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Author: Francis Jane - stage 1: analysis

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Author: Francis Jane - stage 1: analysis

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For a corporate training program on effective communication, we followed the ADDIE model and conducted a needs assessment through surveys and interviews. We identified that employees needed to enhance their teamwork and communication skills. The target audience included mid-level managers and team leaders across various departments.

Reflection: in the future we should consider conducting a more comprehensive needs analysis by including additional data sources such as job performance metrics or stakeholder interviews to gain deeper insights.

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In the design phase, we selected a blended learning approach, combining online modules with in-person workshops. We defined learning objectives such as improving active listening, effective feedback, and conflict resolution skills. Assessment methods included quizzes, peer reviews, and role-playing exercises.

Reflection: incorporating learner personas could help tailor the design more closely to the audience’s preferences and challenges.

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Author: Francis Jane - stage 3: development

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Author: Francis Jane - stage 3: development

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During the development stage, we created engaging video tutorials, interactive scenarios, and downloadable resources. We used Articulate 360 for e-learning modules and Zoom for live sessions. All materials were designed to be accessible and inclusive, with consideration for diverse learning styles.

Reflection: formative assessments are not only useful to students but to us as trainers as well; in the future we should include a formative evaluation step where prototypes are tested with a small group of learners before full-scale development. This can help identify any issues early and refine the materials accordingly.

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Author: Francis Jane - stage 4: implementation

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Author: Francis Jane - stage 4: implementation

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The course was implemented over six weeks, with weekly online modules followed by live discussion sessions. Based on initial feedback, we made adjustments such as adding more interactive elements and extending Q&A time during live sessions to address participants' concerns and questions.

Reflection: the fact that we had set in place a structured plan for collecting ongoing feedback during the course, such as regular check-ins or short surveys after each session really helped make timely adjustments and enhance the learning experience "on the fly".

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Author: Francis Jane - stage 5: evaluation

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Author: Francis Jane - stage 5: evaluation

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We evaluated the course using post-training surveys, knowledge assessments, and performance metrics. Feedback indicated that participants found the role-playing exercises particularly useful. We used this feedback to refine future sessions, incorporating more practical, hands-on activities and follow-up support.

Reflection: for the first run of the program we only collected quantitative feedback from our audience, in hindsight it might be more suitable to employ a mixed-method approach that combines quantitative data with qualitative data (e.g., focus group discussions). This can provide a more nuanced understanding of the course’s impact and areas for improvement.

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Hi Francis Jane, your process breakdown and reflections are really good.

I was wondering what your thoughts might be about what we discussed in topic 2 of this module of the masterclass where we linked the Instructional Design models and the CoI (Community of Inquiry): if you were to consider the CoI in your development process, is there anything you would do differently?

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Background: For developing a project management training program using Kolb's Experiential Learning Theory, we structured the process into four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.

Kolb's Experiential Learning Theory - Stage 1: Concrete Experience

Process: We initiated the training with a hands-on project simulation. Participants were divided into teams and assigned a complex project with a set timeline, budget, and objectives. This included managing resources, meeting deadlines, and dealing with unexpected challenges.

Reflection: For future iterations, including a wider variety of project types (e.g., IT, construction, marketing) could provide participants with a broader range of experiences. Using real-world projects from their work environment could also increase relevance and engagement.

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Kolb's Experiential Learning Theory - Stage 2: Reflective Observation

Process: After the simulation, we conducted debrief sessions where participants reflected on their experiences. They discussed what went well, what challenges they faced, and how they managed those challenges. We used reflection journals and facilitated group discussions to capture these insights.

Reflection: Incorporating digital tools for capturing reflections, such as video logs or online discussion forums, could enhance this stage. Offering structured reflection templates might also help participants articulate their thoughts more effectively.

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Kolb's Experiential Learning Theory - Stage 3: Abstract Conceptualization

Process: We introduced project management theories and methodologies, such as Agile, Waterfall, and Lean. Participants linked their practical experiences to these frameworks, understanding the principles behind effective project management.

Reflection: Future programs could benefit from integrating more case studies and industry-specific examples. Bringing in guest speakers with real-world experience in various project management methodologies could also provide valuable insights and inspiration.

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Kolb's Experiential Learning Theory - Stage 4: Active Experimentation

Process: Participants applied their newly acquired knowledge to ongoing or new projects in their workplace. We provided a platform for them to share their progress, challenges, and solutions with peers and mentors. Regular feedback sessions helped them refine their approaches.

Reflection: Implementing a peer review system where participants can give and receive feedback on each other's projects could enhance learning. Additionally, creating a follow-up program to track long-term project outcomes and continued development would be beneficial.