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learning strategies
 
The four basic steps that are followed to evolve the instructional content of a course are described below:
 
  Step 1: Define the Learning Objective
  Step 2: Define the Learning Path
  Step 3: Relate to Learner’s Experience
  Step 4: Involve Learner in Education
  Step 1 Define the Learning Objective
 
At this stage, we define why the module should be learnt and what will be the end result of the learning. Based on the objective of the program and current knowledge level of the target audience, appropriate emphasis will be laid on conceptual knowledge and on examples, which will be used to demonstrate the application of the concepts. C2’s Instructional Designers work in close association with Subject Matter Experts (SMEs) to incorporate examples that are of practical application in the industry.
 
  Step 2 Define the Learning Path
 
Based on the outcome of the studies conducted by C2, a set of modules is evolved. The pre-requisite knowledge for each of these modules is identified and listed, and the modules are organized sequentially based on this listing.
 
  Step 3 Relate to Learner’s Experience
 
Contextual learning has proved to be much more effective than simple, linear instruction. Therefore, C2 makes extensive use of scenarios and case studies in its learning programs. This approach presents a unique advantage: Learners will be able to relate better to a scenario they come across in life and therefore understand the concepts better.
 
  Step 4 Involve Learner in Education
 
The learners’ involvement is brought in through interactions scheduled at regular intervals. Assessments are conducted at three stages in the learning process – Entry-Level, Random and Exit-Level. While the entry- and exit-level assessments check the learners’ understanding of the pre-requisites and the course coverage respectively, the random assessment checks progress at regular intervals, thereby bringing about total participation.
 
 
C2 uses, in addition to Gagne’s Nine Events of Instruction and Bloom’s Taxonomy for learning objectives, the principles of Keller’s ARCS Model of Motivation and Kolb’s Learning Style Inventory to create an effective learning package. Click each of the links below to view details.
Gagne’s Nine Events of Instruction
Each learning object will comprise of the following elements of Gagne's nine events of instruction:
  • Gain attention
  • Inform learners of objectives
  • Stimulate recall of prior learning
  • Present the content
  • Provide "learning guidance"
  • Elicit performance practice)
  • Provide feedback
  • Assess performance
  • Enhance retention and transfer to the job
    		•
    ENHANCE RETENTION  
     
    ASSESS PERFORMANCE 
    PROVIDE FEEDBACK
    		  
    ELICIT PERFORMANCE
    		  
     
    PROVIDE GUIDANCE
    		  
     
    PRESENT CONTENT
    		  
     
    STIMULATE RECALL
    		  
     
    INFORM OBJECTIVES
    		  
     
    GAIN ATTENTION
    		  
    Bloom’s Taxonomy
    We use the following taxonomy for creation of learning objectives and assessments. This helps ascertain the level at which the learner should be in the cognitive domain after completing the course:
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
    		•
     
    EVAL
    		  
     
    SYNTHESIS
    		  
      ANALYSIS  
      APPLICATION  
      COMPREHENSION  
      KNOWLEDGE  
    Keller’s ARCS Model of Motivation
    Motivating the learner to engage with the learning is of critical importance when designing training. We will carefully utilise each element of Keller’s ARCS Model of Motivation when designing and developing training.
     
    ATTENTION
    		   RELEVANCE  
     
    SATISFACTION
    		   CONFIDENCE  
    Kolb's Learning Style Inventory
    Kolb's Learning Styles Inventory, or KLSI as it's called, talks about four learners, based on their learning styles.
  • Accommodators have the most hands-on approach, with a strong preference for doing rather than thinking.
  • Divergers take experiences and think deeply about them, thus diverging from a single experience to multiple possibilities in terms of what this might mean.
  • Convergers think about things and then try out their ideas to see if they work in practice.
  • Assimilators have the most cognitive approach, preferring to think than to act.
    		•
      CONCRETE EXPERIENCE
    FEEL    		  
     
    ACCOMODATORS FEEL & DO
    		  
    DIVERGERS
    FEEL & WATCH
    		  
      ACTIVE
    EXPERIMENTATION
    DO    		  
    REFLECTIVE OBSERVATION WATCH
    		  
     
    CONVERGERS
    THINK & DO
    		 
    ASSIMILATORS THINK & WATCH
    		  
     
    ABSTRACT
    CONCEPTUALISATION
    THINK
    		  
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