TAEDES502: As Part of Dual Diploma Training & Design; and Vocational Education - Arts and Humanities Assignment Help

Assignment Task

Using Gagne’s Nine Steps for Instructional Design -

The order is not prescriptive and may need to be rearranged, depending upon the context and required outcomes.

• Gain attention

This may be a story, example or other approaches that focuses the attention of the learner and motivates them to learn. It needs to be based upon something that has meaning for the learner and that the learner can see applies to them.

• Provide a Learning Objective

The way that a learning objective is written for the instructional designer or trainer may not resonate with the learner. The learning objective must be stated in a way that the learner can picture the goal and organise their thoughts (backward chaining).

• Stimulate recall of prior knowledge

New knowledge is built upon a foundation of existing knowledge. In order to achieve a cognitive outcome, the learner must conceptualise. This relates to conceptual an

• Present the material

The material must be presented in a logical flow, with one concept leading to the next. It should be broken into manageable chunks so as to avoid cognitive overload. Incorporate opportunities for activities or feedback from the learner, so that learning is confirmed before moving on to the next stage.

• Provide guidance for learning

This is where skills are developed through guided practice. Scaffolding is relevant here, providing a fairly high level of support at the outset and gradually removing support as the learner develops independence and confidence. Demonstration or collaboration with other learners may apply to this step.

• Elicit performance

This is where knowledge and skills are consolidated with a range of activities and practice (problem-solving).

• Provide feedback

Feedback should be specific – not just “well done”. Formative assessment tasks provide opportunities for feedback so that the learner can gauge their progress.

• Assess performance

This relates back to providing feedback. Note that these steps relate more to delivering training than to designing learning resources.

• Enhance retention and transfer

Transferability of skills is essential to demonstrate competence. Provide problems, situations, tasks etc. which require the learner to apply their knowledge and skills in a range of ways.

ASSESSMENT TASK: This Coursework task requires you to:

• Research and design 2 print-based learning resources for First Aid (For Example, Anaphylaxis.
• Consult with your clients to decide on the final designs of your 2 learning resources.
• Reflect on the design process for both designs
• Develop the resource content to reflect the agreed design
• Trial and review ONE developed resource
• Submit the final resource (this must include improvements resulting from the review)
• As part of the practical skill requirements of this unit, you will be required to consult and/or collaborate with others. As part of our standard checking process, we may contact your collaborators so please ensure you include any contact details within your assessment, as necessary.

What else can you tell me that will help me to understand what I need to do?

As a trainer or manager, you may occasionally be called upon to develop resources for general or specific learning programs. You will now be required to research, design, and develop print-based resources that reflect your organisation’s current learning resource needs and the contexts of application, as follows:

• Research and design TWO print-based resources. For each, provide documented evidence of:

o Clarify with the client the brief, focus and type of learning resource

o Research the target audience, their learning needs and the learning environment for the resource

o Gather, collate and analyse relevant existing information you could refer to when developing the resource

o Identify any ethical and legal considerations and act on them

o Write a development work plan (mini-project plan)

o Generating a range of design options using a variety of techniques

o Development and confirmation with the client of an outline or prototype for the learning resource

o Analysis of the content specifications of the resource and mapping out of the proposed content

• Develop one of these resources, with documented evidence of:

o Development of content and content specifications in accordance with the agreed design

o Establishing mechanisms for reviewing work-in-progress

o Ensuring any text is clear, concise, grammatically correct, and appropriate for the intended audience

o Ensuring any visuals are relevant, instructive, and appropriate for the intended audience

o Using appropriate communication techniques (ref Observation Checklist).

• Conduct a trial and review of the resource you have developed, prior to implementation, against specified criteria/requirements, including:

o Checking resource content to ensure the accuracy and relevance of information against specifications

o Checking text, format and visual design for clarity and focus

o Conducting an external review using appropriate review methods and incorporating user feedback

o Reviewing final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client

o Submit the final print-based resource, including improvements made as a result of the trial and review

o Reviewing the design and development process against appropriate evaluation criteria

o Reflecting on the development process and methods and identifying areas for improvement

o Documenting identified improvements for future projects using appropriate communication techniques (ref Observation Checklist).

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