da David Otten mancano 3 anni
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Coaching Interview 1. Gather top-level project constraints.
Interview SME and sponsor to fill in each of the requested constraints.
What are the major engineering tasks required in order to accomplish the Job Outcome?
For a Job Outcome of "Custom LoRaWAN demo application using the SAMR34 Module", we could have the following tasks:
Course Type (Lecture-Only, Hands-On)?
Course Duration (Hours)?
Number of instructors required?
Who are the major audience groups the training is targeted to?
Expected background knowledge and experience level?
What will Attendees be able to produce or accomplish back on the job after taking this training? State it as a noun-phrase, for example:
"Customized LoRaWAN demo application using the SAMR34 Module"
Coaching Interview 2. Perform Job/Task Analysis
Work with the SME to analyze major tasks into subtasks (where necessary), placing the tasks in approximate order of completion.
For each task/subtask, identify what the student needs to know or be able to do to perform the task.
Knowing refers to understanding of certain concepts, facts or principles. Doing refers to the ability to perform certain actions or procedures
This becomes the enabling content for the course outline:
concepts, facts, principles will map to lessons
procedures will map to hands-on exercises
Example Task Analysis: "Press the Enter key on a computer keyboard"
Enabling Content:
Knowledge: (Concept) What is a computer keyboard?
Knowledge: (Concept) What is a computer key?
Procedure: How to recognize the Enter key
Procedure: How to know if a key has been pressed
Be thorough in the analysis. You can decide later whether a particular concept or procedure is necessary to cover in your course (for instance, if the student already has this skill).
Replace "Course Title" with your course title.
Add course title abstract here
Coaching Interview 3. Develop a Course Outline
From the Job/Task analysis, group content together into chapters and name the chapters.
"Knowledge" (Concept/Fact/Principle) bubbles map to "Lessons"
"Action" bubbles map to "Lab Exercises" or "Quizzes" or other hands-on activities.
Typically, a 1:1 relationship exists between Major Tasks and Chapters. However, you are free to group knowledge and actions from several different Tasks into the same Chapter in the course outline.
When finished, the TTE will produce a course outline in word format that captures this structure.
