1 | Page Project Report Needs Analysis, Design, Development, Implementation and Evaluation of Online Course on ‘EVALUATION OF TRAINING’ by S K Pulist Enr No. PGDEL-131812560 (Submitted in partial fulfillment of the requirements of the course MDEP-005 of the PG Diploma in eLearning Programme) to IGNOU, Maidan Garhi, New Delhi 110 068. 2013
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Design, Development and Implementation of Online Programme on Evaluation of Training
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Project Report
Needs Analysis, Design, Development, Implementation and Evaluation
of
Online Course
on ‘EVALUATION OF TRAINING’
by
S K Pulist
Enr No. PGDEL-131812560
(Submitted in partial fulfillment of the requirements of the course MDEP-005 of the PG Diploma in eLearning Programme)
to
IGNOU,
Maidan Garhi, New Delhi 110 068.
2013
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Online Course on
‘EVALUATION OF TRAINING’
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Table of Contents
Certificate of Originality .............................................................................................. 7
This is to certify that this Project is my original work which has been submitted
as partial fulfillment of the requirements of the Post-Graduate Diploma in eLearning
Programme of Staff Training and Research Institute of Distance Education, Indira
Gandhi National Open University. This work has not been plagiarized in any way. It
has also not been submitted to any other agency in any kind in part or full. The
sources used in the Report have been duly acknowledged and referenced.
S K Pulist PGDEL-131812560
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Acknowledgement
The Project Report speaks about the process of needs analysis, design,
development, implementation and evaluation of an online course on ‘Evaluation of
Training’. The Report narrates the different steps involved in the journey. It also
includes the lessons learnt in the process and shares recommendations for design,
development and launch of a similar online programme.
I would like to thank IGNOU for allowing me admission to PGDEL Programme
and giving me the opportunity to work on this Project. I humbly acknowledge the
guidance and support extended from time to time by the Programme Coordinators
Prof. Santosh Panda and Ms Mythili Gowtham. Their progressive scaffolding helped
me in developing myself from a learner to an online programme administrator and
then an eTeacher. The timely technical help extended by Ms Mythili made my
journey on the Moodle smooth. My thanks are due to the Technicians of eGyankosh
who worked hard for ensuring uninterrupted virtual connectivity. The Virtual
Classroom launched through AdobeConnect gave me an exclusive experience and
exposure. I got an opportunity to exchange my experiences with my fellow learners
while in the Workshop and even thereafter. I thank the Coordinators for making the
Workshop a part of the instructional design of the programme and my fellow learners
for becoming part of my learning experience.
Last but not the least, I am thankful to my family for standing by me while I
was experimenting and documenting this Project.
S K Pulist
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Chapter 1: Background and Introduction
1.1 Introduction
The training is an important component of human resource development
activities. While it helps an individual in bridging the gap between his actual and
expected performance for accomplishment of a task, the organisation benefits from
the improved knowledge, skills and attitudes of that individual. The component of
training helps in converting an individual into an asset for the organisation. The
concept of training and development has gained more focus in the wake of
awareness of human resource development activities in the organisations.
1.2 Rationale of the Course
The people engaged in training and development activities are not normally
trained. They learn different tools and techniques for carrying out different training
related activities during the course of their job only. With the development of
management techniques and organisations becoming sensitive to the requirements
of the human resource, more money is now spent on capacity building and staff
development activities. The awareness has also increased among the senior
management of the organisations with the commitment of National Policy on Skill
Development that at least 2.5% of the salary budget should be spent on training and
other continuous skill enhancement activities for the staff. However, how to assess
the impact of such activities on the organisational objectives is again an arduous
activity which most of the organisations though interested, do not perform due to
extra cost.
In view of the above, it was thought appropriate to develop an online
programme which could help the training functionaries to evaluate different
components of the training programmes and establish the actual worth not only for
the individual but for the organisation as well.
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1.3 Needs analysis of the Target Audience
The people working in Training and Development Units of different
organisations were contacted. The idea of the development of an online programme
on the theme was appreciated. The needs of these people with regard to training
and development activities in their respective organisations were discussed and their
comments and suggestions on the nomenclature of the programme were sought. The
needs analysis proved that the personnel involved with training of human resource
development in the organisations are normally not trained in this area of
specialization. They just learn by doing with the passage of time on the job through
hit and trial method. It could have been ideal if sufficient opportunities were made
available to such people without letting them leave their job to learn professionally
and excel in this area. ‘How to evaluate the worth of a training programme
conducted by them’ was an area which they required to be attended to with special
skills and knowledge. With this background, the programme on evaluation of training
was proposed to be conducted through online mode.
The content of the programme was chosen to suit the requirements of the
personnel involved with training and development activities in public and private
organisations.
1.4 Assumptions
The programme on ‘Evaluation of Training’ is a specialised programme which
is designed for a specific target group. The programme expects a person having full
knowledge of tools and techniques being implemented and used in conduct of
training and development programmes across the industries and organisations. It
was expected that the persons joining this programme would fully understand the
importance and need of evaluation of a training programme. With this
understanding, the client group is supposed to be working in training development
units/organisations handling training and development and capacity building
activities. Since the programme was launched online, therefore, the entrants were
expected to be computer literate and be able to use different online and web-based
tools meant for programme delivery.
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1.5 Methods
The course has been launched completely online and therefore, the learners
were made to carry out all activities online. However, in order to know their learning
style a Learning Style Index was provided to them the feedback on which was used
for developing the audio/video programmes and other content for the course. The
Metacognitive Thinking Skills Scale was provided to the learners to enable them to
know their strengths and weaknesses and capitalise on the former. The reading
content was provided to the learners with Moodle. Audio and Video programmes
were uploaded as part of the learning material. A list of suggestive reading material
was also provided to enable them to go for additional material if they so desired. The
virtual classroom was organised with the help of WizIQ (an online educational
platform). In order to enable the learners use the Moodle and WizIQ comfortably, an
orientation session was kept in the beginning of the course on how to use these
platforms.
1.6 Supports Received
The Moodle platform for launching of the course was provided by the
University. The eGyankosh provided the technical support for running the
programme on Moodle. The Programme Coordinators of the PGDEL Programme
provided all the required help. They were prompt in removing the doubts on conduct
of any activity.
1.7 Limitations
The programme was launched online, therefore, it was thought appropriate to
provide full content online. Since the e-content as desired was not fully available
freely online, some of the core content had to be developed by the author. The
Moodle was slow due to connectivity and took longer time in uploading the files.
Therefore, more patience was required for working on this platform. The students
selected for the programme were busy in their own activities and therefore, could not
spare time conveniently. The programme was of 2 credits (60 study hours) and was
to be completed in a month’s time, therefore, it required at least 2 hours of
commitment daily from the students. In view of this, out of more than 15 students
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enrolled for the course, only 5-6 were found active. Since this was an experiment, the
interest of the students was also limited in the course. However, the learners were
time and again persuaded to complete different activities which they could not do
many times in spite of their will.
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Chapter 2: Design of the Course
The course has been designed following the ADDIE model of Instructional
Design (Merrill, 1994). The course under reference is a part of the Certificate
Programme in Training and Development which is a 16–Credit Programme
containing 4 courses of 4 credits each. The concept map of the programme is
presented in Figure 1.
Figure 1: Concept Map of Programme in Training and Development
2.1 Title of the Course:
“Evaluation of Training”
The Course is of 2 Credits containing 8 Chapters.
2.2 Instructional Design
The course has been designed keeping in view the needs and requirements
of the individuals working in the area of human resource development in different
organisations. The content of the course has been specially designed so as to
provide the learners with full working knowledge of evaluating of training
programmes. The Instructional Design of the Course is presented in Table 1.
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Table 1: Instructional Design
Major Content Area/ Topics
Specific Objectives Media to be used
Interactive tools
Assessment tools
Course-3 Learner will be able to:
Explain the concept, definition and principles of evaluation of training
Explain and justify the need for evaluation of training
Identify and mark various stages of evaluation
Explain and apply various methods of evaluation
Choose an appropriate method of evaluation of training in a given context.
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 1:
Concept,
Definition
and Need
for
Evaluation
Learner will be able to:
Explain the concept of evaluation of training
Define the evaluation of training
Explain and establish the need of training
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 2:
Principles of
Evaluation
Learner will be able to:
Explain the various principles of evaluation of training
Define the role of the evaluators
Report the results on the basis of available data
Make clear assumptions on the basis of which
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
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evaluation design will be based
Chapter 3
and 4:
Typologies
of
Evaluation
Learner will be able to:
Explain the various types of evaluation
Explain various models of evaluation
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 5:
Stages of
Evaluation
Learner will be able to:
Explain the various stages of evaluation
Compare various models of evaluation
Set different stages of evaluation in a given situation
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 6,
7 and 8:
Evaluation
Methods
Learner will be able to:
Explain the various methods of evaluation of training
Explain various pre-requisites for undertaking evaluation work at different stages
Undertake different activities for evaluation at pre-training stage
Apply evaluation mechanism at during training stage
Set the mechanism for evaluation at post training stage
Use various devices and tools at different stages of evaluation.
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
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2.3 Framework of the Course
The Course on ‘Evaluation of Training’ was launched online and therefore,
different software and online tools were used to provide academic and administrative
support to the learners. Broadly, the following methods were used for different
activities of the programme:
Moodle - the Mainframe: The Moodle was used for providing overall framework of
the programme and its different chapters. The learners were supposed
to login on the Moodle which further directed them to the concerned
site/content as per choice.
Conduct of Survey: It was thought appropriate to know about the learning styles of
the learners so that different learning objects could be designed and
created keeping in view their styles. At the same time, it was also
thought necessary to acquaint the learners with their metacognitive
thinking skills. In order to launch the questionnaires on both the above,
GoogleGroup was used.
Introduction Section: An introduction section was created for the benefit of the
learners which carried the content related to introduction to the course
and the facilitator. The ‘Voki’ ‘Avtar’ – the online narrator with modulated
voice was used for this purpose.
News Forum: The Moodle News Forum was used to provide relevant information
about the course to the learners.
Collaboration tool: GoogleGroup was used to provide an informal collaborative
platform to the learners where they could share their views with peers.
Dissemination of course content: The digital reading content was provided with
the help of ‘Blog’ which was updated from time to time with the required
content for the Chapters. The Videos from YouTube relevant to the topics
were also provided through the Blog.
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Audio/Video Programmes: The Audio and Video programmes were launched
through the ‘ScreenCast’ website which was linked to the Moodle.
Quizes: The Quizzes and Computer Marked Assignments (CMAs) were created and
launched on the Moodle.
Programme Evaluation: A questionnaire survey was designed for administering on
the learners for programme evaluation purposes which was launched on
‘qualtrics.com’ and linked to the Moodle.
Virtual Classroom: In order to provide online interaction on the programme and
conduct online sessions, WizIQ platform was used.
Session Scheduler: In order to decide the schedule for virtual
interaction/classroom, programme scheduler ‘Doodle’ was used which
provided for marking the available time for facilitating a common available
time with the participants. The link of this scheduler was emailed to the
participants with a request to mark the available time for the virtual
classes.
2.4 Software Used
Launching an online course is a sophisticated activity. Keeping in view the
requirements, the following software were used to handle different components of the
course:
MS-Word : to create the reading e-content (text) MS-PowerPoint : to create presentation slides Audacity : to create audio programmes Camtasia : to create video programmes TipCam : to capture the screen Moodle : to launch the programme WizIQ : to conduct virtual classes FreeMind : for concept mapping AllVideoConverter : to convert the audios / videos in different formats
2.5 Self-learning Material
The content used for the course has been developed following a mixed
approach i.e. some of the content has been developed by the author himself and
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remaining part of the content has been made available from the OERs. The course
content consisted of the text, audio/video files and power point presentations. While
content developed by the author was made available through LMS (with link to blog),
the external content was made available through web links. The audio/ video
programmes and presentations were suitably integrated with the main content
keeping in view the learning objectives of the chapters.
2.6 Teaching and Learning Process
The learners took self-study of the content. While audio/video programmes
including presentations provided learning support to the students and helped in
clearing various concepts, the discussion forum provided through GoogleGroup gave
them an opportunity to share their views and discuss the topics of common interest
with peers. The virtual classroom activities were organised through WizIQ twice a
week for two hours as per convenience of the students.
2.7 Assessment Strategy
The multiple-channel assessment strategy was adopted for this course. In
the first instance, the learners were tested on their understanding of different
concepts with the help of reflective questions. These questions were based on the
objectives of the concerned chapter and were provided to them before they started
the course. They could try to find out the answers to those questions and construct
their knowledge. This activity was supposed to keep them focused and prevent from
getting distracted through attraction of other irrelevant but interesting web links.
During the course, the learners were evaluated on the basis of their
interaction in the discussion forum, group discussion initiation/interaction and
moderation (these were used for feedback only with no weightage), computer
marked assignments and tutor marked assignments.
At the term-end level, the learners were given tutor marked assignment and
they were required to submit brief answers to the questions given. These were
evaluated as part of the summative assessment. The following methodology was
adopted for learner’s performance evaluation:
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Evaluation Methodology
Reflective Questions : Internal feedback Self-Check exercises : Internal feedback Discussion Forum : feedback only Tutor Marked Assignments : 70% weightage Computer Marked Assignments : 30% weightage Total Marks : 100
2.8 Programme Evaluation
The Programme evaluation is an important activity in order to know the quality
of a programme, its effectiveness and impact upon the learners. The systematic
approach was adopted for evaluation of this course also. The learners were
administered an online questionnaire survey at the end of the course to provide
feedback on different components of the course. They were requested to provide
their free and frank feedback. The feedback so received was analysed and the
findings have been presented in Chapter 4 of this Report.
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Chapter 3: The Course
The course has been presented using a multiple-media approach. The
different components of the Instructional Design have been media-mixed in a way
that suits the learning styles of the individual learners. While the lessons have been
provided through text files, the audio and video lectures have been used to
supplement the course. The PowerPoint presentations have been included wherever
necessary.
3.1 Chapter Scheme
The course on ‘Evaluation of Training’ has been divided into 8 Chapters.
Each chapter has been systematically presented for the benefit of the learners. The
chapterisation scheme of the course is given in Table 2.
Table 2: Chapterisation Scheme
Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
BLOCK 1
Unit 0: Rationale and Background of the Course
Chapter 1: Concept, Definition and Need for Evaluation
1.1 Learning Outcomes ppt, audio PPT, audacity
1.2 Reflections Text html/text
1.3 Introduction Text, video html/text, VC
1.4 Concept of Evaluation Text, video html/text, VC
1.5 Definition Text, video html/text, VC
1.6 Need for Evaluation Text, video html/text, VC
1.6.1 Why to evaluate? Text, video html/text, VC
1.6.2 When to evaluate? Text, video html/text, VC
1.6.3 What to evaluate? Text, video html/text, VC
1.6.4 How to evaluate? Text, video html/text, VC
1.7 Summing up Text, video html/text, VC
1.8 Self-Check Exercises Text html/text
1.9 Bibliography and further readings
Text html/text
Chapter 2: Principles of Evaluation
2.1 Learning Outcomes ppt, audio PPT, audacity
2.2 Reflections Text html/text
2.3 Introduction Text, video html/text, VC
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Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
2.4 Principles of Evaluation Text, video html/text, VC
2.4.1 Clarity Text, video html/text, VC
2.4.2 Objectivity Text, video html/text, VC
2.4.3 Reliability Text, video html/text, VC
2.4.4 Feasibility Text, video html/text, VC
2.4.5 Evaluation: A process Text, video html/text, VC
2.4.6 Evaluation Design Text, video html/text, VC
2.5 Role of the Evaluator Text, video html/text, VC
2.6 Reporting of Evaluation Data Text, video html/text, VC
2.7 Level of Training Techniques Text, video html/text, VC
2.8 Summing up Text, video html/text, VC
2.9 Self-Check Exercises Text html/text
2.10 Bibliography and further readings
Text html/text
Chapter 3: Typologies of Evaluation-1
3.1 Learning Outcomes ppt, audio PPT, audacity
3.2 Reflections Text html/text
3.3 Introduction Text, video html/text, VC
3.4 Typologies of Evaluation Text, video html/text, VC
3.4.1 Hamblin’s Model Text, graph, video html/text, VC
3.4.2 Kirkpatric’s Design Text, graph, video html/text, VC
3.4.3 Warr’s Framework Text, graph, video html/text, VC
3.5 Summing up Text, video html/text, VC
3.6 Self-Check Exercises Text html/text
3.7 Bibliography and further readings
Text html/text
Chapter 4: Typologies of Evaluation-2
4.1 Learning Outcomes ppt, audio PPT, audacity
4.2 Reflections Text html/text
4.3 Introduction Text, video html/text, VC
4.4.1 Virmani and Premila’s Model Text, graph, video html/text, VC
4.4.2 Peter Bramley’s Model Text, graph, video html/text, VC
4.4.3 David Reay’s Approach Text, graph, video html/text, VC
4.5 Summing up Text, video html/text, VC
4.6 Self-Check Exercises Text html/text
4.7 Bibliography and further readings
Text html/text
BLOCK 2
Chapter 5: Stages of Evaluation
5.1 Learning Outcomes ppt, audio PPT, audacity
5.2 Reflections Text html/text
5.3 Introduction Text, video html/text, VC
5.4 Stages of Evaluation Text, video html/text, VC
5.4.1 Pre-Training Text, video html/text, VC
5.4.2 During Training Text, video html/text, VC
5.4.3 Post-Training Text, video html/text, VC
5.5 Summing up Text, video html/text, VC
5.6 To-Do Activity Text html/text
5.7 Bibliography and further Text html/text
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Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
readings
Chapter 6: Evaluation Methods-1
6.1 Learning Outcomes ppt, audio PPT, audacity
6.2 Reflections Text html/text
6.3 Introduction Text, video html/text, VC
6.4 Pre-Training Evaluation Text, video html/text, VC
6.4.1 Identification of Training Needs Text, video html/text, VC
6.4.2 Evaluation of Performance Standards
Text, video html/text, VC
6.4.3 Evaluation of Training Objectives
Text, video html/text, VC
6.4.4 Evaluation of Trainee’s Profile Text, video html/text, VC
6.4.5 Input Evaluation Text, graph, video html/text, VC
6.5 Summing up Text, video html/text, VC
6.6 To-Do Activity Text html/text
6.7 Bibliography and further readings
Text html/text
Chapter 7: Evaluation Methods-2
7.1 Learning Outcomes ppt, audio PPT, audacity
7.2 Reflections Text html/text
7.3 Introduction Text, video html/text, VC
7.4 During Training Evaluation Text, video html/text, VC
7.5 Precautions for Mid Course Review
Text, video html/text, VC
7.6 Summing up Text, video html/text, VC
7.7 To-Do Activity Text html/text
7.8 Bibliography and further readings
Text html/text
Chapter 8: Evaluation Methods-3
8.1 Learning Outcomes ppt, audio PPT, audacity
8.2 Reflections Text html/text
8.3 Introduction Text, video html/text, VC
8.4 Post Training Evaluation Text, video html/text, VC
8.4.1 Reaction Evaluation Text, video html/text, VC
8.4.2 Learning Evaluation Text, video html/text, VC
8.5 Job Behaviour Evaluation Text, video html/text, VC
8.5.1 Width Techniques Text, video html/text, VC
8.5.2 Depth Techniques Text, video html/text, VC
8.6 Job Improvement Plan Text, video html/text, VC
8.7 Ultimate Value Evaluation Text, video html/text, VC
8.8 Follow Up of Results Text, video html/text, VC
8.9 Summing up Text, video html/text, VC
8.10 To-Do Activity Text html/text
8.11 Bibliography and further readings
Text html/text
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3.2 Features of the Course
The course has been developed as a comprehensive learning package so
that it is able to support the learners as per their learning styles. The salient features
of the course are briefly discussed below:
3.2.1 General Introduction
This section provides know-how about the course and its expectations from
the learners. The snapshot from Moodle is presented in Figure-2.
Figure 2: A ‘Brief’ on the Course
This Section provides for different items like concept map, objectives of the
course, course outline, instructional design, teaching learning process and
assessment plan as given in Figure 3.
Figure 3: Components of the ‘Brief’ on Course Page
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3.2.2 Introduction Section
This section welcomes the learners to the course and provides introduction to
the Facilitator and the course through video programmes. A GoogleGroup created for
interaction among the learners was also linked to this area The snapshot from
Moodle is presented in Figure 4.
Figure 4: Introduction Section
Use of Voki for the introduction section was interesting. It helped in catching
the attention of the learners. A snapshot of the Voki programme is presented in
Figure 5.
Figure 5: Course Introduction by Voki
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The Introduction Section provides for the following important components:
3.2.3 Learning Style Index
The Learning Style Index was developed with a view to know the learning
styles of the learners (Appendix 1). It was hosted on GoogleDrive and was linked to
the Moodle in the course area. The feedback received was used for developing
instructional components for the course. The Index prepared by Solomon & Felder
(n.d.) was taken as reference for preparing this Index. The Snapshot of the Index is
presented in Figure 6.
Figure 6: Learning Style Index
3.2.4 Meta-cognitive Thinking Skills Scale
The Metacognitive Thinking Skills Scale was designed with a view to helping
the learners know their different skills (Appendix 2). The scale was expected to help
the learners know their week areas so that they could work on improving these areas
and capitalize on the strong areas. The Scale designed by Tuncer & Kaysi (2013)
was taken as reference for preparing this Scale. The snapshot of the scale is
presented in Figure 7.
Figure 7: Metacognitive Thinking Skills Scale
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3.2.5 Schedule Finaliser
Since the learners were fulltime working people, there was a limitation of
availability of common free time with them all in order to enable them to attend the
virtual classes. Therefore, in order to know their common free time, help of Doodle
was taken and a scheduler was prepared on which the learners were asked to
provide the information about time availability. Efforts were made to host the virtual
class when maximum number of learners was available. The Snapshot of the
Doodle is presented in Figure 8.
Figure 8: Virtual Class Scheduler
3.2.6 Introductory Class on WizIQ
Since the Moodle was to be used for offering the course and virtual
classes were to be conducted through WizIQ, it was thought appropriate to
given the learners an introduction to both the Platforms so that they could
work on them comfortably. Therefore, an introductory class for Moodle and
WizIQ explaining various features which the learners would be using for
undergoing this course was conducted. The snapshot of the WizIQ course
area is presented in Figure 9.
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Figure 9: WizIQ platform
3.2.7 Suggested Reading Material
This section provides a list of suggestive reading material which the learners
could refer in addition to the content provided. The Snapshot is presented in Figure
10.
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Figure 10: List of Suggested Reading Material
3.2.8 Learning Outcomes and Reflective Questions
Each chapter has been provided with Learning Outcomes and Reflective
Questions. The learning outcomes put forth the expectations from the learners after
having gone through the chapter.
Figure 11: Learning Outcomes and Reflective Questions
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On the other hand the reflective questions provided the learners with an
opportunity to assess their knowledge about the topic before they really go through
the content. The learners were expected to match the possible answers pre and post
reading of the chapter. The Moodle snapshot of the same is presented in Figure 11.
3.2.9 Discussion Forum
A discussion Forum was created on the Moodle for the learners. The
learners were supposed to discuss the topic given by the coordinator/facilitator.
Once all the learners had commented on the topic, a collective review of the
comments was to be taken which was to be moderated by the coordinator. The
snapshot of the discussion forum is presented in Figure 12.
Figure 12: Discussion Forum
A GoogleGroup on ‘Evaluation of Training’ was created for the course with
membership to all the learners. This group provided the learners a common informal
platform where they could discuss about their problems related to different topics of
the course and also the progress made by them. The Group helped in building a
‘community of practice’ and motivated the learners to help each other, learn from
each other and appreciate each other’s works. The snapshot of the GoogleGroup is
given in Figure 13.
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Figure 13 GoogleGroup created as ‘Community of Practice’
3.2.10 General Content
The learning content for each of the chapters based on the course curriculum
was provided in the following different forms keeping in view the learning styles of the
learners:
Audio programme
The audio content of each chapter was provided in the form of Audio
Programme uploaded on screencast.com and linked to Moodle to enable the link to
open as pop-up. The snapshot of the programme is presented in Figure 14.
Figure 14: Audio programme
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Video programme
The recorded video lectures on each chapter were provided on the Moodle
the same way as the audio programmes were provided. The video programmes also
were able to open as pop-up. It facilitated the learners not to leave the Moodle
platform while viewing the lecture. They could put the pop-up off, the moment lecture
was over. The Moodle Snapshot is presented in Figure 15.
Figure 15: Video programme
Reading Content
The reading content was provided to the learners through Blog. The material
was uploaded on the Blog and was linked to the Moodle. The learners were able to
view the content without losing the contact of the LMS. This was arranged through a
pop-up window. The snapshot of the Blog presenting the reading content is
presented in Figure 16.
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Figure 16: Blog providing the Reading Content
PowerPoint presentation
The PowerPoint presentations used for lectures were also uploaded on the
relevant chapter section so that the learners could make their own explanations while
viewing the slides. The same slides were used for preparing video presentations and
virtual classroom.
Virtual classroom
The WizIQ was used to provide virtual classes to the learners. The lectures
were organised twice a week after taking availability of time with the learners through
‘Doodle’. The snapshot of the virtual class in progress in presented in Figure 17.
Figure 17: Virtual Class on WizIQ in progress
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Tutor Marked Assignment Tutor Marked Assignments (TMAs) were part of the formative and summative
assessment of learner’s performance as per the assessment plan for the course.
The TMAs were provided through the Moodle. The snapshot of the TMA provided on
the Moodle is presented in Figure 18.
Figure 18: Tutor Marked Assignment
Computer Marked Assignment
The Computer Marked Assignments (CMAs) were made part of the formative
assessment of the learner’s performance in the course. They were designed and
developed in the Moodle itself. The snapshot of the same is presented in Figure 19.
Figure 19: Computer Marked Assignment
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Term End Examination
The Term End Examination for the course was conducted through Tutor
Marked Assignment (TMA). The learners were given topics with word limit and were
asked to upload their answers on the LMS. The same were evaluated offline. The
snapshot of the TMA meant for the Term End Examination is presented in Figure 20.
Figure 20: Tutor Marked Assignment
Grade Report
As mentioned earlier the evaluation methodology for the course included
formative and summative evaluation through TMA and CMA. The Grade Report
reflected the grades /percentile marks obtained by each of the learners who
appeared for the respective items. The snapshot of the Grade Report is presented in
Figure 21
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Figure 21: Grade Report of the Learners
Programme Evaluation
The Project Guidelines for the MDEP-5 envisaged for evaluation of the course
developed and launched by the learners as part of their Project based on the
learners’ feedback. In view of this, with a view to having the feedback of the learners
who participated in the course, a questionnaire survey was designed and uploaded
on the Qualtrics.com. In all 18 items on different aspects of the course were kept in
the tool. The learners were requested to give their free and frank feedback about the
course through this survey. The responses received were analysed and the results
are presented in Chapter 4.The snapshot of the survey is presented in Figure 22.
The complete questionnaire is appended as Appendix 3.
Figure 22: Questionnaire Survey launched on Qualtrics.com
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The full course has been presented as a self-sustained package for the
learners. It was integrated to provide access to all the relevant resources spread
across the Web on single platform on a click-away distance.
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Chapter 4: Learning Experiences
The course was implemented online through the Learning Management
System (Moodle) provided by IGNOU. The Course was delivered to the registered
learners as per the plan mentioned in the forthcoming paragraphs.
4.1 Implementation Plan
The course on ‘Evaluation of Training’ contained 8 Chapters. The following
timeline was followed for implementation of the course:
The course was rolled on 28th October, 2013 for four weeks’ time. Since the
course was of 2 credits, 60 hours of student study was mandatory. Therefore, 2
chapters were taken every week for study. This was extra workload on the students.
While all other activities were kept as per the plan, there were two virtual classes
every week. The students were requested to go through the content provide to them
through the Blog1 linked to Moodle with the help of pop-up window. Quizzes and
computer marked assignments were provided to the students as per requirement of
the course instructional design. The tutor marked assignments were also provided
as per evaluation methodology of the course. The students were requested to
adhere to the timeline for submission of these components.
4.2 Course Activities
The first activity for the course was to register the interested students to the
course. In the beginning 10 students were identified and registered to the course.
However, due to their pre-occupation, they could not spare time and showed inability
to follow the timeline. But since the course was to be completed in a time-bound
manner, therefore, another lot of 6 students was registered. They were requested to
spare time from their busy schedule and undertake this course seriously. They were
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