{"id":2764,"date":"2021-11-27T05:44:16","date_gmt":"2021-11-27T05:44:16","guid":{"rendered":"https:\/\/course.oeru.org\/ctvsd3\/?page_id=2764"},"modified":"2021-11-27T05:44:16","modified_gmt":"2021-11-27T05:44:16","slug":"overview","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/ctvsd3\/learning-resources\/design-and-develop-resources\/overview\/","title":{"rendered":"Overview"},"content":{"rendered":"<div id=\"content\" class=\"mw-body container\" role=\"main\">\n<div class=\"row\">\n<div class=\"col-md-12\">\n<div class=\"panel\">\n<div class=\"panel-body\">\n<div id=\"bodyContent\">\n<div id=\"mw-content-text\" lang=\"en\" dir=\"ltr\" class=\"mw-content-ltr\">\n<h2><span class=\"mw-headline\" id=\"Design_resources_appropriate_to_the_learner_cohort_and_method_of_delivery\">Design resources appropriate to the learner cohort and method of delivery<\/span><\/h2>\n<p><b>Understanding who we are designing for<\/b>\n<\/p>\n<p>People have different preferences around how they learn. There are many articles written about the different types of learning styles. Many of these articles group people into four distinct areas based of how it assumed their senses guide those preferences.\n<\/p>\n<p>Thinking about these preferences can help you to make decisions about the types of resources suitable for your learning cohort.\n<\/p>\n<p>Explore these four types of learning styles and consider how they can impact your approach to developing resources:\n<\/p>\n<ul>\n<li> <b>Reading\/Writing:<\/b> These learners prefer traditional-based learning involving reading resource materials and writing activities. Using resources that are text-based best suit these learners, and providing them with opportunities to write answers, reflect or write assignments.\n<\/li>\n<\/ul>\n<ul>\n<li> <b>Kinaesthetic:<\/b> These learners are hands on people. They feel most comfortable applying their learning in an environment where they try things for themselves. They prefer learning that incorporates bodily movement, touch, feel and action. Resources that provide examples to these learners, then asks them to repeat the action are useful, so are resources that guide them step-by-step to carry out a task.\n<\/li>\n<\/ul>\n<ul>\n<li> <b>Auditory:<\/b> These learners prefer hear resources. Rather than providing this learner with a big text document, provide them a podcast or an audio recording of the resource.\n<\/li>\n<\/ul>\n<ul>\n<li> <b>Visual:<\/b> These learners prefer using visual resources. These might be colourful charts and graphic images explaining how a task is carried out rather than reading instructions. Images, mind maps, drawings and videos are a visual learner\u2019s best friend when it comes to resources.\n<\/li>\n<\/ul>\n<p>It is important to note that not everyone is clearly one or the other in this grouping. It also depends on the course as to what format the resources are going to take. If the course is around cooking, then a hands-on approach cannot be avoided as it\u2019s an integral part of the job. Providing resources in several formats provides learners with choices around how they take in the information.\n<\/p>\n<p>\n<\/p>\n<div class=\"panel iDevice\">\n\t<div class=\"panel-heading idevice-heading\">\n\t\t<div>\n\t\t\t<img decoding=\"async\" class=\"pedagogicalicon\" alt=\"reflection\" src=\"https:\/\/course.oeru.org\/ctvsd3\/wp-content\/themes\/oeru_course\/idevices\/Icon_reflection.png\">\n\t\t<\/div>\n\t\t<div>\n\t\t\t<h2>Activity<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t<div class=\"panel-body\">\n\t\t<div class=\"col-md-12\">\n\t\t\t<\/p>\n<p>Search the internet and explore some articles about Adult Learning Styles.<br \/>\nReflect on the learners you have worked with in the past.<br \/>\nConsider how you accommodate the different learning styles in your teaching practice?\n<\/p>\n<p>The <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/course.oeru.org\/ctvsd5\/learning-resources\/learner-supports\/\">OARAS &#8211; Support (CTVSD5)<\/a> course also talks about learning styles.\n<\/p>\n<p>\n<\/p>\n<p>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n<p>\n<\/p>\n<h2><span class=\"mw-headline\" id=\"Design_content_as_a_resource_to_support_learner_outcomes\">Design content as a resource to support learner outcomes<\/span><\/h2>\n<p><b>Defining knowing and doing<\/b>\n<\/p>\n<p>Let\u2019s first explore the difference between knowing and doing, and then look at the types of content we need to design to support each Outcome.\n<\/p>\n<p>For a learner to \u2018know\u2019 something, they need specific knowledge.  This might relate to understanding rules, regulations, laws, formulas, or which tools to use for a task.\n<\/p>\n<p>To \u2018do\u2019 is to be hands on. It is to carry out a physical act. To \u2018do\u2019 something is to build, to take apart, to complete a task. It might be changing a tyre, building a bird feeder, cooking a meal, or washing the floor.\n<\/p>\n<p><b>Resource content to support a learner knowing<\/b>\n<\/p>\n<p>Now that we understand the difference between knowing and doing, what sort of content can we design that will best support knowing?\n<\/p>\n<p>Consider quizzes and knowledge checks as a way to present information with context.<br \/>\nBite-size chunks of information using different methods of presentation that are engaging can support learning knowing. These can be in the form of video or colourful and interactive objects.<br \/>\nYou can then follow up with a quick activity, such as a quiz, or drag and drop that helps the learner to self assess.\n<\/p>\n<p>It is important to provide the learner with the opportunity to review the information previously covered. This is especially important after knowledge check activity where a learner can work through content as an individual activity.  This will allow you to fill in gaps in their learning if required. They might be prompted to return to the content they just worked through and take a different approach. If you are in the workshop you can change the context, or provide alternative ways of presenting the resources to support memory retention.\n<\/p>\n<p>\n<b>Content to support a learner doing<\/b>\n<\/p>\n<p>Demonstration supports doing. A learner can watch a demonstration that is broken down into smaller steps, and then attempt to carry out the act themselves. This demonstration can be supported by a document outlining these steps.\n<\/p>\n<p>An example might be when the learner needs to use a range of tools and PPE when making furniture. When working with them in the workshop you can show them the tools and how to use them. There are different components to these tasks. Your learning outcomes might say \u2018select the correct tools\u2019, \u2018select the PPE\u2019, \u2018use the tools\u2019 and \u2018wear the PPE\u2019. This can be chunked into 4 tasks and you can provide a list in the workshop and adapt that list to the content in your online learning platform.\n<\/p>\n<p>Ongoing feedback is a crucial part of supporting both knowing and doing. As we saw, supporting knowing can be tested and feedback provided through knowledge checks and quick response methods. Feedback for doing needs to be based upon what the student is demonstrating.\n<\/p>\n<p><!-- \nNewPP limit report\nCPU time usage: 0.019 seconds\nReal time usage: 0.024 seconds\nPreprocessor visited node count: 120\/1000000\nPreprocessor generated node count: 782\/1000000\nPost\u2010expand include size: 2253\/2097152 bytes\nTemplate argument size: 802\/2097152 bytes\nHighest expansion depth: 7\/40\nExpensive parser function count: 0\/100\n--><\/p>\n<p><!-- Saved in parser cache with key we_en-mw_:pcache:idhash:188965-0!*!*!!*!2!* and timestamp 20211127054020 and revision id 1089246\n -->\n<\/div>\n<div class=\"visualClear\"><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"row\">\n<div class=\"col-md-12\">\n<ul class=\"pager\">\n<li class=\"previous\">\n            <a href=\"\/ctvsd3\/learning-resources\/introduction-to-resources\/evaluating-resources\">\u2190 Previous<\/a>\n          <\/li>\n<li class=\"next\">\n            <a href=\"\/ctvsd3\/learning-resources\/design-and-develop-resources\/choose-resources\">Next \u2192<\/a>\n          <\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div id=\"wenote-ids\"><script type='text\/javascript' id='wenotes-ids'>\n    var WEnotesSite = \"https:\/\/wikieducator.org\";\n    var WEnotesPath = \"\/CTVSD3\/Design\/Overview\";\n    var WEnotesSiteID = \"0e3d258fbd36841f92259eefcd41d5e9\";\n    var WEnotesPathID = \"f066b8421485239e9fe75ba57e9cd0ad\";\n    var WEnotesIDs = { site: \"https:\/\/wikieducator.org\", path: \"\/CTVSD3\/Design\/Overview\", site_id: \"0e3d258fbd36841f92259eefcd41d5e9\", path_id: \"f066b8421485239e9fe75ba57e9cd0ad\" };\n<\/script><\/div>\n<\/div>\n<footer><\/footer>\n","protected":false},"excerpt":{"rendered":"<p>Design resources appropriate to the learner cohort and method of delivery Understanding who we are designing for People have different preferences around how they learn. There are many articles written about the different types of learning styles. Many of these articles group people into four distinct areas based of how it assumed their senses guide [&hellip;]<\/p>\n","protected":false},"author":1171,"featured_media":0,"parent":2762,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2764","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/pages\/2764","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/users\/1171"}],"replies":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/comments?post=2764"}],"version-history":[{"count":1,"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/pages\/2764\/revisions"}],"predecessor-version":[{"id":2765,"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/pages\/2764\/revisions\/2765"}],"up":[{"embeddable":true,"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/pages\/2762"}],"wp:attachment":[{"href":"https:\/\/course.oeru.org\/ctvsd3\/wp-json\/wp\/v2\/media?parent=2764"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}