Developing a Mini-Learning Resource

through the SYNERGY Exchange

Platform

SYNERGY Train the Trainer

Workshop

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 E Learning: Equality and
Diversity
The following are points to consider when developing
learning resources in relation to equality and diversity
and how they are addressed through e-learning:
Legislation:
Learners accessing education and training through e-learning formats are from a
diverse range of backgrounds, cultures, languages, experiences and beliefs.

Being mindful of equality issues is important in the learning environment .

Each country has legislation in place to protect learners from discrimination,

harassment and victimisation.

E-learning providers need to be aware of the relevant legislation in their jurisdiction and
ensure they are meeting those standards.

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 Equal outcomes
As educators it is important to ensure that everyone has
the right to appropriate and accessible education and
training.

E-learning can be accessed at a location appropriate to the learner,

eliminating any travel issues to access learning in a specific centre or
location

On-demand availability enables students to access and complete

training conveniently at off-hours or from home.

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 Inclusive teaching and learning
Awareness of personal bias
E-learning approach eliminates any individual bias, positive or negative as
the interaction is consistent and automated
Gender Consciousness
E-learning does not differentiate between gender. E-learning format should be
neutral and equally relevant and accessible to both men and women
Culture and language considerations
E-learning should be designed to be suitable for a wide range of cultural
backgrounds as it may be accessed by learners from a range of cultural
backgrounds. Terminology and language used should be appropriate for a wide
target audience

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 Inclusive teaching and learning
Well designed E-learning is inclusive of all learners needs
including those with disabilities.

E-Learning aaccommodates the three distinct learning styles of auditory

learners, visual learners, and kinesthetic learners.

E-learning accommodates the use of assistive technology for people with

disabilities

E-learning is self paced. Learners can progress at a pace appropriate to their

own needs and abilities therefore reducing stress and increasing satisfaction.

In these ways, e-learning is inclusive of a maximum number of

participants with a maximum range of learning styles, preferences, and
needs

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 Purpose of Mini-Learning training
resources
Research conducted with 132 micro-enterprise owners
across six EU countries clearly outlined that:

Current and available training offers often do not address those

issues and problems experienced by business owners.

Business or vocational training available to business owners is often

location specific, classroom based and scheduled for 1 to 5 days
during core business trading hours.

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 Purpose of Mini-Learning training
resources

Therefore there is a need for short and concise resources

that can be used whilst working, integrated into the daily
work routine.

Themes have been pre-defined by the business owners

themselves that address authentic and realistic business
problems that are relevant and can be adapted directly.
(SYNERGY TNA)

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 Example of a Mini-Learning
Resource Structure and Layout
Title: Effective
Team Work.

Content: Giving Outcome: At the end of

this session you will
and receiving know how to give
effective feedback feedback effectively
within a team within a team.

Text based document:

Key theories and
principles and, Visual: Video Lecture: Speaking Video lecture with or PowerPoint with
simulation video of directly to camera without PowerPoint Voiceover
giving good/bad
feedback

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 Structure and characteristics of a
Mini-Learning Format Resource
(MLFR)
When creating a mini-learning resource, irrespective of
the resource format (i.e. video, audio, worksheet etc) the
following structure should be adhered to.

This structure is based on common approaches used in

teaching settings and is informed by didactical principles
and learning theory.

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Phase 1 (Input time: 1 minute): Introduction & Aims
The creator should introduce himself/herself; announce the title
of the course; state the learning outcome(s) and outline the
main content areas of the course.

Phase 2 (Input time: 3 5 minutes): Key Learning Content

The actual learning content that targets a very specific problem
context or thematic issue must be communicated in this phase.
Thus, this phase is the core element of the resource and will be
the most extensive phase.

Phase 3 (Input time: 1 2 minutes): Reflection and Transfer

Following the phase 2, the creator should provide a short
summary of the key learning points, highlighting the link
between the content and the business environment and offer
some questions or statements to help the learner reflect the
content against the background of their own problem, and thus,
learning transfer will be fostered

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Phase 4 (Input time: 1 minute): Assessment & Outlook

The creator has the option to provide a self-assessment tasks,

resource and/or quiz. This phase is critical to the learners to
support successful learning processes.

Following this structure, prioritises the focus on the

content which helps to keep a high standard of quality,
consistency and relevance. This structure will deliver
focused learning resources requiring the resource creator
to really think his/her content preparation through.

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 Example of a Mini Learning Format
Resource

http://undermywing.eu/icms/video/site_7322/1403102549_
mod_5_unit_1_720_900k.mp4

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 Learning outcomes
What are they?

Learning outcomes are the specific intentions of a programme or

module, written in specific terms.

They describe what a student should know, understand, or be able

to do at the end of that programme or module

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Benefits of Learning Outcomes

Learning outcomes can:

Help to guide students in their learning in that they explain what is expected
of them, in turn helping them to succeed in their studies.

Help staff to focus on exactly what they want students to achieve in terms of
both knowledge and skills.

Provide a useful guide to inform potential candidates and employers about

the general knowledge and understanding that a graduate will possess.

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 Writing Learning
Outcomes
We recommend that you aim for a
maximum of 2 learning outcomes for each
of your Mini-Learning Resources.

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AD536 Kenny & Finn 1

 Writing Learning
Outcomes
Start learning outcomes with the phrase:
On successful completion of the session, learners will
be able to

OR, better still:

On successful completion of the session, you will be

able to

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AD536 Kenny & Finn 1

 Writing Learning
Outcomes

These phrases lead you to use action verbs so that

students are able to demonstrate that they have
learned or achieved the outcome.

To help you write your outcomes, use Blooms

Taxonomy (1956), which despite its age is still one of
the best aids to writing good learning outcomes.

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AD536 Kenny & Finn 1

 Aim

A generalised statement of an
intended direction

Always starts with the word

To ..

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AD536 Kenny & Finn 1

Criteria for a learning outcome
1. Starts with On successful completion of this
session the learner will be able to ..

2. Contains only one action verb

3. Action verb is linked to Blooms taxonomy of

words

4. Means of assessment is written concurrently

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AD536 Kenny & Finn 2

 Blooms Taxonomy

Bloom identified six categories of learning:

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
All of which you can use at any academic level

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 Blooms Taxonomy

The first two of these relate specifically to knowledge and

understanding, while the remaining four involve intellectual
skills.

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AD536 Kenny & Finn 2

Bloom's taxonomy is a way of distinguishing the fundamental questions within the
education system. It is named after Benjamin Bloom, who chaired the committee of
educators that devised the taxonomy.

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Learning Outcome Exercise

Write up to 2 learning
outcomes for the mini-learning
resource you will design for this
workshop or a session where
you have previously facilitated

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AD536 Kenny & Finn 2

 Preparing a lesson plan
A lesson plan should have a standard structure
outline 1 to 5 following:

A. Opening
1.
B. Learning
2. Engagement
outcome
C. Steps
3. Learning
to be
incident
taken,1,2
1 etc
D. Feedback
4.
E. Closing
5.

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AD536 Kenny & Finn 2

 Preparing a lesson plan
Layout the lesson plan on a A4 page in
landscape orientation
Draw five columns on the page. The headings
are:

1. Time schedule
2. Learning content
3. Resources/Materials required
4. Steps to be taken
5. Learning outcome expected

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AD536 Kenny & Finn 2

Preparing a lesson plan
Section 1

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 Target Audience: Profile of
Learner
The audience of your Mini-Learning resources within
SYNERGY are the participants of the SYNERGY
Exchange platform.

Respectively Micro-enterprise owners and managers

that wish to access mini learning resources and decide
to exchange information, experience, and create and
share learning resources of their own.

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Preparing a lesson plan
Section 2

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Evaluation techniques
Making evaluation relevant
to e-learning and SYNERGY

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This session will briefly:
Describe why evaluation is important and necessary in
an training context

Review how the Kirkpatrick four levels of evaluation apply

to E-learning

Offer some practical tips on E-learning evaluation (levels

1-3)

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The Keys to a Good Evaluation

What you need to know?

The purpose of the evaluation

Who is it for

What exactly do they need to know

Possible Answers
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To determine if the training worked

Kirkpatricks classic four levels of evaluation

Why is this model relevant to us?

Kirkpatricks model concerns itself with results rather than mechanisms

that are used to create the results.

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Level 1 Reaction surveys
What does a response
evaluation really measure?
Did training meet the
expectations of learners?
Did learners find the learning
experience emotionally and
intellectually satisfying and feel
that they personally benefitted?
Was the style of presentation
(videos, interactions) acceptable
to learners?
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When is this knowledge useful?
When determining learners comfort
level and confidence in their ability
to take an e-learning course
When trying to recognise and defuse
potential frustrations of learners
(what worked well or not)
When accessing if the style of
presentation (video, interactions)
were acceptable to learners?
Level 1 Techniques and Tips
Techniques
Gathering opinions through
questionnaires
Electronically track access
and navigation
Rate of progress
through course
Completion rates
Participation in online
discussions or chats
Solicit feedback within
course
Hold focus groups
Tips
Do Level 1 evaluation
primarily in development
phase of programme/course
Consider the novelty of E-
learning
Analyse the data to gain
insight
Do not wait for the end of the
course for input
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Level 2 Learning Evaluation
What does level 2 tell us?
What does a learning evaluation
really measure?
What specific facts, concepts,
processes, procedures or
principles did learners acquire
(learn)?
When is this knowledge useful?
When feedback is required as
ascertain whether content has been
successfully transmitted to trainees
both individually and as a group
Meaningful, yet economical
evaluation is required
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Level 2 Techniques and Tips
Techniques
Design tests to evaluate
learning
Rememberyour learning
outcome(s) inform you what
type of evaluation is needed
Select your learning
outcome(s) carefully
Observe learners behaviour
during training online
discussion groups/chats
Challenge learners to perform
a hands on activity (blended)
Tips
When testing integrate your quizzing
with the content
Create questions that reflect
skill/knowledge necessary in workplace
and ideally require performance similar
to workplace
Create case studies with available
content
Evaluate response to questions to
identify any missed frequently
When training to an awareness level a
Level 2 evaluation is sufficient
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Level 3 Performance evaluation

What does level 3 tells us?

What does a performance When is this knowledge useful?
evaluation really measure?
Can learners apply what they When the gap between knowing and
learned to their jobs? doing is critical

Putting theory into practice is a high

priority

When identifying which learners

were the most successful at applying
learning

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Level 3 Performance evaluation

Performance on the job occurs outside of the E-learning

environment so generally the evaluation at this level does
as well but it can be support with technology

Conditions necessary to change:

The learner must.

have desire to change
know what to do and how to do it
work in the right climate
be rewarded for change

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 Level 3 Techniques and Tips

Techniques
Observe learners behaviour on the
job (look for set of behaviours that
demonstrate mastery of learning
objectives)
Gather opinions of those that
supervise or manage the learner
Consult records or performance logs
Simulate job performance with a
computer simulation that accurately
predicts On-the-Job performance,
mimicking the job environment
(same cues for action; same
distractions)
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Tips
This is hard try observations
first
Always keep an eye out for a
supervisor/manager and
capture/disseminate their
knowledge
Ideally conduct this evaluation
2 to 3 months after training
Level 4 Results evaluation

What does level 4 tells us?

What does a results evaluation
really measure?
Did the training programme
accomplish its original
company/organisational goals?
Was the training programme
cost effective?
What is the rate of return on the
money invested in the training
When is this knowledge useful?
When deciding among training and
other solutions to problems
When documenting the benefits of
training to those that are
responsibility for paying the bills and
generating revenue

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Level 4 Results evaluation

E-learning no different than any other type of

training

A simple way is to determine its worth

Describe the change that resulted due to training
Estimate the value of that change (50K/year)
Estimate that % of the change due to training (50%)
Estimate your confidence in the training estimate (75%)

Training benefit = 50K/yr x 0.5 x 0.75 = 18.5K/yr

ROI = (benefits costs)/costs x100

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 Next Steps
Please refer to your Learner Workbook and complete the
template for the development of your mini-learning
resource.
This will be the first step in the design of your Mini-
Learning Resource...

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