Adult –focused courses integrate concepts and practice, and as a result the tasks (assignments) are complex, with an ‘applications’ focus. Newcomers to applied learning can be confounded trying to understand the task model, essential before tackling its contents.
Analyzing any learning task begins with reviewing the intended learning goal, which should be quantifiable. The second step is to identify the process steps in the task, such as conducting and citing research, creating a visual presentation on slides, or taking one position in a debate. What comes third? Dissecting the task’s scenario or situation, which is typically in guideline form and includes the relevant topics. For example, an integrated task in a marketing course might ask the learner to apply the processes of market segmentation, targeting, differentiation and positioning to a new-market opportunity for a fictional company. Finally, the learner must determine the measurable outcome that he or she is expected to demonstrate.
Is this integrated-task learning model worth the complication? For anyone whose education is tied to workplace success, it certainly is. Both managers and their subordinates increasingly face uncertainty and change-driven challenges as well as opportunities. ‘Practicing’ ahead of time within the safety of fictional situations hones the assessment and communication skills before they are needed for real.
Mon, Aug 3, 2009
Adult Education, Continuing Education, Higher Education, Tips