Learning Documents

Nature of Competency
Unit of Competency
(Main Task)

Learning Outcomes Learning Outcomes

(Sub –Task) (Sub-Task)

Sub-sub-tasks Sub-sub-tasks Sub-sub-tasks

Supporting Supporting Supporting Supporting Supporting

Knowledge Knowledge Knowledge Knowledge Knowledge

Methodological & Social Skills Methodological & Social Skills

• Need to systematically determine the content (skills +

knowledge + methodological & social skills), and the Perform Task Analysis
relationship between different pieces of content

2
 Modular Approach to Acquire Competency
Task Analysis
Identify Unit of Competency
How competent
Determine Learning outcome people perform
(and sub-sub-tasks)
tasks at workplace
Sequence Learning outcomes
based on actual work flow
Determine “what” to teach
Identify Supporting Knowledge,
Methodological & Social Skills

Design Learning
Specify “how” to teach
Develop Session Plan

Develop CBLM

3
Purpose of CBLM

To develop a learner’s guide complete with

related documents to facilitate learning to
acquire competencies of a module
What is a CBLM?

 A written document that consists of instructions and

related print based documents of a competency.
The print based documents are:

 Information sheet
 Operation sheet
 Job sheet
 Worksheet

 Learners follow the self explanatory instruction to

complete the activities and exercise to learn
independently

Strategy: Questioning
Dale’s Cone of Experience

Developed by Edgar Dale to help educators select

instructional resources and activities

Source :
http://teacherworld.com/potdale.html
 Textual vs Pictorial instructions
Text alone Text and Picture Picture alone

• Text lead to • Lead to more • Picture lead to

internal verbal precise direct
information construction of
representations
mental model
• Then to • Faster mental
• But lack in
propositional model actions
representations representations specifications
• Before readers • Leading to
build a mental inferences
model production

Cognitive load
Source :
Factors Affecting the Processing of Procedural Instructions : Implications for Document Design -
Franck Ganier
How does a student learn the competency?
Unit of
Competency

LO 1 LO 2 LO 3

1
Learn the Learn the Learn the
knowledge knowledge knowledge
2
Check learning Check learning Check learning

3
Learn skills Learn skills Learn skills

Practice 4 Practice Practice

skills skills skills

Strategy: Questioning
What are the learning documents needed?

Learner’s Overview of the Competency

guide

Activities Activities Activities

for LO 1 for LO 2 for LO3

Learn the
Information
Learn the Learn the
knowledge knowledge sheet knowledge

Check learning Worksheet

Check learning Check learning

Learn skills Learn skillsOperation sheet Learn skills

Practice sub-
Job sheet Practice sub-
Practice skills
task task

Perform activity for the competency

Strategy: Questioning
Characteristics of a well written CBLM

 Objective, learning outcome should be spelt

 Clearly situate learning
 Instructions should be simple, uncluttered
 Language used should be at students’ language ability
 All terms used should be standardized, detail
explanation should be given for terms that are used
first time
 Guide should be complete and self sufficient (user
friendly, easy to understand)
 Clearly state assessment criteria and how learning or
performance would be measured
Overview of the Learner’s Guide

Overview of the learner’s guide serves as an introduction to

this document, which is the most important document for
students, it should include:
PLAN
 What is the unit of competency?
 What are the learning outcomes of the
Competency? EXPLORE
 At which point of their work will need to perform
this task?
 What are the documents included in the CBLM? PRACTISE
 What are the Performance criteria?
 How would they be assessed?
PERFORM
DEVELOP DOCUMENTS IN
LEARNERS’ GUIDE
What will be covered

Develop print-based
Learning material

Purpose of learner's Purpose of learning

Develop
Develop guide materials
Documents in
Learners’
Elements of learner's Learners’ Elements of learning
Guide guide materials
Guide
Learning type Document design
principles
Characteristics of well
written learner's guide Recall Content Types

Instructional methods

Characteristics of well
designed learning
materials
 What are print-based learning
materials?
• A set of documents detailing technical knowledge
that the student need to acquire for a learning
outcome
• Every learning material created contains both text
and visual contents
• Appearance of learning materials matters to ease
the process of reading and locating information
• It is the writers’ job
– to make learning material easy for reader
– to make sure reader do not miss any important
information e.g. safety information
 What are print-based learning
materials?
1. What kinds of learning strategies are adopted in using
print-based learning materials?
– Instructions-based
– Task-based
2. What kinds of cognitive processes are implicated in
processing the instructions presented in the print-
based learning materials?
– Receptance
– Selective perception
– Short-term storage
– Semantic encoding
– Long-term storage
 What kinds of learning strategies do readers use when reading print-based
learning documents?

• Consider this statement…

“Print-based learning documents are read by

the reader before the reader uses the
equipment,
i.e. knowledge is acquired from the instructions
before applying it to concrete tasks.”

• Agree?

• Learning takes place in a linear process

Strategy: Polling
 What kinds of learning strategies do readers use when reading print-based
learning documents?

• 42% of users worked with the equipment

concurrently with reading the instructions
• 23% of users read the instructions before using
the equipment
• 19% of the users learn by doing (without making
any reference to the instructions)
• 17% of the users refer to the instructions only
when in doubt

• In most cases, learning was not linear, but was

most often done at various points in time
(interactive)
Source :
Factors Affecting the Processing of Procedural Instructions : Implications for Document Design -
Franck Ganier
 5 Content types of knowledge
Perform the
Classify new Solve problems; Perform the task; Solve
examples Make inferences Procedure problems
Differentiate What happens to Given the Design the RC
between current when voltage and oscillator
Apply resistance, resistance is current, circuit based
inductance changed? compute the on given
and resistance specifications
capacitance

Remember Remember Remember Remember the

Remember the
the definition the stages the steps guidelines
Facts
Remember Define the Describe how List the steps List the
State unit of
term resistance to compute guidelines to
measurement
‘resistance’ works in resistance design a RC
for resistance
electrical using Ohm’s oscillator
circuit law

Facts Concepts Process Procedure Principle

Source :
Strategy: Questioning “Developing Technical Training “ by Ruth Colvin Clark
 Instructional methods
Informational displays The type of informational displays
depends on the type of content

Displays for facts are different from

displays for concepts and procedures

Practice exercises Practice exercises are matched to the

learning objective

A well written learning objective tells

how to design the practice
Types of print-based document in Learners’ Guide

Information Sheet

Operation Sheet

Job Sheet

Worksheet/Self-Check
Types of print-based document in Learners’ Guide

 Information sheet This is the compilation of the technical knowledge

and information relevant to the tasks to be
performed in this competence

 Operation sheet

 Job sheet

 Worksheet
 Guidelines for Designing Information Sheets
• Purpose of Information Sheet
– Facts
– Concepts
– Principles
• Design Elements related to Information Sheet
– Remember and Apply level

Classify new Perform the

Apply examples task; Solve
problems

Remember the Remember Remember the

Remember guidelines
Facts the definition

Facts Concepts Principle

 Guidelines for Designing Information Sheets
• Informational Displays
– Elements to help long term retention of facts, concepts and
principles and aid easy retrieval
• Use diagrams for Concrete Facts
• Use tables and lists for Data
• Use clear statements for Associative Facts, Principles and Guidelines
• Cueing reader with unique labels
• Group related concepts in close proximity
• Use bulleted lists for guidelines
• Practice Exercises
– Design practice for facts, concepts and principles
• Incorporate factual information into practice of linked task (procedure
or principle)
• Examples and non-examples to provide opportunities to practice
discrimination skill
• Apply guidelines to realistic work scenarios
Types of print-based document in Learners’ Guide

 Information sheet

 Operation sheet

 Job sheet

 Worksheet Worksheet contains exercise that will help

students to reinforce learning or to check
student’s understanding of technical knowledge
needed in the whole task (unit of competence)
 Guidelines for Designing Worksheets
• Purpose of Worksheets
– Practice type
– Learning outcomes pertaining technical knowledge (theory)
– Practice exercises are matched to the learning outcomes
• Design Elements related to Worksheets
– Remember and Apply level

Classify new Perform the

Apply examples task; Solve
problems

Remember the Remember Remember the

Remember guidelines
Facts the definition

Facts Concepts Principle

 Guidelines for Designing Worksheets
Learning Outcome: Measure the temperature of a patient Apply Level

Practice item:

List the steps for measuring the temperature of a Remember Level

patient in the space below:

_____________________
_____________________
_____________________

Mismatch Between Test Item and Learning Outcome

• Specific elements will be covered in DAT01 Assessment

Tools for Theory Content
Types of print-based document in Learners’ Guide

 Information sheet

 Operation sheet Operation sheet provides instructions to guide

students on how to operate the equipment and
machines used in the learning activities

 Job sheet

 Worksheet
Types of print-based document in Learners’ Guide

 Information sheet

 Operation sheet

 Job sheet Job sheet consists of a set of instruction that will

guide students to complete a job

 Worksheet
 Guidelines for Designing Operation /
Job Sheets
• Purpose of Operation / Job Sheets
– Procedures
– Processes
• Design Elements related to Operation / Job Sheets
– Remember & Apply level

Perform the Solve problems; Execution of action

Apply Make inferences
Procedure
Recall

Storage
Remember Remember Comprehension
Remember the steps the stages
Read instructions
Procedure Process
 Textual Instructions for Designing
Operation /Job Sheets
• Choice of Word-Order
– Choose word-order corresponding to action plan
– Execution of the action is made easier when the
presentation order corresponds with the execution order
• Structural properties
– Compact texts (i.e. paragraph)
– Segmented texts (i.e. lists)
– Segmented texts allow readers to find specific information
more quickly
– Numbered lists presented in vertical sequence is read
more quickly

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 Guidelines for Designing
Operation /Job Sheets
• Informational Displays
– Elements to help learning of procedures
• Use multicolumn texts for aligning embedded graphics
• Use tables for linear and decision procedures
• Use numbered lists for sequential steps
– Elements to help learning of processes
• Use process table or flow diagrams to present stages
• Page headings on process page layout should be prominent
• Practice Exercises
– Design practice for learning procedures
• Give steps to summarize actions or decision tables
• Provide follow-along demonstrations
• Assign short exercises to perform the procedures
– Design practice for learning processes
• Designed to match learning at application level
• Key to design process exercises is to collect realistic case studies