Tuesday, November 26, 2002

The search for the SMART Education Object continues. I hope to use task analysis to define which objects need to be considered and how. The trick will be to encapsulate sub-tasks or objects so that each learner will be able to use them according to individual learning and performance improvement needs.

Subject, Media, Application, Review, Test, Evaluation and Outcome -- present my concept of the model. In the beginning I imagined the SMART part of the model to be specific to the learner and EO part of the administrative domain.

The key to all of this is that a "critical mass" of learners collaborating with one another in an online setting ("online self-organizing social system" Wiley, 2001) is required to make the model work.

Analyzing tasks may help to define the questions that need to be asked of learners. Once the task or performance standard has been defined learners might be presented with the "frequently asked questions" (FAQ). At school or at work, there are individual tasks that are performed. This is especially true in an online environment. Once standards have been set, tasks have been defined, learners can be prompted with questions:

  • What do you need to get done?
    Get connected to the local area network at work

  • What will you use?
    Hardware and software

  • Do you know how to accomplish the sub-tasks required to get the job done?
    Make connection, access domain, input username and password

  • Is there anything you don't understand about how to accomplish the task(s) at hand?
    What's my password? How do I get a wireless card for my laptop?

  • Were you successful?
    I've accessed the network

The ultimate goal is to a CANCORE-based repository of objects learners will access as needed.

Rubrics, scenarios, ("story-centered curriculum" Schanks) and ascending levels of support will be provided. Ideally learners themselves will begin to refine and tweak objects to better meet individual and group needs.

No comments: