Page 52 - Computer Based Training OUM

 In remember level performance, the information is
essentially untransformed from the way it is presented in
the lesson

 At the application level, the learner is able to solve a
problem or make an inference based on the process

 Application of process knowledge is especially
important for employees involved in any form of

troubleshooting for which they might have to resolve
problems that occur in an overall business or technical

process
 Systematic problem solving in manufacturing operations

begins by flow-charting the production process
 Once the process is clearly defined, all employees associated

with the process, from engineers to production workers,
can brainstorm potential sources of the problem using

cause-and-effect analysis
5. Writing Process Learning Objectives at the Application Level

 First ask yourself, "How critical is this process knowledge
to the effective completion of job tasks?"
 then establish an outcome goal for this knowledge by

writing a learning objective
6. Training Processes

 The design of all effective instruction involves providing
clear information, giving practice with feedback to help

the learner assimilate the information, testing for
achievement of the instructional objective, and repeating

the teaching cycle as needed
7. Teaching Processes in the Classroom

 Processes involve a series of events—stages rather than
steps. Use either process tables or flow diagrams to present

the stages
8. Teaching Processes in e-Learning

 Presenting process information on a computer is similar to
presenting it in training manuals, in that the goal is to clearly

depict each major stage involved