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Importance of Self Reflection and Growth

ImageSo for the past week, I have been focusing on how to compile my final project for this assessment course.  I have been visiting and re-visiting objectives, reviewing technology tools, and how to align those objectives with higher-level thinking skills for the workplace; yet not compromise the integrity of what is needed in workplace learning to simply fulfill a course requirement.  It is about finding the balance to show growth in the skills in the course and the different expectations in the workplace (compared to the education focus of the course). I have been changing and adjusting, sometimes even second guessing my instructional design direction, as I work toward my final project.  It has been a challenging process.  Ultimately, this process was about self-reflection and growth this week.  It was a reminder about why I continue to take graduate courses– to challenge my thinking and take my skills to the next level–however, I forget how difficult that can be at times.

This week’s readings made some recommendations for online courses.  I choose three key points to focus on integrating or improving upon in my course. Those readings included the following:

Petersen, N. J. (2004). Cybercoaching: Rubrics, feedback, & metacognition, oh my! Paper presented at E.C. Moore Symposium on Scholarship of Teaching and Learning, Indiana University. February 25, 2005.

Koohang, A., Riley, L. and Smith, T. (2009). E-Learning and constructivism: From theory to application.  Interdisciplinary Journal of E-Learning and Learning Objects, 5:91-109.

 

Key Point 1:  Incorporate relevant, realistic and authentic learning situations

I have designed my training around a relevant, realistic business goal, including determining metrics that link back to workplace performance- service levels that show a cumulative result of all agent performance and an agent level performance metric.  The training was designed around authentic learning situations that link directly to that business goal that was decided. 

The biggest area of opportunity here is in designing the activities to make sure they are reaching toward the higher-level, cognitive skills needed for the job.  Completing a cognitive task analysis will help me narrow the activities to the most relevant situations that agents are struggling with on the job.  This way I know that my focus is on those authentic situations that matter the most. 

Key Point 2:  Monitor learner progress and then insert focused mini-lessons that direct the student to particular skills required for adequate performance.

I see the design of my training beginning with a pre-assessment that will diagnose  the areas that learner only needs to focus on for training. The plan is to include several learning nuggets that the learner will complete based off that pre-assessment analysis.   Each learning nugget will have an assessment that includes feedback to guide the learner as if I was by their side.  If the learner struggles on any aspect, there will be additional learning kernels (focused mini lessons) to direct that skill area. It may be a self-checking activity or a video to guide in using and reading information in the system tools, for example.

My big area of opportunity for this point in my final project is to move beyond the idea of what I want to create and move toward storyboard the content with the desired activities. 

Key Point 3:  Include opportunities for self-assessment and formative assessment which inspire growth

To bring the training to a higher level, self-assessment or reflection must occur throughout.  Although learning journals or blogs are not appropriate for my workplace, I believe there are ample opportunities to assess and even collaborate on their learning.  One idea that I have been playing around with is a collaborative FAQ to showcase the points they want to remember and that others could benefit from. To really take your learning to the highest level, it involves being able to teach a skill to another. A wiki may be the answer.

Along with that I think it is important to have learner reflect on what they already know and find commonalities from other client trainings. These connections will help the learner gain confidence in their knowledge and see how their training can apply in new situations. 

Along with this, I want the learner to be able to judge their response to a customer query against a set standard.  I want the learner to self-assess their call responses against the quality rubric, but also assess other calls to judge if it meets the required standards. 

Lastly, action planning should be a part of the training.  My standard closer that includes the stop/start/continue direction is important.  This involves the learner identifying one thing they want to stop, one thing they want to start, and one thing they want to continue doing based off the training. It helps them focus all the training they received and create a plan to start implementing once they are back on the job. 

Here my biggest area of opportunity for my project is to determine how this self-assessment objective can be placed throughout the learning process.  I think once I map out the content flow and then storyboard the activities, it will become more apparent to me on where these opportunities lie.

 

~Tina

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One Response

  1. Tina, I can’t wait to see your final. I appreciate the idea of looking at the students needs and focusing on those areas. Also I too believe it is important for a student to reflect on their learning process. It solidifies the experience. Michelle

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