Generic Management 1. Introduction For ages face-to-face delivery - PDF document

Virtual Learning Programme Generic Management 1. Introduction For ages face-to-face delivery was the only preferred mode to deliver training and for obvious good reasons. But intuitive learners and even facilitators could always find a way to circumvent the noble ideals of providers. Since the dawn of the electronic era providers and educators endeavored to find new ways of delivery to counter all the negatives associated with face-to-face learning E-learning came to the forth and soared, but after a while it also gained a negative reputation. Providers and educators identified one major missing link namely that e-learners became bored, felt lonely, experienced minimal engagement and a lack of motivation. Then came the era of gamification and storyfication. At Moetapele Academy we embraced this new development and applied it to the training intervention that we hereby present with pride. 2. Our Approach We have integrated into the learning program the following elements and principles: 2.1 Educational Principles The program design carefully considered the following two principles that enhances retention: A learner has only and fully learned if the learner can teach somebody else. The virtual learning program makes provision that the learner as the main role player must constantly teach an intern, a character who blends into the storyline but who was designed solely for this purpose

The principle of repetition is vastly accepted as pivotal to learning and the program allows for ample repeat exercises and activities 2.2 Adult Learning Principles The following table shows how the principles of adult learning are applied in this programme: Principle Description How it's applied • The story line and activities Self-directed Adult learners are actively involved in the learning process such that they lead to learners participating make choices relevant to their learning and completing activities that objectives provide evidence against the learning outcomes. • The learner completely controls the learning process • It is primarily based on direct confrontation with practical, social, or personal problems. • Self-evaluation is one method of assessing the progress or success. • Competition and the need to Motivated Adults learn best when convinced of the need for knowing the information. obtain career promotion is a Often a life experience or situation very strong part of the stimulates the motivation to learn programme (O'Brien, 2004) • Learners get opportunities to Adult learning utilizes Learner is encouraged to connect to knowledge & life their past experience with their apply knowledge and experiences current knowledge-base and activities experience in the variety of activities available • The storyline leads to Goal-oriented The motivation to learn is increased when the relevance of the “lesson” activities that are goal through real-life situations is clear, orientated and make learning particularly in relation to the specific more interesting concerns of the learner. • Learning activities are Adult learning is Assigned tasks to achieve their own relevancy-oriented learning goals relevant to typical situations a learner will experience in a workplace • Learners get an opportunity Adult learning highlights Learning is facilitated when practicality appropriate ways of implementing to apply their knowledge and theoretical knowledge in real life skills situations are made clear. • Learners have a need to be Level of Engagement In a classic study, Rogers (1969) illustrated that when an adult learner self-directed, deciding for has control over the nature, timing, themselves what they want and direction of the learning process,

Principle Description How it's applied the entire experience is facilitated. to learn, they will find different options, and they can do activities in different order. • Learner will have the Adult learning encourages Adult learners thrive in collaborative collaboration relationships with their educators. opportunity to have one on one coaching sessions. When learners are considered by their • Learners also have instructors as colleagues, they become more productive. When their opportunity to connect with contributions are acknowledged, then fellow learners with chat they are willing to put out their best options work. Also, check some insights • Completed learning activities Application of learning As skills and knowledge are acquired, it is paramount to include return will produce evidence that demonstrations by the learner. The will be stored in a Portfolio of primary purpose is to verify the ability Evidence. of the patient to perform the skill. 2.3 Different Learning Styles a) Visual learners prefer seeing what they are learning . This programme makes use of pictures and images to help learners understand ideas and information better. Also, the inclusion of 3D animation will provide excitement and a more real life experience. The programme makes provision for “ Visual learners” to read and follows the directions as they work. Diagrams and illustrations are also included in Ebooks. b) Auditory learners prefer to hear the message or instruction being given . These adults prefer to have someone talk them through a process, rather than reading about it first. Adults with this learning style remember verbal instructions well and prefer someone else read the directions to them while they do the physical work or task. Podcast and Meditation options will allow learners with this preference to excel. c) Kinaesthetic learners want to sense the position and movement of the skill or task . These learners generally do not like lecture or discussion classes, but prefer those that allow them to "do something." 2.4 Learner Barriers The learning programme made provision for possible learning barriers: a) Lack of time: Self-directed learning, learner can complete the programme over a period of 18 months. Emphasis are on the completion of activities that produce relevant evidence for assessment against learning outcomes. b) Lack of confidence: Learner works at his or her own pace. The type of activities are progressing from easy to more difficult to ensure learner develops confidence. Learner support is built in in activities such as Life Guru, life coach and game mentor c ) Lack of information about opportunities to learn: Information are repeated in different ways at least three or more times in different formats such as e- book, webinar, meditation etc d) Scheduling problems: Learner schedules his or her own learning times. e) Lack of motivation:

Learner can exit programme at different levels, Simulation will keep the learners challenged and motivated f) Access to internet Learner will get activities on CD. Learner can request the e-books in print 2. 5 Principles of Gamification: This Virtual Learning Programme includes the principles of gamification in order to create an effective learning system that enables learners to rehearse real-life scenarios and challenges in a safe environment. It strives to offer the learner: • A better learning experience • A better learning environment • A change to adapt and change behavior • An opportunity to achieve competence against the learning outcomes • It evokes friendly competition. • It provides the learners with a sense of achievement when challenges are overcome • It provides an engaging learner to gain and repeat experience leading to anticipated behaviour change. • It encourages learners to progress through the content, motivate action, and eventually influence behaviour. • It provides continuous feedback 2. 6 Principles of Storyfication This virtual learning programme creates a scenario through a storyline where the learner becomes the main player that capture s the learner’s attention, challenge them, engage w ith them and teaching them The storyline simulates real life situations that contributes to making learning fun, real yet playful, transparent and allows for some competition. The storyline allows for characters to be introduced just as in real life, each plays a role and impacts on the learning experience of the learner and with whom the learner must learn get along with just as in a real workplace. Here are some examples: Personality Traits and 1 Little Known Character Role Facts • Kind gentle but strong face leader. Share knowledge and skills and will play (facilitator/coach to learner) Someone that’s respected and has presence as he enters the room Provide counsel and guidance Little Known Fact Evaluate the learner's progress and give him feedback LKF Navy Seal/Ex-Commando/pilot 1 Little Known Facts have been created to allow twists and tensions in the story.