Method of Evaluation
Learning as a function in any institution or organization is a systems level phenomenon that is implemented by the organization and remains on a perpetual basis in the organization despite the changes in the organizations structure.
This research will therefore embrace learning as a task with equal regard as other tasks such as manufacture production or delivery of commodities. This however does not suggest that learning be allocated its own time at the expense of all other organizational activities but rather the organizational activities be considered as learning processes and systems.
This will ensure that the learner develops and maintains the central competencies that form the foundation of new products tools and services. It will also serve to ensure that the learner maintains a continuous margin of improvement in as far as business value added can is concerned.
Learning has been associated with an organizations ability to renew and revitalize its products through creative learning and development. The extent to which the learner meets these objectives will be the measure of the extent to which learning has occurred.
The results of this research will be deployed to the learner through an integrated learning system that involves actionable learning. The information will also be disseminated through collective and collaborative learning (Rosen 2004 p 130-150).
Development Plan
Development of a projects plan involves formulating the foundation of the project. Development of the plan is an interactive process that involves testing and examining various theories of design and development. The research will therefore involve a five stage development plan that will provide the client with e complete learning module.
The function specification
This is the general definition and description of the product. It provides for the specific requirements features and performance measures as per the client’s specifications. The specific related features of the client are identified and documented at this stage. The non-technical aspects of the program are therefore redefined at this stage.
The technical specification
This is the process of restating of the clients functional specifications in engineering terms. It will therefore define the relevant architecture data structures and their applicable accompanying methods as well as a description of the user interface. During this stage the prototypes will be developed and tested for best fit in the client’s position and organization.
The task list
This is a schedule of operation and performance of the development design. The technical design will be constructed as a sequence of consecutive actionable tasks whose time will be budgeted for as follows.
The formulation of the task list will encounter certain pertinent challenges that stem from the fact that the technical aspect of development and design does not have clearly defined tasks that in a strict since could be realistically assigned time to completion estimates.
For instance, it is quite difficult to estimate the time it will take to code specific command. This will however resolved by making a background check on the available industrial timings for these processes.
Beta testing
Upon the completion of the development process the software will then be tested for best fit in the organization. It will be reviewed and adjusted to determine the specific aspects that do not meet the functional specifications of the client. These will be adjusted and reviewed to correspond to the client’s requirements.
Project Standards
Project standards form an integral part of software development. It establishes the benchmark of quality that must be met by the product and project in line with the clients and professional qualifications.
The quality assurance of the project will take place after the technical specification stage. It will employ a variety of quality assurance tools such as the quality assurance test plan, test sites, test scripts, final acceptance procedure and a test report.
The screens will adopt one of the common and formal classic themes that are easy to identify with. The learner will however be provided with an option to alter the theme and color. The documents will bear a size 12 Arial font for the basic instruction options that will have bold and italicized alternatives for the headings and subheadings.
The font sizes of the headings will also differ to create the heading effect and differentiate them from all other writings. The paragraphs will bear a half indent at the beginning of each paragraph and a single space after each paragraph.
The navigation buttons will be available in a toolbar that is situated at the top left part of the document and can be moved to any side and [art of the document. It will however be situated at the top left side of the document in default settings. The navigation buttons will bear different shapes and sizes that adapt to the changing themes as prescribed and adopted by the learner.
The software is specifically tailored for this specific client and therefore cannot be used by a different client due to changing needs and requirements. Due to the nature of the development and documentation the software updates are not available commercially and will therefore be developed and provided on demand.
This increases the time and costs involved in the creation and maintenance of various applications in the software. The software is in its basic version and will therefore require to be developed afresh to accommodate advanced level learners. These challenges will however be regulated by the software manager who will keep constant survey of the software performance and recommend updates (Mishra 2001, p34-56).
Developing the module
Methods of Assessment
Learning will be defined as an integral process of skill development. The learning objectives will be based on the learner’s ability to acquire the relevant knowledge, share such knowledge and utilize the knowledge.
Acquisition of the knowledge will involve implanting and creating skills insights and relationships while knowledge share ring will entail distributing and disseminating the knowledge acquired. Utilizing the knowledge will be evaluated based on the learner’s ability to apply the knowledge to new situations.
Instructional Strategies
The primary instructional approach and instruction mode will employ textual explanations for each command and option that is available to the learner. This will allow for further clarification and secondary information to facilitate the learners understanding.
The commands will also have alternative bullet points with audio assistance for commands that have lengthy instructions or complex instructions that cannot adequately be articulated in writing. The instruction module will also employ concept mapping in explaining the various concepts to the learner. The making will allow for a sequential flow of instructions in a stage based command series.
This allows the learner to follow the various stages and seek clarification. Abbreviations will also have side-by-side explanations that will be available in an alternate clarification tab in case the learner needs to review the meaning of such an abbreviation through mnemonic devices.
The primary learning device will be the use of instructional presentations, conducting independent research, and submitting written assignments review from each learner. Chats and communication with the facilitator will be employed as a secondary strategy for learning. The submitting will be made on site since the module takes advantage of intranet services in the alternative of internet enabled reviews.
The instructional strategies will support and implement the various strategy objectives for the module. The learner will be able to analyze specific aspects of the instruction with the complexity and detail of each objective upon the completion of the learning process or activity.
The learning module will be device in sequential mode that allows for the transfer of knowledge from one stage and situation to another. The lesser complex situations will prepare the learner for the complex situation since the complex ones are a construct of several basic situations.
The module will therefore allow the learner to acquire the basic fundamental formulas and concepts behind the solving the problems that will be used to solve other problems. The situations in the module will also be based on real live situations to ensure that the student acquires the necessary contemporary exposure and knowledge.
Learner Activities
The learner activities are interactive practical situations that allow the learner to experience and engage in personal evaluation by participating in tests that generate positive or negative results.
For instance the learned rill be requires to formulate tests on the learning objectives that are then evaluated for compliance with the learning objectives of the module. The learner’s ability to transfer the knowledge is therefore determined by their ability to develop tests that embrace all the learning objectives. The learner is required to formulate real life to determine their ability to transfer their knowledge beyond themselves.
References
Mishra, A. (2001).Entrepreneurship Development And Emerging Technologies – A Project With Reference To Smart Java Cards. (Mba Thesis) Tamil Nadu, India: Madurai Kamaraj University
Rosen, A. (2004). Effective IT project management. New York. American Management Association.