Thursday, August 26, 2004

e-Learning Theories: Learning Theories  

- set sequence, easiest to hardest
- can't skip a step, must be able to do all modules
- tested after each module and if you fail you are unable to move
- ideal for set procedures and motor skills

- pre-testing allows people to pass a module however after they skip modules, they continue with the set structure e.g have already done 1-3, continue on from 4, 5, 6 etc
- don't have to pass a module however there may be an uneasy feeling
- require a structure or framework as to where the information belongs i.e big picture
- present with advanced information e.g prior research before starting a module

[EXAMPLE] of music playing being blended between behaviourist and cognitive: doesn't matter what order they play or how they play but you test them at the end

- concerned with the role of emotion, care how people feel
- can understand how they feel but may not make them work better e.g typing
- don't require a set order or structure

[EXAMPLE] of stress management being blended between humanist and cognitive: allow people to discuss how they feel in a structured approach

- no set structure
- building on experience
- collaborative learning i.e discussion boards, researching, problem solving, discussing and sharing information in no particular order
- allows personal learning
- aren't concerned with feeling but what you have learnt

[EXAMPLE] blend cognitive with constructivist: as people may become lost, the cognitive approach allows some structure

If you need structure, look at behavioursit, cognitive and gagne. Otherwise blend in the constructivist approach

- learning by watching other people
- works for customer service, modelling behaviour

e-Learning Theories: Unit of Competency 


This unit covers creating and using simple spreadsheets and charts through the use of spreadsheet software. This unit is related to BSBCMN107A Operate a personal computer and BSBCMN108A Develop keyboard skills.


BSBCMN214A/02 Create simple spreadsheets
·  Organisational and task requirements in relation to data entry, storage, output and presentation requirements are identified  
·  Spreadsheet utilises routine software functions and simple formulae to meet identified requirements  
·  Spreadsheet layout enables efficient data input and presentation  
·  Spreadsheet is formatted in accordance with organisational style and presentation requirements  
·  Formulae are tested to confirm output meets task requirements  
·  Adjustments are made as required   
·  Supervisor is consulted to confirm final formulae  

BSBCMN214A/03 Produce spreadsheets
  ·  Data is entered, checked and amended in accordance with organisational and task requirements  
·  Data input meets designated timelines and organisational requirements for speed and accuracy  
·  Manuals, user documentation and on-line help are used to overcome problems with spreadsheet design and production  
·  Spreadsheet is previewed, adjusted and printed in accordance with organisational and task requirements  
·  Spreadsheet is named and stored, in accordance with organisational requirements and the application exited without data loss/damage  

BSBCMN214A/04 Produce simple charts
  ·  Organisational and task requirements are determined in relation to the type of chart and chart features to be included  
·  Choice and design of chart enables valid representation of numerical data and meets organisational and task requirements  
·  Chart is previewed, adjusted and printed in accordance with organisational and task requirements  

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