This activity is in support of the enabling objective “summarize the most likely set of conditions that cause failure mode two, and resolve those conditions.” An absorb activity is one where the learners take in information1Horton, W. (2012). E-learning by Design. San Francisco, CA: Pfeiffer. – p. 67. In this case, learners will listen to and watch a screencast addressing failure mode two. It is important to remember that an absorb activity is an introduction to the material and is a necessary step in the learning process according to best practice. Learners are not expected to be able to capture and process the totality of what they see and hear during the absorb activity.2Horton, W. (2012). E-learning by Design. San Francisco, CA: Pfeiffer. – p. 67
This activity is in support of the enabling objective “summarize the most likely set of conditions that cause failure mode one, and resolve those conditions.” Previous to this activity, learners participated in an absorb activity where they read a PowerPoint presentation that summarized the conditions for failure mode one. According to Horton, the “do activity” transforms the information from the absorb activity “into knowledge and skills”.3Horton, W. (2012). E-learning by Design. San Francisco, CA: Pfeiffer. – p. 129 The “do activity” changes the material delivery from printed text to audio instructions, utilizing a principle of Universal Design for Learning (UDL). In this case, the absorb activity was visual and the “do activity” is auditory and kinesthetic. These two activities tap into all three learning styles. In this “do activity”, learners will follow an audio file that walks them through what they need to look for when failure mode one has occurred and how to resolve the set of conditions that causes the failure. The audio file will walk learners through step-by-step instructions on where to click on their computer and what they are seeing.
This activity is in support of the enabling objective “demonstrate how to escalate the failure if it does not match any of the top five failure modes.” Prior to this connect activity, learners engaged in a short reading, and the do activity had learners evaluate different situations and determine next steps. This variety of activities is consistent with best practices and UDL principles and helps the training connect with all learners. Connect activities “tie together previously learned skills and knowledge”.4Horton, W. (2012). E-learning by Design. San Francisco, CA: Pfeiffer. – p. 163 The connect activity has learners completing several fill-in-the-blank questions to see if the material has been sufficiently understood. This activity also serves as the assessment for the learning objective.
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As stated previously, this assessment is fill-in-the-blank. There is only one right answer for each question. All questions are weighted equally. Feedback will be given to learners as they answer each question. If learners select an incorrect response, an explanation of the correct answer will appear. If the learner selects the right answer, feedback will indicate this.
The assessments for this training are deliberately diverse, and include pick-multiple, matching, pick-one, true/false, performance tasks (series of actions on a computer), and fill-in-the-blank assessments. This selection of varied assessment methods was chosen to keep the learner engaged in the activities. Feedback is built into each question. If a learner successfully completes a task, by selecting the correct answer or performing the correct action, a message will immediately be displayed indicating that the learner was correct. If an incorrect response or action is recorded, the learner will receive feedback indicating the correct answer and why it is correct.