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VICnet-LLC Blended v-Learning Assessment (6)

By http://www.askeric.org/Virtual/Lessons/
Sunday, October 20, 2002
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Introduction:

Institute for
Future Thought Leadership

Assessment of Instructional Learning Objectives: By the end of this training, participants will be able to accomplish the following cognitive understandings (CUs), affective understandings (AUs), and cognitive skills (CSs):

• Express increased confidence on the end-of-course evaluation about preparing for an Internet library instruction in the EC relative to feelings prior to taking the course. (AU)
  • Evidence: Participants, at the conclusion of the training--if not before, informally--will tell the group participants how they feel about preparing for and conducting an instruction session now. Also, the end of training evaluation will ask if they feel more confident, less confident, or about the same as they did about this than they did before this training.

• Appreciate the importance of knowing categories and types of computer learners in regards to instruction. (AU)
  • Evidence: Participants will be given an opportunity during group discussion to express, in oral form, the reasons they feel it is important to understand all computer users/learners. On the end-of-training evaluation, participants will be asked to state in a short paragraph why instructors should be aware of the different categories and types of computer learners.

• Describe the two categories and four types of adult learners on a short quiz. (CU)
  • Evidence: Participants will describe in writing these on their own to their best ability after reading a passage in the workbook, but prior to the lecture covering them. During the lecture, all participants will compare their individual lists to the “lecture list” and discussion will follow. A short informal oral quiz could follow this section.

• Describe, in a short quiz, five of eight key principles to follow in helping adults learn. (CU)
  • Evidence: Participants will list without assistance adult learning principles from the workbook or their own version and rank ordering their list and sharing them with the group in a flipchart.

• Demonstrate a teaching style used for Internet computer instruction through a 5-7 minute presentation on any topic of interest regarding the Internet. (CS)
  • Evidence: Participants will conduct a 5-7 minute presentation to the group on any topic of interest using the Internet, demonstrating use of facilitation skills in one of the two teaching styles presented earlier in the training.

• Describe four unique characteristics of the Internet and Internet instruction in a short quiz. (CU)
  • Evidence: Through question and answer periods and group discussion, participants will be able to describe a unique characteristic of the Internet and Internet training expectations.

• Appreciate, on an end-of-training evaluation and in group discussion, the practical use of using basic facilitation skills for training adults in an electronic environment. (AU)
  • Evidence: Participants will state why the use of one or more of the facilitation skills can assist an instructor to effectively conduct an Internet library instruction session in an electronic classroom. This will be addressed in group discussions facilitated by the instructor as well as be a short answer question on the end-of-training evaluation.

• Demonstrate basic facilitation skills through a 5-7 minute presentation on any topic of interest regarding the Internet. (CS)
  • Evidence: Participants will conduct a 5-7 minute presentation to the group on any topic of interest using the Internet, demonstrating use of facilitation skills in one of the two teaching styles presented earlier in the training.

• Identify in a group setting the four basic facilitation skills used in conducting instruction for adults. (CU)
  • Evidence: After the practice training, each participant will be asked to discuss how he or she used or didn’t use the four basic facilitation skills during their presentation in the EC and how difficult or easy it was to incorporate them into the presentation.

• List, in a group setting, six characteristics of adult learners. (CU)
  • Evidence: Participants, through group discussion facilitated by the instructor, will explore the adult learner further by discussing characteristics of adult learners, and adult computer learners, with the instructor evaluating comprehension through short question & answer sessions.

Lesson Plan #: AELP-IFO0200

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Teaching Internet Library Instruction Sessions in the Electronic Classroom:
The Adult Learner, the Internet, and Training Skills & Teaching Styles

An AskERIC Lesson Plan

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