MODULE 6: Parts of a Learning System Design Plan

Learning System Design

The process of creating a structured educational framework that meets specified learning needs.

Rationale

The justification for the existence of a learning system, determining whether it is needed to address specific learning concerns.

Audience Capabilities

The skills, knowledge, and limitations of the learners that must be considered in designing a learning system.

Resource Analysis

An evaluation of the available resources, both human and non-human, necessary for implementing a learning system.

Instructional Goals

Broad statements that describe the intended outcomes of a learning system from the learner's perspective.

SMART Objectives

Criteria for effective goals: Specific, Measurable, Attainable, Realistic, Time-bound.

Evaluation Plan

A strategy for assessing the effectiveness of a learning system against its objectives.

Cognitive Domain

Learning tasks that involve mental skills and the acquisition of knowledge.

Affective Domain

Learning tasks that involve emotions, attitudes, and motivations.

Psychomotor Domain

Learning tasks that require physical movement or action.

Enabling Objectives

Specific objectives that lead to the achievement of broader instructional goals.

Feedback

Information provided to learners about their progress towards achieving learning objectives.

Learning Task Description

Outlining the specific activities that learners will engage in during a learning system.

Learning Strategy

The planned approach to facilitate learner engagement and participation in the learning process.

Expository Approaches

Teaching methods that involve direct transmission of information from instructor to learner.

Inquiry Approaches

Teaching methods that encourage learners to discover answers through exploration and discussion.

Work Assignments

Distribution of tasks among team members in the implementation of the learning system.

Budget

Financial planning that outlines the resources needed for implementing a learning system.

Timetable

A schedule that includes all activities associated with the planning and implementation of a learning system.

Human Resources

The people involved in the design and implementation of a learning system.

Nonhuman Resources

Materials, equipment, and facilities used in a learning system.

Document Review

A method of evaluation that involves analyzing existing records related to previous educational initiatives.

Group Discussions

Interactive sessions where participants share their feedback and insights on the learning experience.

Observation

The process of systematically watching participants to assess behaviors during a learning system.

Surveys

Questionnaires distributed to participants for feedback on the effectiveness of a learning system.

Achievement Criteria

Standards used to evaluate the success of a learning system based on participant performance.

Cost-effectiveness

A measure of whether the benefits of a learning system outweigh its financial costs.

Learning Gaps

Discrepancies between actual learner capabilities and expected outcomes in a learning system.

Behavioral Objectives

Specific, measurable actions that learners are expected to perform as part of instructional learning.

Terminal Objectives

The ultimate goals of learning tasks that determine the success of the instructional plan.

Learning Outcomes

The results of education, detailing what a participant is able to achieve following a learning experience.

Interactive Learning

Learning approaches that engage participants in collaborative problem-solving and sharing experiences.

Educational Communicator

A professional who utilizes communication strategies to enhance learning experiences.

Facilitator

An individual who guides and supports learners through the educational process.

Practice Goals

Verbs that guide learners toward achieving specific learning outcomes.

Learning Environment

The setting in which learning takes place, including physical, social, and educational factors.

Assessment Measures

Tools and methods used to evaluate the effectiveness of a learning system.

Content Outline

A structured outline that represents the topics and subtopics covered in a learning system.

Motivation

The inner drive that stimulates learners to engage with educational content.

Cultural Awareness

An understanding and consideration of the cultural contexts of learners during the educational process.

Learning Strategies

Approaches planned to elicit specific responses and engagements from learners during the learning process.

Community Engagement

Involvement of local communities in educational initiatives to address their specific needs.

Feedback Mechanism

A system for providing learners with information on their performance and areas for improvement.

Performance Criterion

Specific standards that outline the expected level of achievement for a given task.

Training Needs Assessment

The process of determining what training or educational interventions are necessary for a target audience.

Reflective Practice

A method where learners contemplate their learning experiences to enhance personal development.

Feedback Loop

The ongoing cycle of feedback and adjustment that helps to improve learning outcomes.

Customization of Learning

The process of adapting educational materials to meet the specific needs and preferences of learners.

Networking

Building connections with individuals or groups that can provide support or resources for educational initiatives.

Analytical Skills

The ability to assess situations, identify problems, and apply solutions in educational contexts.

Student-Centered Learning

An approach that places the learner's needs and experiences at the forefront of the educational process.

Inquiry approaches

focus on learning that is within the learners’ control. Information is not simply handed down to learners, but is produced or generated by them when they perform activities or discuss with other learners to come up with solutions to a problem.

Presentation

A good example of the expository approach, this is essentially a one-way of flow of information from a teacher to learners. Learners learn well if they are able to process the information upon delivery. This is often used in learning tasks related to the cognitive domain.

Discussion

This is a good learning strategy if designers want to induce learning through stimulation of thoughts and free-flowing exchange of ideas. This is often used to enable learners to come up with their own solutions to a given problem. This can address both the cognitive and affective domains of learning by allowing them to internalize principles and gain insights, and to increase interest or motivation to act in relation to an issue. In order to ensure effectiveness of this strategy, participants should be willing to participate and take responsibility for their own learning. One possible downside is that it takes time and effort in order to achieve a fruitful discussion.

Sharing

In this strategy, learners are encouraged to share their experiences, insights, and thoughts to other learners. This strategy helps learners to internalize what they share but also to gain insights in listening to the reactions and experiences of other learners. A good example of this is when urban poor kids share to each other how Oplan Tokhang has made them feel insecure and unsafe in their own community. Children may exchange experiences with each other (as one learner group) or they could exchange their experiences with other learner groups, for example, their parents, teachers, or the local government unit who also engage in a discussion of their own collective experiences.

Sharing strategy

is usually considered a good example of the bottom-up communication approach in development communication. Through sharing and dialogue, groups can raise their concerns and experiences to other sectors and policy makers to act on issues affecting their community.

Doing

This is a strategy that can be employed when educational communicators want to give learners the chance to perform or try a learning task. For example, learners can solve a mathematical problem, operate a new farming equipment, or do a test broadcast for community radio. Some forms of this strategy include exercises, projects, drills, games, and simulation. The high level of participation being asked of the learners allows them to acquire new information (cognitive), new skills (psychomotor) and also new attitudes (affective).

Feedback

Informing individual learners of their progress towards reaching the terminal objectives of the learning system is an important learning strategy. A learner should know where s/he performed well, and which areas need improvement. S/he should also be guided in tracking which objectives s/he has already achieved and which objectives s/he still need to carry out.