fun reminders of nursery school).

The issue in practice is the time I give to people within the 15 minutes.

This is not the test of their ability to do a drawing of a piece of bacon (fairly easy) or baked beans (a little more tricky) or porridge (advanced to impossible).

A paper plate on which a black pen drawing of a bowl of porridge has been attempted

It is simply to create a talking point. The solution therefore is that they use a black felt-tip pen only to draw and outline and then write what it is.

I can say they'd have a chance to colour it in after the class, or for homework smile 

It might be 10 years since I ran something like this; that was a 'creativity, innovation and change' workshop. I had what amounted to a swim coach's lesson plan with strict timings of when we should be moving through the tasks.

With only 15 minutes I'll be doing the same on Thursday.

I will even script it and record a video (we may not be able to go into an evening session at college).


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Design Museum

Web-Based Training (Part One)

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Edited by Jonathan Vernon, Friday, 2 Nov 2012, 07:19

DSC04712.JPG

Web-Based Training (WBT) (2000)

Margaret Driscoll

I bought this book in 2001. Nearly a decade on I am delighted how apt it remains, even if the term may now have been superseded by e-learning - while cyberlearning had currency for a few years too and before this we had 'interactive learning'.

Even a decade on I recommend the book.

Training and learning are in different camps, one supposing a component of applied engagement (health and safety, fixing photocopiers, burying uranium trioxide, driving a delivery van, making cars, selling phones, employee induction) while the other is essentially cognitive (though with its physicality in this kind of prestidigitation).

Yet we made ‘training programmes’ on things like cognitive behavioural therapy. Corporate and government clients had the money to do these things.

Driscoll’s definition of WBT is somewhat longer than Weller’s definition (2007) of e-learning (electronically enhanced learning with a large component of engagement on the Internet). A bit ‘wishy-washy’ my exacting Geography A’ Level teacher would have said.

Hardly a clear definition if it has a let out clause. But when was anything clear about what e-learning is or is not, or should be? The term remains a pig in a poke; its most redeeming factor being that it is a word, not a sentence, and fits that cluster of words that includes e-mail.

Web-based training Driscoll (2000) says should be:

  • Interactive
  • Non-linear
  • Easy to use graphic interface
  • Structured lessons
  • Effective use of multimedia
  • Attention to educational details
  • Attention to technical details
  • Learner control

I like that. I can apply it in 2011. I did.

I was reading ‘Web-Based Training’ (and using the accompanying CD-rom) in 2001 and then active in the development of learning, or knowledge distribution and communication websites for the NHS, FT Knowledge ... and best of all, Ragdoll, the home of Pob, Rosie and Jim, Teletubbies and the addictive pleasures of ‘The Night Garden.’

We may call ourselves students, mature students even, or simply post-graduates, but would we call ourselves ‘Adult Learners.’

It’s never a way I would have defined my clients, or rather their audiences/colleagues, when developing learning materials for them in the 1980s and 1990s. Too often they were defined as ‘stakeholders,’ just as well I saw them as people and wrote scripts per-the-script, as if for only one person.

That worked, producing for an umbrella term does not.

Adult Learning doesn’t conjure up innovative e-learning, perhaps because of the connotations Adult Learning has inelation to the catalogue of F.E. courses then comes through the door every July or August.

This definition of an ‘adult learner’ would apply to everyone doing an OU course surely?

The special characteristics of adult learners Driscoll (2000:14)

  • Have real-life experience
  • Prefer problem-centred learning
  • Are continuous learners
  • Have varied learning styles
  • Have responsibilities beyond the training situation
  • Expect learning to be meaningful
  • Prefer to manage their own learning

With some of these definitions baring more weight than others, don’t you think?

REFERENCE

And additional references used by Driscoll but not cited above:

References (Adult Learning)

Knowles (1994) Andragogy in action. Applying modern principles of adult learning.

Brookfield (1991) Understanding and facilitating adult learning

Cross (1992) Adults as learns: increasing participation and facilitating learning.

Freire (1970) A cultural action for freedom

Merriam and Caffarella (1991) Learning in adulthood

Kidd (1973) How adults learn

 

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