NSDA 8. CBLM Design and Modify CBT Learning Material and Resources

master Table of Contents Table of Contents............................................................................................. 2 About this module – Overview ......................................................................... 3 How to use this learning guide ......................................................................... 4 Learning Activities ............................................................................................ 5 Information Sheet No: 01- Learning Material ................................................... 6 Customizing and developing resources ......................................................... 18 Information Sheet No: 02- Effective Writing ................................................... 19 Self Check No: 01- Develop CBLM ................................................................ 33 Answer Key No: 01- Develop CBLM .............................................................. 35 Job Sheet No: 01- Develop CBLM ................................................................. 37 Specification Sheet: 01 – Develop CBLM ...................................................... 38 Table of Contents........................................................................................... 39 About this module – Overview ....................................................................... 40 How to use this learning guide ....................................................................... 41 Learning Activities .......................................................................................... 42 Information Sheet No: 1 ................................................................................. 43 Self Check No: 1 ............................................................................................ 44 Answer Key No: 1 .......................................................................................... 45 Job 1 .............................................................................................................. 46 Specification Sheet ........................................................................................ 47 Activity 1.1 ..................................................................................................... 48 Practise Sheet 1............................................................................................. 49 Review of Competency .................................................................................. 50 Review of Competency – Developing CBLM ................................................. 51 CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 2 of 51 About this module – Overview This unit covers the skills, knowledge and attitudes required to Developed Competency Based Learning Program Learning Outcomes After completion of this session the trainee will able to: 01. Identify existing learning materials 02. Able to adapt existing resources 03. Able to develop new learning resources You will be required to demonstrate your competency in the following performance criteria 1.1- Learning outcomes and assessment criteria are defined according to learning program requirements and specific needs of individual learners. 1.2 - Existing learning materials and resources are accessed, evaluated and assessed for relevance and quality 2.1 - Selected learning materials and resources are contextualized and modified to suit the learners need. 2.2 - Draft learning materials and resources are reviewed with key stakeholders 2.3 - Draft learning materials and resources are adjusted to reflect the review outcomes 3.1 - Relevant learning materials and resources are developed 3.2 -New learning materials and resources are finalized and documented in consultation with key stakeholders. Content This learning package includes the following: • Identify Learning Materials • Writing Effective learning materials • Developing Competency Based Learning Material (CBLM) Pre-requisites To complete this learning module you will need to have completed modules which covers: • ITSS1008A (Operate a personal computer using MS Office Application Software CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 3 of 51 How to use this learning guide This Learning Guide will lead you through a series of learning activities. These activities may be completed as part of structured classroom activities or you may be required you to work at your own pace. These activities will ask you to complete associated learning and practice activities in order to gain the knowledge and skills you need to achieve the learning outcomes as stated. Refer to the Learning Activity table on pg 5 to know the sequence of learning tasks. This page will serve as your road map towards the achievement of competency. Information sheets. These will give you an understanding of the work you are learning about, and explain why things are done the way they are. Once you have finished reading the Information sheets complete the questions in the Self Check Sheets. Self-checks follow the Information Sheets in the learning guide. Completing the Self-checks will help you know how you are progressing. To know how you fared with the self checks, review the answer keys. Complete all activities as directed in the Job Sheets (and/ or Activity sheets). This is where you will apply your new knowledge while developing new skills. When working though this module always be aware of safety requirements (as highlighted in this material). Should you require some assistance and clarification consult your trainer or facilitator. When you have completed all the tasks required in this learning guide, an assessment event will be scheduled to assess if you have achieved competency in the specified learning outcomes and are ready for the next task or module A review of competency is provided on the last page to help remind you if all the required assessment criteria have been met. This record is for your own information only and not an official record of competency. Good luck and enjoy your learning CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 4 of 51 Learning Activities In order to achieve the objectives stated in this learning guide, you must perform the learning steps below. Beside each step are the resources or special instructions you will use to accomplish the corresponding activity. Learning Steps Resources specific instructions 1 Student will ask the instructor about the materials to be used. 1 Instructor will provide the learning materials in Developing CBLM • Information sheet-1 • Information sheet-2 3. Self Check/s • Self Check -1 2 Read the Information sheet/s 3. Complete the Self Checks & Check answer sheets. 4. Read the Job Task sheet and Specification Sheet 4. Job Task Sheet and Specification Sheet Job sheet-1 (Develop CBLM) Specification Sheet-1 5. Complete Activities ( if applicable) 5. Activity Sheet/s Job sheet-1 (Develop CBLM) 6. Perform the Job Task 6. Job and Specification Sheet Job sheet-1 (Develop CBLM) Specification Sheet-1 Note: If you have multiple Information sheets and Job Sheets repeat the above Learning Steps 2 to 6 for each job CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 5 of 51 Information Sheet No: 01- Learning Material 1. Identify existing relevant resources 1.1 Learning outcomes and assessment criteria are defined according to learning program requirements and specific needs of individual learners. 1.2 Existing learning materials and resources are accessed, evaluated and assessed for relevance and quality 1.1 Learning outcomes and assessment criteria are defined according to learning program requirements and specific needs of individual learners. Competency Standards Industry competency standards, often referred to as ‘competency standards’ are industry-determined specifications of performance, which set out the skills, knowledge and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Industry competency standards documents specify the competencies required for work. They identify the key competencies that a worker needs to competently work in industry in a particular occupation. Thus, someone who is competent has the knowledge and skill associated with that competency and can apply their knowledge and skill in the workplace. An industry competency standard includes: • skills, knowledge and attitude requirements for the level of work • quality indicators • national qualifications that a person can receive who has been assessed as competent against the national standards • learning strategies that provide guidance about the organisation of training, including implementation guidelines and training/learning materials • assessment guidelines • assessment methods and materials CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 6 of 51 Curriculum Documents A curriculum is a documented representation of a set of competencies. Under the National Technical and Vocational Qualification Framework (NTVQF), these competencies are usually written as Units of Competency (UoC) in the competency standards document. These standards are endorsed by the relevant Industry Skills Council (ISC). As a beginning teacher/trainer you may not have to develop curriculum. You will be provided with a document, sometimes referred to as a syllabus for any modules or unit of competency that you are teaching. A curriculum document can relate to a whole program of study (referred to in institutions as a course), or it can relate to an element of that program (referred to in institutions as a subject or a module). A curriculum document within a competency based training and assessment system provides the following information: • • • • The name and number of the module and/unit of competency Nominal delivery hours A general description of the purpose of the module and/or unit of competency Any prerequisite knowledge and skills • Relationship to the industry competency standards (the industry competency standards) A summary of the content A summary of the assessment • • • A detailed description of the learning outcomes that learners are expected to achieve, including each of the assessment criteria (these are the things that you can assess) • A description of how the module and /or unit of competency might be delivered. Learning Materials Why use learning materials? Learning materials are an aid to the learning process. They should not be for the benefit of the instructor or something that must be used all the time. They must facilitate the students’ learning. They should: • Arouse and maintain interest. • Simplify instruction. • Aid retention. • Stimulate active thinking. • Accelerate learning as more senses are involved. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 7 of 51 Learning materials and adult learning Adult learning is different from that of children. In order to evaluate and use learning materials properly, we need to understand a little about the theory of learning. Education and learning are different, education emphasizes the educator, whilst learning emphasizes the person in whom the change is expected to occur. Learning can be defined as the process of gaining knowledge and/or expertise. It is this change of behavior and gaining of skills and knowledge that we particularly need to achieve in leprosy training and health education. Six core principles have been identified in the practice of adult learning; these are: • Learner’s need to know. • Self concept of the learner. • Prior experience of the learner. • Readiness to learn. • Orientation to learning. • Motivation to learn. What makes good learning material? • User-friendly written learning materials need to contain the right material in a logical and well presented form. They should be at the level of the learners and clear in their language and style. Several criteria have been developed to measure user friendliness. They look at simplicity of language, clarity of expression, logical sequence, page layout, pictures, style of writing and availability. • Visual materials also need testing. Sociological and educational differences have a large effect on picture understanding and since materials are often developed by the urban educated elite for the rural illiterate poor, there can be serious communication gaps. Pictures should be shown to the target audience and a series of simple questions asked such as: What is happening in this picture? What is this? Can you tell me what this diagram is saying? The same evaluation can be applied to animated visual materials such as videos. Viewers should be asked to summarize the message; to say which sections they like the best and why; and which sections they found confusing. Again the test viewers should be drawn from the proposed target audience rather than a group of trainers or ‘experts’. • The pre-testing of materials is very important not only to avert expensive disasters, but also to make sure that the goal of the material is achieved. The material should be pre-tested for acceptability of the idea, and comprehension of the individual pictures and whole message. The test should be carried out CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 8 of 51 on several different people depending on the target audience and users.14 It is also helpful to pre-test the use of the materials. Test the difference between interactive and passive use with different but matched groups. • Long-term outcome and impact assessment is particularly important to evaluate community health learning materials. To evaluate the material, it must have a clear goal and message. The evaluation must measure whether change has taken place and look at the attitudes that have changed, since the target group has been exposed to the media. The evaluation will thus be dependent on some baseline data about beliefs and practices prior to the health education. Some Linkages between Curriculum and Industry Competency Standard Terms CBT Learning Design Process CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 9 of 51 What is the relationship between learning outcomes and elements? A learning outcome: • is a curriculum term • states what a learner should be able to do towards achieving the purpose of the module/unit of competency • relates to standards of competency identified by industry • is written as an action statement from the learner's point of view. An element of competency: • is a industry competency standards term • is the basic building block of a unit of competence • describes the tasks that make up the broader function or job. Each element of competence has a number of performance criteria which the learner can be evaluated against to determine whether or not they are competent. Sometimes it is possible to equate a industry competency standards element with a curriculum learning outcome. At other times, a single element of competency might equate to 3 or 4 learning outcomes. What involvement in developing curriculum documents or industry competency standards do you think you will have? As you develop your skills as a TVET training and learning program designer, you may be able to contribute to the development of industry competency standard or curriculum. What is the relationship between assessment criteria and performance criteria? Essentially assessment and performance criteria are the same thing expressed in different words. 'Performance criteria' is more of a competency based training and assessment terminology and comes from the industry competency standards. Assessment/performance criteria specify the performance that must be demonstrated by the learner in order for the learning outcome to be achieved. Validating Training Requirements The learner training requirements can be validated with the following persons/officers. • Experts in the trainees trade areas. • Supervisors/ or trainees employers. • Training providers, employers and human resources departments. • Trainers, Teachers and Assessors. • Participant Trainee/Learner who is advanced in skill. • Government regulatory bodies. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 10 of 51 • • Consultative Committees. BTEB registered Assessors/Assessment Centers. Learning outcomes and assessment criteria 1.1 Learning outcomes and assessment criteria are an essential part of curriculum design and need to be written in the planning stages. Well written outcomes and criteria enable higher level skills and a learner-led curriculum to be developed. Learning outcomes • • define what students are expected to learn and what they need to do to pass. • provide clarity for an external audience (other colleagues, examiners, parents, employers etc.) of the standards required of learners • enable consistency of standards when, for example, several different tutors/markers are involved may, by specifying originality of thought, application or process, mitigate against plagiarism. Assessment criteria are based on the intended learning outcomes for the work being assessed and make explicit the knowledge, understanding and skills markers expect a student to display in the assessment task and which are taken into account in marking the work. • For learning outcomes and assessment criteria to be beneficial to students they need to be clearly aligned with teaching activities. They need to be used by learners within the teaching programme so that students gain familiarity with the language and application. Using criteria actively helps students learn to assess themselves and their peers, promoting autonomous learners. • There is no hard and fast rule governing the number and type of learning outcomes, it is suggested that between 5 and 8 per module (irrespective of credit weighting) is appropriate, with subsets of outcomes for individual learning sessions. Outcomes should, over a whole programme, define the knowledge, applications and skills students are required to learn. Module learning outcomes should flow out of the programme learning outcomes and clear alignment be identifiable. • Outcomes are written to represent the threshold standard expected to pass. Students who do not attain the threshold defined in the learning outcomes by definition cannot pass the module. • Learning outcomes are the focus of the curriculum design. Teaching activities should flow from them and allow students to engage with the knowledge and/or practise the applications and skills designated within them. Learning outcomes may be assessed by individual assignments or in a larger task, CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 11 of 51 such as a project, which encompasses several. Whether individually or grouped, every learning outcome must be assessed. • Assessment criteria specify how an assessment task will be judged. They may also include recognition of formative assessment, for example by requiring completion of a formative task as a pre-requisite for a summative assignment. Both formative and summative assessment tasks should enable learning by emphasising progress and achievement and hence fostering motivation. • Assessment feedback should relate specifically to the learning outcomes and assessment criteria and indicate to learners how to improve. • When writing outcomes and criteria the potentially broad nature of the audience should be borne in mind and the language kept clear and straightforward, avoiding ambiguity. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 12 of 51 1.2 Existing learning materials and resources are accessed, evaluated and assessed for relevance and quality Identify existing resources Often, when you design a learning resource it is because there is nothing suitable available to assist in the delivery of some specific content. When developing an online resource, however, there may be a range of resources already available that you can adapt to suit your selected media and purpose. Written resources, photographs, videos, case studies etc may be available and it may be a matter of repurposing that content for your needs. That way, more effort can be focused on developing an engaging interaction. Identify available resources - books, websites, teacher notes, hardware and software, etc might be a good place to start. Remember that a print based resource covering the same material cannot simply be converted to HTML and then called an online learning resource! If you are considering using existing resources make sure you: • are not in breach of copyright laws • seek appropriate permissions before using or adapting content • apply principles of online learning design to ensure the content is fit for purpose When identifying existing resources it may be beneficial to estimate what percentage of the resource can be repurposed to help inform your staff resourcing needs. Below is one example of how resources have been identified. Content Area Pre-existing materials used?*(yes or no) CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 13 of 51 2. Adapt existing resources 2.1 Selected learning materials and resources are contextualized and modified to suit the learners need. 2.2 Draft learning materials and resources are reviewed with key stakeholders 2.3 Draft learning materials and resources are adjusted to reflect the review outcomes Adapting Existing Resources Adapting existing materials usually requires less time and fewer resources than developing new materials. Before using existing materials, review the materials to ensure accuracy of information. Also, be sure to review and evaluate the materials based on individual, community, and program needs. You may be able to use some products and materials without any modification. Other materials may not be appropriate for your target audience or compatible with your program’s guidelines. These materials may require modification. Below are some tips and resources to consider for evaluating and adapting materials. 1. Assess needs and resources • Identify program resources (time, personnel, budget) for material development or adaptation. • Get to know your audience and build a partnership for the process of adapting and developing materials. Getting to know the audience helps determine what information to include based on what they already know and what they need to learn. This is also essential in ensuring the right reading level and ensuring the content is culturally and linguistically appropriate. • Identify your audience’s needs and resources through literature searches, observations, informal conversations, surveys, interviews, and focus groups. 2. Evaluate the material • Evaluating health education materials will help you determine if the material can be used as is, if it can be adapted, or if a new material should be developed to better meet the training and education needs of the target audience. • It is important to thoroughly review the content for accuracy; is the information consistent with recent guidelines? • Also review the writing style, reading level, images, and format to determine what needs to be revised for your setting, audience, and training/education needs. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 14 of 51 3. Find out whether you need permission to use or adapt the existing material • Some organizations have copyright requirements. Contact the organization, author, or production company to get more information and permission to use or adapt the material • Adhere to the “Fair Use” clause. This clause states that you can use some materials for educational purposes, but you cannot publish, sell, or take credit for them without written permission. • Government documents and publications are not copyrighted. They are free for all to use without permission. If you make changes to government documents, all government logos should be removed before publishing. • For all adapted materials, it is common courtesy to give proper acknowledgment and a full citation to the original materials and producers. 4. Pilot test (field test) new or adapted materials with members of your audience • Pilot testing is a strategy that allows members of your target audience to review the materials before they are finalized and mass produced. • Pilot testing can help answer questions about alternate ways to present information, concepts, content, appearance, and format. • Pilot testing can also identify confusing or unclear terms and determine if the material is effective in increasing knowledge or changing attitudes. • Pilot testing methods include focus groups, in-depth interviews, surveys, and questionnaires. • Pilot testing will help save your program time and money because it identifies which messages and materials work best with your target audiences. 5. Make changes based on pilot test • After pilot testing materials, collect and review the information. • Make changes to the materials based on comments and suggestions. 6. Finalize and implement • Determine how many copies of the materials are needed. • Develop a distribution and marketing plan for the materials. 7. Evaluate your adapted material • Monitor the quantity of materials distributed and determine how the materials are being used. • Periodically re-evaluate, update, and revise the materials as needed. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 15 of 51 The range of learning operational resources • • • • • • • • • • • Overhead projector and transparencies Internet / web based resources multimedia / data projector slides – power point presentation Video / CD / DVD Whiteboard, Magnetic boards and cards Charts and posters Notice boards, Handouts Competency Based Training and Assessment resources / guides Text books and references Workbooks and manuals Checking available learning resources What should I look for when checking existing resources? Depending upon what you are teaching/training, there may be a great deal of resources that have already been developed that you can use in the learning session, rather than developing your own. However, the fact that they exist and may even have been developed specifically for teaching does not mean that you can simply copy them and distribute them to the learners. There are several factors that need to be addressed in this regards which are briefly discussed below: Language Is the language appropriate for the learners for the level of training? Does it contain a lot of jargon or long words that the learners will struggle with? Sometimes it is important for learners to be aware of industry-specific jargon, but it should be explained clearly and carefully. The best place to start is by reading the material yourself. This may Learner characteristics Learners need to feel that they can identify with and understand the learning resources chosen. You need to check that resources • Are safe and accessible • reflect diversity, • does not demonstrate disrespect towards gender, religion, culture or local customs in any form and • that learners can relate to the situations portrayed. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 16 of 51 Checklist for selecting resources Here is a checklist that may assist you when selecting a resource. Firstly, analyse the curriculum document to ensure that you are clear on: • appropriate assessment procedures • existing recommended resources. • • • • • • • • • • • Then consider the following points when choosing resource materials: • What is the subject area? • What is the title of the resource (for reference purposes)? Who are the intended audience? Is the material relevant for the session learning outcomes? Is the information current and accurate? Is language simple, conversational and inclusive? Has gender sensitivity been maintained in the development of resources? Do any portrayals of characters show diversity? Do any portrayals of characters show disrespect towards local culture, religion and customs? Is it likely to engage and excite the learners? Is the pace appropriate? Is it organised logically? Have you considered copyright? Turn to the first activity in this topic where you identified the resources you would use to enhance your presentation. Make any alterations to your response, based on the work covered so far in this topic. Consumable resources Often consumable items are overlooked. How many times have you gone to use a whiteboard and either no pen or a dried-up old pen is there? Consumable materials include: • marking pens • overhead transparencies • CDs and DVDs • paper for the printer • butcher's paper or flip charts • whiteboard markers • chalks (yes, there are still some blackboards out there). If you are using a computer or other equipment, you need to ensure that the associated consumables are available - these can easily be overlooked. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 17 of 51 Customizing and developing resources What if I find a good resource but I want to change it a bit? There are a lot of learning resources available in almost every subject area imaginable. You can use the library network to access print-based materials, videos, audio tapes, self-paced packages. You can also go on-line and link up to a vast array of on-line resources. The resources you find will either be appropriate as they are or they may need to be customized. Customizing means taking existing sound like an obvious suggestion, but you would be surprised by the number of teachers who hand out notes they have obtained from elsewhere without reading them first The results can be disastrous. Relevance Sometimes it is tempting to prepare for a session by preparing lots of handouts. This will not, in itself, ensure that the learner understands the material covered in the session. The resources used must be relevant in terms of: • Units of competency and their elements • Session learning outcomes. Importantly, the learner must see them as relevant, with application to their learning material and tailoring it to meet the needs of your learners. You need to check whether they can be customised and adhere to copyright considerations. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 18 of 51 Information Sheet No: 02- Effective Writing 3. Create new resources 3.1 Relevant learning materials and resources are developed 3.2 New learning materials and resources are finalized and documented in consultation with key stakeholders. These days most of us have access to sophisticated computers and software that facilitates the production of professional looking materials. So what are the other elements that enable us to produce materials that support the achievement of outstanding learning outcomes? First we need to know our audience and the intended use of the materials. As we outlined in the previous section on how we learn the things to consider in designing include: • Adult learning principles and their implications for how writers structure their materials • Learning style preferences and how these can inform our selection of learning materials and our use of language as we write • Potential barriers to learning and how these can be overcome For many trainers when we are faced with the task of writing training materials we find ourselves struggling to combine our knowledge of competencies, content, learning outcomes, instructional techniques and learning activities into a completed document. If you have ever found yourself in this situation you may find Robert Gagné’s (1999) model useful in providing a structured approach to developing your materials. This provides a nine steps that can assist you in your writing: • • • • • • • • • Gain Attention – to orientate and motivate the learner Inform Learners of Objectives – to guide learners and to assist them to organize their thoughts around what they are about to learn Stimulate Recall of Prior Knowledge – because adults learn by establishing relationships with what they know and a new knowledge or skill Present the material – in a way that appeals to the different learning references and is easy to digest Provide guidance for learning – by providing opportunities to integrate new information into their existing knowledge base Elicit performance by providing safe opportunities to practice Provide feedback – to reinforce or correct learning Assess performance – learners should be given the opportunity for assessment to gain recognition of their success in learning Enhance retention and transfer – by encouraging learner to plan the application of what they have learnt CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 19 of 51 Choosing Learning Activities and Methods This is a key aspect in providing the variety that engages all of the learners who use our materials in their learning activities. Careful selection and sequencing of learning activities and methods is fundamental in our development of professional training materials that really do work. Analogies Assist learners to make connections with the materials and what they already know. Many well known concepts have been effectively explained using this technique. Examples include: • The way data is organized and stored on a hard drive is like how we store hard copy information in an office. Information is partitioned and stored in folders, just like we do in filing cabinets. • Organizations resist change in much the same way as a thermostat regulates the temperature in a room. When something happens that affects the organization it’s thermostats kicks in and adjusts the way the organization behaves to return it to the status quo. This is just like the thermostat in you air conditioning adjusting how much cooling or heating effort is made to maintain a steady temperature in your room. Case Studies Case studies are an excellent way of providing opportunities for analysis of ‘real world’ situations which pose problems for the learner to solve as well as a chance to apply or consolidate their learning’s. Key issues to keep in mind in developing or selecting your Case studies are: • Making sure they are as realistic as possible for the learners • Getting the right balance of complexity for the learners needs • Ensuring enough background information about the characters, environment and the issues or problems is provided • Being specific about the problem to be analyzed or resolved • Providing very clear instructions to the learners You can also use short scenarios to provide learners with the opportunity of solving issues. Things like here is a situation what would you do? How do you think you would act in this situation? What could have been done instead? CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 20 of 51 Charts and Diagrams Graphics improve the comprehension of underlying principles and maintain a viewer's interest. Modern software packages (eg Word, Excel, Powerpoint) enable us to quickly produce graphics, such as bar and pie charts, and detailed diagrams. Photographic images, ‘clip Art’ files or drawings can also be easily imported into a documents are writing. Checklists Checklists are simple tools that can be used for a variety of purposes. These include: • At the end of a topic as a reminder and self affirmation by the learner of the key points • For use in there workplace as a job aide • To provide the learner with a method of determining if they are ready for assessment • At the start of a topic to gain a learners attention Instructional Games and Simulations These can be excellent, and enjoyable, way for learners to become involved in the learning process with the risks associated with learning in their workplace. Some basic principles are provided by Silberman and Auerbach (1990) which should be considered in choosing or developing your games or simulations: • They should be relevant to their needs and work situation • The easiest way to create your own is to mimic the format and character of existing games and simulations (e.g. Jeopardy, Wheel of Fortune, Desert Survival, Monopoly etc) • Modifying existing games and simulations to meet your needs • Starting with fun or contrived games and moving and following with more serious, less contrived games later • Make sure your instructions are well thought out and clearly communicated • Make sure you provide adequate opportunities to discuss or reflect on what happened and what was (or could be) learnt Mind Maps Mind maps are graphical techniques that help us think and remember better, creatively solve problems and take action. Some uses included note taking and note making, essay planning and problem solving. The subject of interest is depicted in a central image and then the main topics radiate out on branches. To create a mind map: • get some plain paper and colour pens or pencils • Draw your a picture that captures the subject you wish to map CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 21 of 51 • Add the branches, and sub branches to portray the topics. Feel free to use both words and images • As thoughts about the subject occur to you add these to the appropriate branch or sub branch • Use arrows to connect linked ideas Models Models, help us communicate complex ideas in a way that is more easily understood and remembered. It is relatively easy to draw these and cut and paste them into your materials. Mnemonic Aids Are used to assist learners in remembering key concepts or principles. An example is RATER, which reminds us of the five factors that clients use to rate the quality of service they receive. • Reliability – striving to eliminate mistakes and errors • Assurance – demonstrating to clients that they are valued • Tangibles - the concrete things are delivered • Empathy – how well the service provider understood how the other person felt and what they wanted • Responsiveness – were the clients needs dealt with in a timely manner Pictures As the old adage says ‘A picture is worth a 1,000 words’. They can also be very useful in creating context for what is being presented and for assisting learners to anchor the learning. Stories Are excellent ways of providing real examples of how the information you are providing works in the real world? It gives you an opportunity to share some of your experiences with the reader, as well as explore the content. Self Tests, Quizzes and Questionnaires Tests, quizzes and questionnaires all add variety to your training or learning materials. They are also powerful tools for gaining a learners attention, tapping into their past experiences and providing opportunities for learners to measure their progress. It is important that you consider how timely feedback on the answers will be given to the learner. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 22 of 51 Writing Tasks This activity allows an individual to reflect carefully on their own understanding. Writing activities can rage from short question and answer tasks, worksheets or recording brief descriptions or workplace events, through to longer assignments and research projects. Copyright Considerations Copyright is a real issue. Copyright does not protect ideas, information, concepts, techniques or styles. What it does protect is the way a person expresses themselves, including the way they select and arrange material. Recent changes to the law in Bangladesh have introduced the concept of moral rights. This means the creator of written materials has the right to: • Be credited as the creator of the work • Take action if their work is falsely attributed to someone else • Take action if their work is used in a way that is prejudicial to their reputation It is important for us all to remember that in Australian law a copyright notice does not have to be on a work for it to be protected by copyright. Reproducing or communicating copyright material without the copyright owner’s permission will usually infringe copyright. Reproducing or communicating part of a work may also infringe copyright. There is always someone in a book or article that says exactly what you want to say, so be diligent when quoting from other sources and check to be sure you are not breaking copyright law. If you intend to use sections of someone else’s work, then you will need to seek permission from the author or publisher. This can be a lengthy process. In many situations it is much better to paraphrase a person’s ideas or concepts and reference this in your writing. Writing effective training or learning materials Your written materials may be used for a range of delivery styles and methodologies. It is important to be very clear about how your materials are intended to be used when designing and writing materials. In the National Volunteer Skills Centre project we have decided that our materials will be primarily used for instructor led learning and that in some situations they will be used for self paced learning. We refer to these materials as training guides (for trainers) or learning guides (for learners). Many of us find it helpful to think of the learning materials we have used, especially those that engaged us in the learning process and helped us achieve significant outcomes. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 23 of 51 It is the way that some writers connect with us and take us on a journey through the content in a way that links us to experiences and knowledge embodied in the material. They do this by engaging us in thinking about the information and looking at ways of applying this as we progress. They also use a wide variety of learning activities and integrate adult learning principles to make learning much easier, quicker and enjoyable. Writing effective training or learning materials requires knowledge, skill and effort. In preparation for writing consider that you need: • • • • • To enjoy writing Knowledge of your subject area and be able to put time into research Relevant personal experience that you can draw upon Appropriate knowledge of instructional design, adult learning and training. To focus for periods of time without interruption If you have never written training or learning materials before, then spend some time with people that have, talk about the issues that they faced and how they overcame these. Obviously their issues and solutions may not be the same as yours, but you will gain an understanding of strategies they use and you may be able to adapt some of these. Developing Your Writing Style We are all different, therefore we write differently. The issue is not what style you use but how well you connect with learners. When we write these materials they need to be real. (i.e. based on real examples or written so they are representative of what really happens) The person reading the materials needs to feel a link between what is written and themselves. This means that as writers we invest a part of ourselves in the materials we are creating. We use examples from our experiences, and those we have heard about (changing the names to protect confidentiality of course). It is not easy to build a relationship through the written word, but if learners are relying solely on written materials for their learning, this is what you must endeavour to do. It is a skill writers need to develop and use. The materials that you write need to be appropriate to the range of people that will be using them. Your writing style also needs to reflect the nature of the information that you are presenting. When we read materials we should be able to hear in our heads the writer, as if we know them. A good writer lets us know who they are. You can hear them reading to you as you move through the content. If we can hear you, then you are on the right CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 24 of 51 track. This is particularly important for those who are going to rely solely on the written materials for their learning. Stay with the one style of writing and check for consistency, or people may become confused. If you are co-writing with others, make sure that the language and style is consistent. It’s okay for others to write different sections, but check the flow, style and language. So what are the key points for developing your writing style? • Know your audience. Who are they? What educational background do they have? How much time do they have? Are they going to have a facilitator or trainer to support their learning? Is English their first language? What cultural background do they relate to? Etc • Start where you want the learners to finish. This means you know your content. You should make sure you are conversant with the competency, that you have the big picture and can then look at it from an overall perspective • Use your analysis of the competency to determine the topics. If you do use the elements as topics be aware that performance criteria are often repetitive because of common underpinning knowledge or skills • Plan your materials. Consider the structure, length, style, diagrams, case studies, activities, illustrations, etc. Get the big picture and then write in a logical progression • Don’t get bogged down with planning. Remember effort in writing is seldom wasted; you can move things around later. If your not completely sure of how or where to start, then just start where you can. In this day of computers. Some writers get the most interesting or exciting part done first. This gives them the momentum to get the rest done later • Don’t hatch the first draft. It is no use to anyone if you sit on the draft looking to get it perfect before you give it to someone to look at. Get the ideas down, refine it once, then hand it over. The feedback will help clarify your thoughts, and it also gives you a space in time to find your objectivity again • Remember that people learn differently. So develop your content to ensure your work flows easily and activities are incorporated in a relevant and useful way that engages the different learning styles • Lead the learner though the learning process. You need to start at the basics, and gradually increase the degree of skill and knowledge to meet the ultimate goal – competence in the specified area. Ensure that your writing enables the learner to sequentially develop an understanding of the concepts and enables CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 25 of 51 them to develop the skills required Check that you have covered everything in the competency standard once you have finished your first draft • Find reliable people to review your writing. People that understand training, learning styles and the subject area. Give them specific ideas of what you require feedback on and how you would like to receive the feedback Improving your Writing A number of principles underpin success in writing of training and learning materials that are effective in achieving their objectives. An article by Booher (1999) identified a number of tips to improve your training materials. These included: Using overviews instead of introductions. Instead of just mentioning the contents or learning outcomes to introduce a topic, writers should use overviews to provide the learner with the key concepts and to draw interest. Make the dialogue sound real, not artificial. Use clear, crisp and simple language that reflects authentic speech. Then once you’ve written it read it out loud or get someone else to read your words. That way we hear sentences that don't ring true, or that sound too stilted. Then edit straight away, while the words are fresh in your mind. Create interesting case studies and role plays. Use real-sounding names and situations relevant to the learners. Provide a clear, succinct statement of the issue to be identified or resolved. Then provide a launch statement for the participants to wade into the activity. Position ideas for highlighting. Position ideas and information so that they get the attention they require. The most important spot in a paragraph is the first sentence and the most important spot in a sentence is at the end. To convey to a learner “this information is the most important,” take advantage of the impact of climactic sentences. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 26 of 51 Competency Based Learning Material (CBLM): CBLM is a learning guide which will lead a learner through a series of activities. These activities may be completed as part of structured classroom activities or you to work at your on pace. These activities will ask you to complete associated learning and practices activities in order to gain knowledge, skills you need to achieve the learning outcome. When conducting a Competency Based Training & Assessment {CBT&A) for a UoC has to have a Module for the UoC and each unit of competency have one Competency Based Learning Material (CBLM). Overall we can say that CBLM is • • • • Media that contain information related to work requirement; Learning that is guided towards achieving the competency required in the workplace; Tools that facilitate individual learning process; and Instrument that measure the competency required in the workplace. Reasons for Using CBLM • Learning is self-paced; • Learning is student-centered; • Develop learning mastery; • Immediate feedback on the achievement of learning; and • Training is well-planned The major parts of CBLM’s contain which are: 1. Information sheet 2. Self check Sheet 3. Answer Sheet 4. Job Sheet 5. Specification sheet. Job Sheet: Job sheet is a set of instruction to perform a specific job. This is used when a basic task, operation or process needs to be mastered before doing the job. List all the steps a worker will need to complete the job. Specification sheet: In a specification there is a set of condition, Specifications, Diagram of exiting job which is required to perform the job. Information sheet: The information supports the job sheet; i,e to perform the job required underpinning knowledge are included in the information sheet. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 27 of 51 Characteristics of a Good Information Sheet • Free from violation of copyright law; • Contains information essential to the attainment of the learning outcomes; • Has a title that gives some idea of the coverage of the sheet; • Approach in terms of content and presentation is appropriate to the interest and reading level of the learner; • The layout, text and drawings are attractive in appearance and legible; and • Has uncommon terms marked for further defining • Has acknowledgement per copied part of the sheet. Self-Check Self-checks are sets of questions that would verify the acquisition of knowledge stated in the learning objectives. Answer Keys Answer keys should always follow a self-check so that a trainee can check his own answers immediately. This allows for immediate feedback. Underpinning knowledge It is important that you identify the underpinning knowledge necessary for learners so that they can meet the session learning outcome/s. This is MUST KNOW information and refers to key concepts or information associated with these outcomes. If they don't have this knowledge then they are not likely to be able to demonstrate competence by achieving the outcome. Take care not to overload the student with theoretical knowledge that is not essential for the achievement of the stated learning outcome. Identify Underpinning Knowledge: Once you have found a task, the first step is to decide what information from the analysis (as per Job sheet & Specification sheet, if necessary) is essential to meet the learning outcomes. And after that, what would be covered only if there is time to spare. A useful model for this is a job targeted (Follow the Job sheet & Specification sheet, if necessary) CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 28 of 51 A useful for this is the job target: This model helps you organize the information into three categories. • • • Must know: the information, skills or qualities the trainee must have acquired to be able to achieve the learning outcomes Should know: additional information of an important but less critical nature Could know: other information relating to the work, which would be of use , but is not essential Could Know Must Know Should Know Language: Is the languages appropriate for the learners. Does it contain a lot of jargon or long words that the learners will struggle with? Some times it is important for learners to be aware of industry-specific jargon, but it should be explain clearly and carefully. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 29 of 51 Relevance: Ensure that the learner understands the material covered in the CBLM The resources must be relevant in terms of: • Units of competency and their elements • Learning outcomes Importantly, the learner must see them as relevant, with application to their learning. Symbol: Sometimes you need to add symbols which help to learner to understand the task Diagram & Picture: It most important to link the job, and also self explanatory that can help a learner to perform the job. Example1: Job: Paint a wall Before performing painting s/he has to know the underpinning knowledge of A) Types of walls B) Types of brushes C) Types of paints Also the attitudes like clean brushes after use. Example 2: Mr. Rahim is a waiter of Westin hotel. He is serving breakfast for his customer so that he will need to operate an automatic toaster machine to prepare toasts. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 30 of 51 Task : Operating an automatic toaster Elements (Basic Parts or Steps of the Task) 1. Pre-use toaster check Knowledge Skills Attitudes Effect of using an unsafe toaster Choose to accomplish task safely 2. Use toaster Use types of bread suited to toasting How to turn toaster on Safe handling techniques Place toaster in a safe location Check toaster cable for safety Connect to the power supply and turn on • Place bread in toaster (if required width) • Adjust timer as required • Activate toaster to start • Toast bread and remove 3.Shut down toaster How to disconnect from power supply How to clean Turn off toaster at power supply Unplug toaster Clean and remove loose objects (once toaster has cooled down) Choose to use toaster safely Willing to keep equipment clean Willing to use appropriate breads The above table shows that Mr. Rahim break down his task into three steps to perform the job safely and properly. If you see this example you will find the required underpinning knowledge to perform the job safely and properly, those are mentioned in the knowledge & attitude column. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 31 of 51 Notes ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 32 of 51 Self Check No: 01- Develop CBLM Q01 - What is Competency Standards? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Q02 - Why we use learning materials? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Q03 - Write down the nine steps that can assist you in your writing? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 33 of 51 Q04 - What is Case Study used for ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Q05 - Write Down the major parts of CBLM? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ . . CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 34 of 51 Answer Key No: 01- Develop CBLM Q01 - What is Competency Standards? Answer: Competency standards are industry-determined specifications of performance, which set out the skills, knowledge and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Q02 - Why we use learning materials? Answer: Learning materials are an aid to the learning process. They should not be for the benefit of the instructor or something that must be used all the time. They must facilitate the students’ learning. They should: • Arouse and maintain interest. • Simplify instruction. • Aid retention. • Stimulate active thinking. • Accelerate learning as more senses are involved. Q03 - Write down the nine steps that can assist you in your writing? Answer: Nine steps that can assist you in your writing: • • • • • • • Gain Attention – to orientate and motivate the learner Inform Learners of Objectives – to guide learners and to assist them to organize their thoughts around what they are about to learn Stimulate Recall of Prior Knowledge – because adults learn by establishing relationships with what they know and a new knowledge or skill Present the material – in a way that appeals to the different learning references and is easy to digest Provide guidance for learning – by providing opportunities to integrate new information into their existing knowledge base Elicit performance by providing safe opportunities to practice Provide feedback – to reinforce or correct learning CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 35 of 51 • • Assess performance – learners should be given the opportunity for assessment to gain recognition of their success in learning Enhance retention and transfer – by encouraging learner to plan the application of what they have learnt Q04 - What is Case Study used for Answer: Case studies are an excellent way of providing opportunities for analysis of ‘real world’ situations which pose problems for the learner to solve as well as a chance to apply or consolidate their learnings. Key issues to keep in mind in developing or selecting your Q05 - Write Down the major parts of CBLM? Answer: 1. Information sheet 2. Job Sheet 3. Specification sheet. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 36 of 51 Job Sheet No: 01- Develop CBLM Create a CBLM based on the Specification Sheet CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 37 of 51 Specification Sheet: 01 – Develop CBLM Create a CBLM on any Unit of Competencies of your trade using the CBLM Format as given below. Sample CBLM Format Competency Based Learning Materials (CBLM’s) NTVQ Level Insert level Certificate in Insert name of Trade (new qualification code TBA) Module – Insert Unit of Competency (UoC) This module comprises elements A to D from the UoC: insert UoC and code Insert Picture Here Version: insert version no. Last update: insert date ILO TVET Reform Project CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 38 of 51 Table of Contents Table of Contents ......................................................................................................... 39 About this module – Overview .................................................................................... 40 How to use this learning guide..................................................................................... 41 Learning Activities....................................................................................................... 42 Information Sheet No: 1............................................................................................... 43 Self Check No: 1 .......................................................................................................... 44 Answer Key No: 1 ....................................................................................................... 45 Job Sheet No: 1 ............................................................................................................ 46 Specification Sheet....................................................................................................... 47 Activity Sheet/s No ? ................................................................................................... 48 Review of Competency ................................................................................................ 50 CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 39 of 51 About this module – Overview In this section you should include information about the module your students are completing. Begin with a brief overview of the module purpose and set the context in which you would apply the knowledge gained in this module. The learning outcome should be stated here. Learning Outcomes State the learning outcomes to be achieved in this module (derived from the elements in the Unit of Competency) • Learning outcome 1 • Learning outcome 2 • Learning outcome 3 • Learning outcome 4 Performance criteria Insert performance criteria related to this document Content This learning package includes the following: • xxxx • xxxx • xxxx • xxxx • xxxx Pre-requisites To complete this learning module you will need to have completed module XXX which covers: • • • • xxxx xxxx xxxx xxxx Note to students: If you are unfamiliar with any of the above concepts work on Module ####### before working on this module. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 40 of 51 How to use this learning guide This Learning Guide will lead you through a series of activities. These activities may be completed as part of structured classroom activities or you may be required you to work at your own pace. These activities will ask you to complete associated learning and practice activities in order to gain knowledge and skills you need to achieve the learning outcomes stated earlier. Refer to Learning Activity Page to know the sequence of learning tasks to undergo and the appropriate resources to use in each task. This page will serve as your road map towards the achievement of competence. Read the Information sheets. This will give you an understanding of the work, and why things are done the way they are. Once you have finished reading the Information sheets complete the questions in the Self Check Sheets Complete all activities as directed in the Job Sheets (and/ or Activity sheets. This is where you will apply your new knowledge while developing new skills. When working though this module always be aware of safety requirements (as highlighted in this material). Should you require some assistance and clarification consult your trainer or facilitator. Self-checks are found in each section of the learning guide. Self checks will let you know how you are progressing. To know how you fared with self checks, review the answer keys found at the end of the learning guide. When you have completed all the tasks required in this learning guide, an assessment event will be scheduled to evaluate if you have achieved competency in the specified learning outcomes and are ready for the next task A review of competency is provided on the last page to help remind if all the required assessment criteria have been met. This record is for your own information only and not an official record of competency CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 41 of 51 Learning Activities In order to achieve the objectives stated in this learning guide, you must perform the learning steps below. Beside each step are the resources or special instructions you will use to accomplish the corresponding activity. Learning Steps Resources specific instructions 1 Student will ask the instructor about the materials to be used. 1 Instructor will provide the learning materials in (insert details of the module to be completed) 2 Read the Information sheet/s 2 Information Sheet/s (insert the title of the information sheets) 3. Complete the Self Checks & 3. Self Check/s (insert the title of the Check answer sheets. self check sheets and answer sheets) 4. Read the Job Task sheet and 4. Job Task Sheet and Specification Sheet (Insert the title of the job) Specification Sheet 5. Complete Activities ( if applicable) 5. Activity Sheet/s (Insert the title of the activity) 6. Perform the Job Task 6. Job Task sheet/s and Specification Sheet/s (Insert the title of the Job Sheet and Specification Sheet) Note: If you have multiple Information sheets and Job Sheets repeat the above Learning Steps 2 to 6 for each job CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 42 of 51 Information Sheet No: 1 Note to CBLM Developer Underpinning knowledge It is important that you identify the underpinning knowledge necessary for learners so that they can meet the session learning outcome/s. This is MUST KNOW information and refers to key concepts or information associated with these outcomes. If they don't have this knowledge then they are not likely to be able to demonstrate competence by achieving the outcome. Take care not to overload the student with theoretical knowledge that is not essential for the achievement of the stated learning outcome. Delete this text and insert your information, providing the essential knowledge your students need to perform the job tasks/learning outcomes. You may have more than one Information sheet if you have multiple learning outcomes in the module. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 43 of 51 Self Check No: 1 Note to CBLM Developer In the self check, the CBLM designer/developer has an opportunity to help a student check their understanding of the information sheet. Identify the important information you want your student to have understood and put those questions in the self check. Make sure you only ask questions related to the knowledge you have provided in the Information sheets. You cannot ask questions if you have not given the information in the Information sheet. . . . CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 44 of 51 Answer Key No: 1 Answers here for the self check. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 45 of 51 Job 1 List all the steps a worker will need to do to complete the job. Do not introduce new information here. You only list instructions to do the job. Remember information is provided in the Information sheet Delete this text and enter the job steps A Procedure: 1. 2. 3. 4. 5. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 46 of 51 Specification Sheet Provide students with detailed specifications related to the above job. A Materials required List all materials required to complete the activity B Tools or special equipment to be used List all tools required to complete the activity C. Recipe/ Picture/Diagrams (with quantities, measurements etc.) CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 47 of 51 Activity 1.1 Activity sheet is optional. Some big jobs will require performing in small activities. As a CBLM designer/developer you need to help break down big jobs into manageable chunks for learners to perform it. However if you use activity sheet they must lead to one real work not disconnected activities. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 48 of 51 Practise Sheet 1 Use of practice sheet is optional. As a CBLM designer/developer you need to consider the job functions or task (skills) you are helping a trainee to learn. Some jobs are complex and/or required practice in baby steps before the whole job or task can be done completely. However if you use practice sheet they must focus on the performing of real work not disconnected activities. CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 49 of 51 Review of Competency Below is your self assessment rating for module XXXXXXXXX Assessment performance Criteria 1. 2. 3. 4. 5. Yes No           I now feel ready to undertake my formal competency assessment. Signed: Date: CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 50 of 51 Review of Competency – Developing CBLM Below is your self assessment rating for module TVTDES401- Design and Modify CBT Learning Materials and Resources Assessment performance Criteria 1.1 Learning outcomes and assessment criteria are defined according to learning program requirements and specific needs of individual learners. 1.2 Existing learning materials and resources are accessed, evaluated and assessed for relevance and quality 2.1 Selected learning materials and resources are contextualized and modified to suit the learners need. 2.2 Draft learning materials and resources are reviewed with key stakeholders 2.3 Draft learning materials and resources are adjusted to reflect the review outcomes 3.1 Relevant learning materials and resources are developed 3.2 New learning materials and resources are finalized and documented in consultation with key stakeholders. Yes No               I now feel ready to undertake my formal competency assessment. Signed: Date: CBT_CBLM_Design_and_Modify_CBT_Learning materials and Resources _1-Page 51 of 51