accreditation/certification framework
Has anyone worked on developing an accreditation or certification framework? We are exploring ways of setting something up and need a Goframework as a structure for the organisation which hasn't done this before. We do have assessments built in our training courses but nothing formal. Any advice would be appreciated.
Read more…
Comments
Please alert me if you are aware of any exciting projects in the field of e-Assessment.
http://www.ciea.org.uk/news_and_events/events_listing/national_conf...
This online course has all of the pre-assessment, instructional content and summative assessment electronically tied back to Learning Objectives (typically 1 to 3 pages per LO).
Keep in mind that these are experienced workers (new starts are covered in a separate course) and the course is 6.5 hours long. The thought of having to go through all of this content, which most already know, was not very desirable from the workers perspective and the downtime from the employing company’s view.
The difference here is that based on the learners results in the pre-assessment, the course is dynamically built, only delivering content to cater for the knowledge gaps. The result is the worker could be out of the invigilated centre in an hour rather than over six hours. This innovative approach, in my opinion this is a win-win scenario, and a good example for the argument of testing first.
One final point the passmark is 100% and to help achieve this the course will continue to dynamically rebuild itself based on the answers to the summative questions, so far it has been very well received.
I am intrigued by Casson's idea of using a 'test' to get student's thinking about the subject and can see that this idea would be very useful. Anything that stimulates interest in the subject is a bonus and I can see that this would also give the learner self-confidence. If a subject is too 'alien' to them then they will be reluctant to engage, whereas I think Casson's idea will actually make the learner realise they have a contribution to make and will encourage the learner to take part not only in e-learning but to also take part in discussions. Thanks Casson, I think I am going to add that one to my own teaching toolbox. All I ahve to do now is get my design team to produce another item for me!
Phil, I really should have said that when they get back to the shop floor I want them to use the knowledge they have gained to deliver the expert customer care that my organisation is known for!
If I then lead from Phil's 1st comment and try to answer Richard too. I use, in my words, I am no expert here but am trying to understand and exploit the tools we can use when developing eLearning content, 'test to teach' I have been experimenting with this approach in a number of ways.
For instance I have used this in situations where the content on the page and the product information referred too is revealing enough for them to 'have a go' at a question about the subject. I am trying to make them reflect and think and I also want to give them a little confidence to enable them to reflect and think and then to have the same confidence in themselves in front of their customers. Does that make sense?
I have also produced a short, 5 minute or so module for new joins. It is a series of 6 scenario based questions. They learner is given 2 chances to find the 'model' answer, (all of the answers are right in some way) and on each go are given feedback in a way that 'layers' the learning. All of the learning is in the feedback. In the whole piece we introduce the learners to the way we treat customers through to how our Advantage Card works, in 6 screens.
I find usually that understanding only comes when the knowledge or learning has been applied. As a result, e-testing can only go part of the way to ensure that I have given the student the knowledge they need to carry out the job.