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TNA – A Bridge between Standardisation and Personalisation?. eCASME - A Leonardo da vinci funded project Ireland, Romania, Portugal Sweden, Latvia. Introduction. Personalisation allows students to attain improved results through individualised attention to their learning needs.

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tna a bridge between standardisation and personalisation

TNA – A Bridge between Standardisation and Personalisation?

eCASME - A Leonardo da vinci funded project

Ireland, Romania, Portugal Sweden, Latvia

  • Personalisation allows students to attain improved results through individualised attention to their learning needs.
  • Standardisationallows the interoperability of courses and standards imposed on course building blocks known as learning objects allows reuse of material and rapid development.
  • However do not go hand in hand naturally
standardisation the need
Standardisation – The Need
  • Most successful products or industries contain standards e.g Plugs, TCP\IP
  • eLearning standards arose as a requirement to make educational software interoperable
  • Companies found themselves with several standalone eLearning products that could only be used in isolation and for the purpose intended
learning objects
Learning Objects
  • Allowed information to be chunked – enabling reusability
  • More reusable, More Valuable
  • Not a method of standardisation - does not specify how components interoperate
  • Concept that can increase the value of e-learning through reuse
lo s and standards
LO’s and Standards
  • Standards are imposed on these objects
  • Allows different objects from different vendors to interoperate
  • Tagging with metadata makes them more accessible and reusable
  • Definition of metadata
learning objects1
Learning Objects
  • Allows them to be placed in a central repository and be easily searched for
  • Standards by IEEE, IMS etc ensure all objects can be searched for by any system
  • They specify runtime environments, protocols, assessment tools and learning Management Systems allowing LO’s and eLearning systems to function similarly and interoperate.
personalisation the need
Personalisation – The Need
  • Can vary from:
    • providing individuals with the relevant content to satisfy a training need
    • providing individuals with a course that tailors itself according the learner responses and learning styles
  • Can be argued how much personalisation is sufficient
personalisation the need1
Personalisation – The Need
  • Keller plan a.k.a. the personalised system of instruction states that “focusing the students attention on important material to be learned”, separating content into units that must be mastered and allowing the students to self pace themselves all provide a means for personalised learning
  • Traditionally eLearning courses allow students to move at their own pace. However, content presented to the student is often not relevant to their learning needs.
personalisation the need2
Personalisation – The Need
  • There is often an abundance of redundant material
  • The breakdown of these units into learning objects to teach single ideas and piecing them together to present relevant content to the learner would provide a method of personalised learning
  • The use of learning objects would allow the integration of standardisation and personalised learning
tna a bridge ecasme
TNA – A Bridge (eCASME)
  • Training Needs Analysis is an assessment conducted to ensure there is a need for training and to identify the necessary content of the resultant training program
  • Determines the material the student needs to learn
  • Therefore ideal for personalisation according to the Keller plan
tna a bridge ecasme1
TNA – A Bridge (eCASME)
  • Typical TNA
    • Managers and employees setting skills level
    • Skills gap done
    • Manual
    • Annually/Occasionally
  • eCASME decided to identify a typical structure that allows TNA to be conducted online and regularly to allow employees within industries to identify the material they need to learn.
tna a bridge ecasme2
TNA – A Bridge (eCASME)
  • As our research extends only to companies it was important to identify a structure that represents typical organisations and that can teach single concepts, thus translating directly to learning objects.
  • a general structure for all companies was identified through:
    • Dissecting organisational structures
    • Interviewing companies
    • Examining Job Descriptions
tna a bridge ecasme3
TNA – A Bridge (eCASME)
  • Four Levels of training found
tna a bridge ecasme4
TNA – A Bridge (eCASME)
  • To date online tool has been implemented
  • Tool implemented to mimic traditional TNA
  • Discovers Training Needs to a very low level of detail. Aim to reach LO specification detail
  • When a shortfall occurs the task is written to an individual plan for the employee with optimum method for teaching that task
tna a bridge ecasme5
TNA – A Bridge (eCASME)
  • Future
  • To enable rapid development and integrate standardisation and personalisation
  • Looking at using the skills gap task to search LO repositories using metadata standards
tna a bridge ecasme6
TNA – A Bridge (eCASME)
  • Will allow standardised learning objects to be pieced together quickly to allow only relevant material to be taught to the student
  • Thus personalising courses as in the Kellers plan.
  • The use of learning objects as units to be mastered, make possible the integration of standardisation and personalisation.
further information
Further Information
  • Prototype:

  • General Website: