Page 63 - Computer Based Training OUM

 Of the five content types, the most challenging to
migrate to e-learning is far-transfer tasks. This is not so
much due to the informational methods needed as to

challenges in design of practice that elicits flexible
responses from learners and can provide meaningful

feedback
 Two basic approaches to e-learning designed for far

transfer:
i. Instructive Methods for e-Learning

ii. Inductive Methods for e-Learning

14. Practice Methods for Far-Transfer Learning

 The challenge in both classroom and e-learning settings is to
assess the quality of learners' responses and give helpful

feedback
 The instructor or the program must find ways to determine
that a student response falls within the boundaries of the

guidelines and to identify the strengths and shortfalls of each
response

 Design of Classroom Practice

i. In a classroom setting, it is often useful to work on far-transfer

practice assignments with a colleague or small team. Working
collaboratively offers the opportunity to exchange the diverse

perspectives that are characteristic of far-transfer work

ii. After time to work on the assignment, each team could post
their questions, allowing everyone to review them and to offer

constructive feedback

 Project Assignments to Promote Transfer

i. After responding to classroom case scenarios, learners should
apply their new skills immediately to job situations

ii. Following the first part of the training, participants should use
actual job requirements to prepare a set of interview

questions for an upcoming interview