這是本週C組的簡報

1. Introduction:Start With Your Training Needs Assessment

2. Start with your training needs assessment Target your learning technology training interventions based on a sound and strategic decisions--making process. Not “how to do a need assessment”.

3. The Training Needs Assessment(1/6) Find the use of technology can support continuous communicationwith and education of their customers. Interact with customers in a frequent, time-sensitive manner. Keeping ahead of the competition Retaining the customer base

4. The Training Needs Assessment(2/6) Conduct 2 different needs assessment Your workforce External customers Require to know in any training program Knowledge Skills

5. The Training Needs Assessment(3/6) BIGGEST MISTAKEs: select the technology first then trying to make the content fit One-size-fits-all

6. The Training Needs Assessment(4/6) You can get off to the right start by Identifying the skills and knowledge levels of your workforce Determining what knowledge and skills are necessary to meet your mandated functional and soft skills training at every level of the workforce Ensuring that performance objectives to obtain desired knowledge and skill levels are clearly stated Knowing learner’s levels of computer expertise Identifying local or regional support for any cultural or language translation needs

7. The Training Needs Assessment(5/6) Your needs assessment for the workforce will identify current skills as well as knowledge levels of the learners: annual refresher training specialized training they need for functional job requirements Needed skills to begin a new job and advance in that job current skills do they have that can be transported to the next job? What knowledge and skills do they need for cross-training in other jobs?

8. The Training Needs Assessment(6/6) As you identify the needs of the learners, keep in mind some very important considerations: Are there multiple levels of difficulty in learning content? Are there prerequisites for any or all learning? Must learners be able to see the instructor via two-way video or other technology? Do the learners need to interact with you or with other learners? Do you need or want to assess learner performance as each learning segment or module is completed? Do you need remedial electronic tutoring for learners who perform poorly on assessments or become confused during the learning experience? Does the learner need to see visuals as the course or learning segment is progressing?

9. The Next part of Your Needs Assessment(1/2) If you decide to deliver a course via the Web, you must be sure that each person has: Access to the Web Needed hardware and software for universal access Global interoperability Up-to-date multimedia capabilities for his or her PC Knowledge about how to use the applications

10. The Next part of Your Needs Assessment(2/2) Unique list of mandated functional and soft skills training needs. Once you know your content needs, technology options that are available, and skills levels that need to be met, you are ready to move to the next step.

11. soft skill 訓練課程講師教授的課程可分為兩大類，分別是「硬技巧(hard skill)」及「軟技巧(soft skill)」。 前者指與專業技能直接相關的，例如銷售技巧、專案管理、ISO、品管技巧等；後者大多是指人際關係、管理相關的事項，例如溝通技巧、管理觀念、領導技巧等皆屬之。

12. Activity Theory

13. Select multiple methods of presentation and distribution

14. Frameworks for selecting methods of presentation and distribution Interaction Level Focus of Activity Learning Technology

15. Frameworks for selecting methods of presentation and distribution

16. Interaction Level

17. Example to lead the way

18. Interaction Level 1.學習者 – 教學者 2.學習者 – 學習者 3.學習者 – 客座專家 4.學習者 – 社群成員 5.學習者 – 工具 6.學習者 – 內容 7.學習者 – 環境

19. Focus of Activity

20. Focus of Activity 1.內容 閱讀或呈現教材 討論、授課、案例研究、視訊或網頁的檢閱 2.過程 學習者從做事情的過程中獲得經驗 肢體運作歷程：如跳舞或打字；心智運作歷程：如戰略規劃研討會或辯論 3.互動 經由與其他人的互動學習到關於態度、洞察力和社會期待 顧問指導座談和合作學習團隊 4技能建立 反覆訓練且依據學習者的表現給予他/她正向或負向的增強 深入研究和實踐、模擬 5.批判性思考 可以伴隨最多的其它學習重點 評估、分析和連結資訊、省思、寫日誌和角色扮演 註：meta-cognition

21. Meta-cognition Created by John Flavell "Knowledge of knowledge“ "Learning of learning" 定義：簡單的說是一種特殊的認知策略，被認為是現代認知教育中最活躍、最富饒的領域。後設認知是認知的認知，思考的思考，可用來監視、計劃、評估並管理我們認知功能運作的執行認知過程，它們是學習和表現以及整個智力系統扮演重要的中介角色。

22. Learning Technology

23. Introduction Thinking: How do technology integrate into instruction or training? How do blended technologies influence us in learning effectiveness? The person who designs the instruction has the task of examining the technologies in the context of the instruction or training and their effects on the outcome for the learners (Heinich, Molenda, Russell, & Smaldino, 1999) Framework for selection learning technologies Types of learning technologies Strengths and Weaknesses of learning technologies

24. Framework for selecting learning technologies The learning technologies link your audience’s needs (change in knowledge, skills, and attitudes) to your instructional objectives. How do you find out about the available technologies? Checking ASTD models for learning technologies: roles, competencies, and outputs (Piskurich & Sanders, 1998) Talk with the technology specialist Table 9-1Framework for selection technology for e-learning

25. Framework for selecting learning technologies Table 9-2 Examples of learning technologies

27. Strengths and weaknesses of learning technologies

28. Strengths and weaknesses of learning technologies

29. Strengths and weaknesses of learning technologies

30. Strengths and weaknesses of learning technologies

31. Web 1.2.3 Web1.0—網頁式單向傳播，下載閱讀；搜尋方面就如同現在的搜尋方式，會列出所有相關的網頁。 Web2.0—分享、溝通、公民記者，如Wiki、blog、社群，但和我們今天討論不同的是，他指出web2.0的定義其實很廣泛，只要涉及到溝通都算，所以就算像是期末教學意見調查表，結果只會給單方(教師)知道的，也算是web2.0，所以論壇、bbs、無名悄悄話都可以算是； 搜尋方面，關鍵字搜尋，就算是web2.0的範疇，因為它連結了訊息間的概念。 Web3.0—語意網，現在正在開發的技術。期望將不同領域的知識做全方面的聯結；搜尋方面，期望做到更精確與更使用者本位的結果， 例如期望搜尋景點”玉山”，就不會搜尋到”玉山銀行”。

32. Questions to ask before selecting presentation and distribution methods

33. Questions to ask before selecting presentation and distribution methods

34. A menu of methods for presenting and distributing information Active experimentation Case study Collaborative learning Course handouts Debates Demonstration

35. A menu of methods for presenting and distributing information Dialogue Discussion Drill-and-practice Guest lecture Independent learning Interviews Journals

36. A menu of methods for presenting and distributing information Lecture Mentoring Modeling Peer presentation Presentation Problem solving Question-and-answer section Quizzes

37. A menu of methods for presenting and distributing information Reflection Reports Role play Small group discussions Software applications Tutorials Teamwork, cooperative learning groups Website development

38. Frameworks for selecting methods of presentation and distribution

39. Frameworks for selecting methods of presentation and distribution

40. Frameworks for selecting methods of presentation and distribution

41. Frameworks for selecting methods of presentation and distribution

42. Frameworks for selecting methods of presentation and distribution

43. Frameworks for selecting methods of presentation and distribution

44. Examples from BJET Seeing is believing: the role of videoconferencing in distance learning A-Level Geography students from a small grammar school in NI received distancelessons from the Liberty Science Center in New Jersey. The students also made presentations of their work using the document camera. Worksheets, which had been sent in advance as email attachments, were evaluatedand follow-up electronic activities were planned

45. “dissolve boundaries” videoconferencing can provide, in a cost-effective, time-effective, and inclusive way. It can foster educational collaboration Enhance the experiences of learning communities.

46. Examples from BJET Students of the School of Health Sciences at the University of Birmingham

47. Thank You For Listening!!!