After completing the online session four and all of the homework, please return to this post and answer the Essential Question for Session Four by posting a "COMMENT" to this blog entry.
What is the conceptualizing process and how will you do it?
Conceptualization requires an understanding of the target group and the objectives. A good conceptualization process is a plan that serves the target group, identifies the bridge between concept and content as meeting point. Process contains the big idea, contents and operating method, meets the defined goals and genuinely guides the work process.
When the target group and goals are known, I can start planning. Then I choose the tools and user paths to be used. A concept is a plan. The practical implementation is more challenging. In the same way as it is said that culture eats strategy for breakfast, old habits, haste and insufficient resources spoil even a brilliant concept.
The conceptualization is the part when we find the essence of the learning. I analyze the profiles of the participants in my course and try to identify what can relate them to the course, what could motivate them to get involved in an active learning during the course. For example, for my course dedicated for the diplomats on peace and security challenges in the 21 century, I thought that one thing that could motivate them to attend and be interested in the current issues would be for them to understand how they can bring change on these topics once they join their diplomatic missions. I start from the hypothesis that one thing that drove them to chose this job is to create positive change in the world.
Love the first sentence, if you can know them a bit ahead of time. How they can being change is your blueprint for the plan. Their hopes are part of your planning. Wow!
Topics can be unravelled in different ways, depending on the concept you choose as an overarching idea. The conceptualizing process is a way to frame learning. You "umbrella" a topic by distilling its essence while considering the context of the participants and what learning outcomes they need to achieve. By conceptualizing the content, we develop a shared language and create meaning for the participants. It is a prerequisite to have a learning conversation with a group of people thanks to a standard narrative. Asking questions is a way to formulate an appropriate concept (thanks to that excellent checklist on page 79 of the TACT book!)
The unravelling is a key as the designer searches for the connection of scholarly materials with particular learners. Also the notion that learning is a conversation, as is negotiating is crucial. So good.
By reading the case of Marc Rettig, I understand that conceptualization is the initial stage in designing a training program where we define the goals and objectives of the training, determine the target audience, and establish the overall design and structure of the program.
I will do as following steps: 1. Determine why the training is necessary and what specific problem or issue it aims to address. 2. Develop SMART learning objectives that align with the identified training needs. (of course, the objectives should also take into consideration the audience's learning styles and preferences.) 3. Create a curriculum that aligns with the learning objectives and the identified training needs. 4. Determine the delivery method that best suits the training objectives and the target audience. 5. Establish the criteria to measure the effectiveness of the training. Yes, as my colleague Nico said, we have to develop a comprehensive plan that includes the learning objectives, content, delivery method, assessment, and a timeline for each stage of the program.
Conceptualization requires an understanding of the target group and the objectives. A good conceptualization process is a plan that serves the target group, identifies the bridge between concept and content as meeting point. Process contains the big idea, contents and operating method, meets the defined goals and genuinely guides the work process.
ReplyDeleteWhen the target group and goals are known, I can start planning. Then I choose the tools and user paths to be used. A concept is a plan. The practical implementation is more challenging. In the same way as it is said that culture eats strategy for breakfast, old habits, haste and insufficient resources spoil even a brilliant concept.
First paragraph is exactly right. Second is also. Yes when you know who and what, the concept is a plan. Well said. And it is a challenge.
DeleteThe conceptualization is the part when we find the essence of the learning. I analyze the profiles of the participants in my course and try to identify what can relate them to the course, what could motivate them to get involved in an active learning during the course. For example, for my course dedicated for the diplomats on peace and security challenges in the 21 century, I thought that one thing that could motivate them to attend and be interested in the current issues would be for them to understand how they can bring change on these topics once they join their diplomatic missions. I start from the hypothesis that one thing that drove them to chose this job is to create positive change in the world.
ReplyDeleteLove the first sentence, if you can know them a bit ahead of time. How they can being change is your blueprint for the plan. Their hopes are part of your planning. Wow!
DeleteTopics can be unravelled in different ways, depending on the concept you choose as an overarching idea. The conceptualizing process is a way to frame learning. You "umbrella" a topic by distilling its essence while considering the context of the participants and what learning outcomes they need to achieve. By conceptualizing the content, we develop a shared language and create meaning for the participants. It is a prerequisite to have a learning conversation with a group of people thanks to a standard narrative. Asking questions is a way to formulate an appropriate concept (thanks to that excellent checklist on page 79 of the TACT book!)
ReplyDeleteThe unravelling is a key as the designer searches for the connection of scholarly materials with particular learners. Also the notion that learning is a conversation, as is negotiating is crucial. So good.
DeleteBy reading the case of Marc Rettig, I understand that conceptualization is the initial stage in designing a training program where we define the goals and objectives of the training, determine the target audience, and establish the overall design and structure of the program.
ReplyDeleteI will do as following steps:
1. Determine why the training is necessary and what specific problem or issue it aims to address.
2. Develop SMART learning objectives that align with the identified training needs. (of course, the objectives should also take into consideration the audience's learning styles and preferences.)
3. Create a curriculum that aligns with the learning objectives and the identified training needs.
4. Determine the delivery method that best suits the training objectives and the target audience.
5. Establish the criteria to measure the effectiveness of the training.
Yes, as my colleague Nico said, we have to develop a comprehensive plan that includes the learning objectives, content, delivery method, assessment, and a timeline for each stage of the program.
1. Yes. 2. Yes. 3. Yes 4. Yes. 5. Yes. Rather well said Ran.
ReplyDelete