Complete Course Plan
Training needs analysis ....................................................................................................................... 3
Audience Analysis ............................................................................................................................... 3
Learning gaps ....................................................................................................................................... 3
Course design ....................................................................................................................................... 3
Day 1 – Day 2 | Self-learning CBT ..................................................................................................... 4
Learning objectives .......................................................................................................................... 4
Course Outline ................................................................................................................................. 5
Assessment........................................................................................................................................ 9
Teachers role, learner’s role .......................................................................................................... 10
Comment ......................................................................................................................................... 11
Day 3 – Day 4 | Workshop and Collaborative Learning .............................................................. 12
Learning Objectives ....................................................................................................................... 12
Instructional goal: needs technology integration ...................................................................... 12
Software Function .......................................................................................................................... 12
Use of New Technology ................................................................................................................ 13
Assessment process ....................................................................................................................... 14
Teacher’s role, learner’s role ......................................................................................................... 14
Comment ......................................................................................................................................... 15
Day 5 | Reinforcement ...................................................................................................................... 15
Day 6 onwards| Refresher ................................................................................................................ 15
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Assignment Details
Submitted by:
Nishant Kulshresta and Vasanta Akondy
References
http://everydayleadership.org/sites/everydayleadership.org/files/documents/S2.1_HRMS_po
st-pilot_March2011.ppt
http://www.acquireproject.org/fileadmin/user_upload/ACQUIRE/FacilitativeSupervision/Participants-Handbook/FS_PartHandbk_main_text.pdf
http://www.worldwarfighter.com/tools/
https://www.youtube.com/watch?v=JFVkzYDNJqo
http://www.slideshare.net/G-Cube/using-xboxkinectfordeliveringexperientiallearninggames
DePriest, D. & Barilovits, K. (2011). LIVE: Xbox Kinect©s Virtual Realities to Learning Games.
In Proceedings of TCC - Teaching Colleges and Community Worldwide Online Conference
2011 (pp. 48-54). TCC.
Notes:
Day 1 and Day 2 cover the CBT design. Other days use various elements of educational
technology hardware and software which have been described. Any reasons, comments and
explanations for the design have been highlighted in green.
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Training needs analysis
There is a need for leadership training for young leaders in the Indian armed services in
order to enable officers to:




Manage people from different backgrounds and cultures with sensitivity and regard.
To be role models to their subordinates and show honour, courage and integrity.
To make decisions under stress.
To work with frequently changing teams.
The context of leadership training is during peace time.
Audience Analysis
The audience for this course comprises young officers, both male and female, who have been
commissioned officers for 3-4 years. They belong to the three defence services – army, navy
and air force. They may range in age from 26 to 30 years old.
They are all familiar with using basic computer programs and tablet devices.
Learning gaps
While the audience is already trained in various disciplines related to the defence services
and may perform roles in functions in different units, leadership skills are a common
requirement to all the roles. Due to the disparity in the services training and their
experiences, leadership qualities my already exist in some of the learners or they may have
been in leadership positions in previous roles. However, the need is to build competencies
for leadership in the context of the defence services, especially during peace-time. Thus, the
course will be designed for a baseline of leadership skills and the course outline for the
online component will be modified adaptively by the LMS.
Course design
The complete course will be rolled-out across 1 week (5 working days) with a short refresher
module made available and regularly updated for reference.
Course Title: An Empowering Leader – A leadership training course
Day 1 - Day 2
Day 3 - Day 4
Day 5
Post-Course
Refresher
Self-Learning CBT
Workshop and
Collaborative
Learning
Reinforcement
Refresher
|
|
Online,
synchronous
Online,
asynchronous
|
Online,
asynchronous
ET 801 Assignment
|
Face-to-face,
synchronous
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Course phase
Medium
Mode
Technology
Self-learning
CBT
Online
Self-paced
Workshop and
Collaborative
Learning
Classroom Facilitator-led
Reinforcement
Online
Facilitator-led
Refresher
Online
Self-paced
Flash-based
interactive modules
on Moodle LMS with
a discussion forum.
Classroom with:
 Facilitator laptop
 Projector
 Screen
 Speakers
 X-box Kinect
Online with:
 Adobe Connect
or
 Google Hangout
with extensions
Online with:
 Flash-based
interactive case
studies on
Moodle LMS
 Forum
discussions on
Moodle forum
Learning
Theory Basis
Directed
approach
Constructivist
Constructivist
Directed
approach
Day 1 – Day 2 | Self-learning CBT
The course begins with a self-learning phase in which learners are required to go through a
4-hour e-learning programme. They will have two days to complete this e-learning
programme.
Development software:
Flash, Photoshop, XML Editor, Movie maker
LMS
The modules will be packaged as SCORM 1.2 compatible package and will be hosted from
Moodle LMS. Logins will be created for the learners and emailed to them. There will be a
discussion forum moderated by the teacher for these two days.
Learning objectives
After completing this e-learning course, learners will be able to:


List key leadership competencies required for an officer in the Indian Armed Forces.
(Remember)
Distinguish between leadership and management. (Understand)
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


Explain the different styles of leadership. (Remember)
Given a scenario, make decisions for a positive outcome. (Apply)
Critique the leadership style in a given scenario. (Analyze)
Course Outline
Login
Pre-assessment
Diagnostic)
Module 1
Module 2
Module 3
Concepts, Facts, Processes, Procedures,
Principles, Formative assessment,
summative assessment
Module 4
Module 5
Assessment
Login screen – The course will start with a login screen which will also require the learner to
select their service and department. Based on these selections, certain screens such as
scenarios will be customized by the LMS to suit the learner’s profile and context.
Example screen
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Pre-assessment – Comprising scenario-based questions in MCQ, MMCQ, FIB format to
evaluate pre-exiting knowledge of the learner. Based on the results of this pre-assessment,
the learner will see a recommended learning path. However, the learner will be free to
choose a module based on their interest.
Assessment parameters:
Assessment Feature
No of questions displayed
Value
= 20
Questions in the question
bank
= 100
Question Randomization
= On
Option randomization
= On
No. of attempts per
question
=1
No. of attempts per preassessment
= Unlimited
Feedback style
= Reinforcing but
not corrective
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Reason
Around 4 questions per learning
objective in order to judge preexisting knowledge. If learner gets
all 4questions correct, the
corresponding module will be
marked as optional reading else
module will be marked as
mandatory reading.
So that for at least 4-5 attempts,
learner sees unique questions.
Assessment will be programmed
so that not more than 20%
questions are repeated from the
previous attempt.
So that the learner’s responses are
not influenced by the sequence
patterns in repeated attempts.
So that the learner’s responses are
not influenced by the sequence
patterns in repeated attempts.
Since this is a pre-assessment, the
intent is to give the learner an
opportunity to check his or her
existing knowledge (or lack of it).
Multiple attempts may result in
guesses resulting in an incorrect
assessment of the learner’s
existing knowledge.
Since after the first attempt, the
learner can choose to repeat the
course, the pre-assessment can be
a check of new knowledge
learned after each attempt and
give the learner a narrower list of
modules to go through.
Feedback will be provided only
for correct response. For an
incorrect response, no corrective
Nishant and Vasanta
feedback will be provided as this
is a diagnostic assessment.
Example question
Q1.1: You have just discovered that the C-in-C will be coming for a sudden visit in a week’s
time. You key staff member has applied for leave during that period. You are now required
to inform her that her leave needs to be cancelled as her presence during the visit is critical.
Which of the following leadership styles will you use?
A.
B.
C.
D.
Authoritarian style
Consensus-oriented
Authoritarian, with some input
Delegating
Correct response: C
Feedback for correct response: You have made the right choice. While this style may seem
dictatorial, since the C-in-C visit requires protocol to be followed, it is important for you to
convey the importance of her presence to the staff member. Taking input from another staff
member will help you provide reasonable alternatives.
Feedback for incorrect responses: Your choice is not the most suitable in this situation.
Proceed to the next question.
Modules 1 to 5 – The learning modules will be:



Chunked based so that the right amount of content is presented to optimize the use
of the working memory. (Miller’s theory)
Designed with instructional strategies such as:
o Concept screens (Keeping in mind Clark and Mayer’s multimedia principles
such as proximity and modality, as suitable.)
o Unguided scenarios with decision trees (Figure 1)
o Expert stories (Figure 2)
o Course mascot (The mascot can be an illustration or photo of the classroom
facilitator so that learners can relate to the facilitator)
o Formative assessment (with MCQ, MMCQ, FIB type questions with
corrective feedback or guided mini-scenarios with corrective feedback)
o Integrated summative assessment (questions will be based on learning
objectives for the module. Delayed feedback will be given after the
assessment is comleted which will only indicate Correct/Incorrect status.)
Presented with suitable visualization such as:
o Illustrations for scenarios, illustrations so that we have control over the
characters to be shown and can draw them as we choose.
o Process diagrams for information flows, leadership models etc (Interpretive
visuals).
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o
Videos for expert guidance – these will have audio as well as captions.
Figure 1 – A representative example of a branching scenario (source http://www.worldwarfighter.com/hajikamal/activity/)
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Figure 2 - Example of an Expert screen
Assessment
E-learning course end assessment will comprise a set of scenario-based questions with each
decision point carrying a mark. Learners can only proceed to the next scenario after
completing one scenario. Within a scenario, learners will have to complete each decision
before seeing the next question in that scenario. They will not be able to go back and change
their response to a decision. Learners will see feedback for each step after completing a
scenario. Since this is formative assessment, corrective feedback is not given so that we test
the learner’s knowledge after going through the modules. However, after completion, the
learner’s curiosity about his or her performance presents a great teaching moment – hence
detailed feedback is displayed after the scoring process.
A sample assessment scenario covering some of the learning objectives (these are just
indicative and may not be accurate in terms of content):
Scenario 1
Q 1.1
List key
leadership
competencies
required for an
officer in the
Indian Armed
Forces.
(Remember)
Q 1.2.
Q 1.3
ET 801 Assignment
You are the AOC. You have just received information that a
supply vehicle has over-turned within the station and the
driver and passenger, who are civilians, are seriously injured.
People around you are panicked and shouting suggestions to
you. You are expecting the C-in-C to visit at any time.
Which of the leadership competencies are relevant in this
situation? Select the three most suitable competencies.
A. Master yourself
B. Negotiate conflict
C. Clarify purpose and priorities
D. Communicate effectively
E. Use your rank to demand attention
F. Delegate tasks to enable better use of your time
Indicate your reasons for your selection. Select the three most
suitable reasons.
A. Because conflict within the office must first be dealt
with.
B. Because instructions should be clear and
unambiguous.
C. Because an authoritative style of leadership is
required.
D. Because it is important to manage ones emotions
effectively in a crisis.
E. Because handling an accident is not within the
purview of my role.
F. Because knowing what is important to accomplish
will help prioritize actions.
You are given the following suggestions. Which suggestion
will you choose and why?
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Distinguish
between
leadership and
management.
(Understand)
Q 1.4
Explain the
different styles of
leadership.
(Remember)
Suggestion
A. “You should wait for the C-in-C. Let the logistics
officer in charge file a report about this.”
B. “You should go immediately to the accident site and
evaluate the situation for an action plan.”
Reason
C. Because managing the situation is important – and
this suggestion helps me manage the situation.
D. Because doing the right thing is important – I need to
lead by example and prioritize life over protocol.
You are now at the scene of the accident. It turns out that
people are not badly injured after all. However, the vehicle
has over-turned spilling all the equipment on to the road.
You have to now decide on the next course of action. Which
leadership style would you use and why?
Style
A. Authoritarian with some input
B. Consensus oriented
C. Democratic
D. Delegated
Reason
E. Because staff feel more involved and committed.
F. Because this style saves time and I am in control.
G. Because this style results in increased information
resulting in better decision making.
H. Because this style offers opportunity for developing
leadership qualities in others.
Acceptable response combinations: Either B and G or D and
H
Teachers role, learner’s role
Teacher’s role




To participate in the instructional design of the online module and ensure a sound elearning course is built by learning ensuring objectives are suitable, content covered is
suitable and accurate, scenarios are relevant to the target audience and rich in learning,
feedback is unambiguous and clear and visualization is instructionally valuable.
To track user data on the LMS and prompt learners to complete the e-learning on time.
To moderate the discussion forum and respond to queries in a timely manner.
To stimulate discussion on the forum.
Learner’s role

To learn through the material and actively engage with the content.
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



To attempt all the scenarios, quizzes and assessments diligently.
To post queries and points of discussion in the forum clearly and succinctly.
To comment on other posts in an informed manner.
To conduct discussions actively and respectfully.
Comment
Selection criteria for course design





Learners are self-motivated adults and a self-paced study will give them a chance to
learn the fundamentals
Since learners may have diverse levels of pre-existing knowledge, taking a self-paced
course will bring everyone to the same page.
Learners with different learning speeds, styles and preferences can go over the course at
their own pace.
It allows learners to ponder on the concepts, incubate ideas and prepare their doubts for
the classroom session. This will make their interaction in the classroom with the
facilitator much more constructive and useful.
Assessment is scenario based decision tree so that concepts and ideas learned separately
can be integrated and applied to mimic real-life situations. Assessment questions have
partial marking or alternative response combinations since different paths may be taken
to achieve a leadership goal.
Selection criteria for technology




Moodle is an open source LMS and hence very minimal cost will be involved in setting it
up. This could suit budget constraints or allow for the budget to be re-directed to other
initiatives.
It is conveniently customizable. This will allow for features and look and feel to be
customized to the branding of the defence services.
Since defence-related website may require security and firewalls, dependence on
external companies and security risks can be minimized.
Flash, although proprietary, allows for a rich authoring environment required for this
topic. With branching scenarios, learners can be allowed more than one correct path o a
decision.
Relative advantage of the technology


Using an LMS will allow the capture of user data such as assessment scores, time spent
on different modules etc. This will give the facilitator (teacher) a chance to get to know
the learners before the classroom session and contextualize the content better. If an LMS
was not used and this was done via classroom directly, this advantage would not be
possible and the facilitator would not be able to focus on learner-specific gaps.
Since the concepts require reading through and learning, an online module is better than
a classroom ppt because it allows each learner to read through at their own pace. In the
classroom, the facilitator may either go slow as per the slowest learner’s requirement or
too fast as per the fastest learner’s requirement, compromising other learners.
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



Using an interactive Flash module for soft concepts such as leadership training allows
‘what if’ scenarios to be built with multiple pathways. In the classroom, there may not be
enough time to do this or the classroom session would need to go on for more days.
The total duration of the classroom training is reduced thus reducing costs such as
electricity, travel, food, printouts etc.
Using videos for expert stories can provide access to experts located elsewhere or unable
to personally attend the training.
For reserved learners who may not be comfortable asking questions openly, online
scenarios may allow them to explore scenarios with different paths – this may not be
possible in the classroom as they may not voice their doubts or suggestions.
Day 3 – Day 4 | Workshop and Collaborative Learning
This is a face-to-face classroom workshop for two days. All participants will be required to
attend the training only after completing the pre-requisite e-learning. Passing the e-learning
course assessment is not mandatory, only completion is.
Learning Objectives
At the end of the two-day workshop, learners will be able to:




Define/explain the different characteristics of leadership. (Understand)
Classify the various leadership styles. (Evaluate)
Device an approach to become a good leader. (Create)
Mentor a junior officer in developing leadership skills. (Create)
Instructional goal: needs technology integration
Goal – To increase the student‘s response in real time (life) scenario.
By using active learning techniques – Students will be given a task to express their views
and solutions for a given problem/real time scenario (what steps a leader would take).
Groups will be formed and each group will have one group to evaluate their performance
and comment on it. Group activity will provide support in active learning through:





Think –Pair- Share
Team- pair- solve
Peer learning
Collaborative problem solving and
Team working etc.
More real world problems may be given as a task – disaster management related task with
visualization may provide better understanding and problem solving approach. The
different types of natural contingencies may also be visualized through multimedia use.
Similarly the students will also use multimedia support to express their solution (use of
strategy -3).
Software Function
The following software’s would be utilized by teacher and learner:
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






PPT – By teacher: to undertake theory class on leadership
Adobe PDF- By teacher: to provide class notes on leadership
Diigo - By students: to highlight the main points in notes, noting important things
told by teacher and book marking of various web references for future use.
Google Advance search - By teacher/students: to search advance material on
leadership on web.
BUZZWORD - By students: to share their views and ideas especially during group
task.
Animoto - By students: to design/produce the solution of given real world problem
problem using multimedia support.
TUTORIAL software may also be used so as to provide another learning support to
students - By publishing all study material with on line assessment.
Use of New Technology
A half day of the workshop can be designed using motion-aware learning experiences, such
as with the Xbox Kinect.
For example, scenarios can be built in which the learner is playing the ‘first person’ making
decisions and participating as a leader. Scenarios can be designed for learning of or practice
of concepts such as non-verbal (body language) communication and relevance of facial
expressions. The following learning objectives can be achieved using this strategy:
•
Device an approach to become a good leader. (Create)
•
Mentor a junior officer in developing leadership skills. (Create)
Motion awareness is1:




Triggered via visuals, sounds, electrical and mechanical activities
Detecting motion, such as motion detection for security and lighting
Directional Motion such as detecting approaching/receding vehicles
Granular motion detection such as parts of an object – from facial expressions and
finger movements to full body motions.
Some literature to support this idea2:
Two very interesting learning opportunities involving Xbox LIVE with Kinect technology
are Video Kinect and Avatar Kinect. Video Kinect can host synchronous or asynchronous
conferences or classes that can be viewed by users with Windows Live Messenger or
Messenger for Mac or supporting mobile and ubiquitous real- time video mobile devices
such WinPhone7 or iOS. This technology can support the development of robust course
http://www.slideshare.net/G-Cube/using-xboxkinectfordeliveringexperientiallearninggames
DePriest, D. & Barilovits, K. (2011). LIVE: Xbox Kinect©s Virtual Realities to Learning Games. In
Proceedings of TCC - Teaching Colleges and Community Worldwide Online Conference 2011 (pp. 4854). TCC.
1
2
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learning outcomes where high-engagement interaction and information rich communication
are integrated into the curriculum.
Avatar Kinect is similar to Video Kinect with the addition of choosing an avatar and the
environment in which learning occurs. The users become the avatars and have full
interaction with motion sensors which can detect the slightest detail. Your avatar can unlock
deeper levels of learning as knowledge improves in a subject area.
The largest research area where NUI is being explored currently is the military. The COMET
project is focused on rehabilitation, telemedicine, training and education, neurocognitive
and psychological treatment (Niehaus, 2010).
Note
This is seems like a good simulation design solution based on literature studied. However,
more thought and knowledge is required to detail this out clearly and check its feasibility.
Assessment process
A written exam which will comprise descriptive answers to given scenarios. The responses
will then be peer-graded by three other peers anonymously, randomly allocated and based
on a pre-determined rubric developed by the expert.
The final evaluation and grading will be done by the expert. Corrective feedback will be
provided and response sheets shared with each learner. Feedback will include a comment
on the learner’s role as a peer-grader.
Sample rubric for peer evaluation
Rubric Guidance: Based on the criteria met (according to your informed opinion) and the
assessment score, rate each learner.
Rating
Leader and Role Model
Leader
(Based on questions 1 to 15)
Manager
(Based on questions 11 to
15)
Needs more training
Criteria
Answered all scenarios correctly
Answered the first part of each
scenario (identification of correct
leadership approach) correctly but
answered some of the second parts
of each scenario (reasons)
incorrectly.
Answered the 5 scenarios with
‘doing things right’ than ‘doing the
right thing’
Mostly answered scenarios
incorrectly
Assessment Score
100%
65-99%
50-99%
<50%
Teacher’s role, learner’s role
Teacher’s role

To provide scaffolding and facilitate collaborative learning.
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


To give clear, transferable skills for decision-making and leadership by enabling
constructive discussion and providing rich scenarios.
To ensure each learner in the group is engaged and participating.
To evaluate learner’s knowledge using suitable assessment.
Learner’s role

To construct knowledge and correct any misconceptions. To collaborate with other
students in increasing self-understanding as well as others’ understanding
Comment
Relative advantages of technology







PPT – Highlights the key features of topic. More attention by learner.
Adobe PDF- Support learning after class and to offline learners
Diigo – Support active involvement of student (during note taking, highlighting main
points and book marking).
Google Advance search – Develop discovery based learning in student and teacher.
BUZZWORD – Support collaborative learning.
Animoto – Support constructive learning with creative knowledge (designing solution
based model).
Motion-aware learning – A simulation that changes based on the learner’s inputs.
Several ‘what if’ paths can be programmed. Individuals can practice or test their
leadership skills in situations close to real life without fear of consequences or
repercussions.
Day 5 | Reinforcement
A two-hour session in the latter half of the day will be held in which the facilitator and a
couple of experts with hold a group discussion on the various concepts covered in the past 4
days. Learners will get a chance to discuss their viewpoints, debate and get expert opinion.
This will help them strengthen their mental models built during the training and address
any misconceptions.
For this, an online meeting or virtual classroom software such as Adobe Connect or Google
Hangout will be used.
Day 6 onwards| Refresher
After the completion of the formal training program, scenarios in the form of a refresher will
be provided and periodically replaced. Discussion related to the refresher will be moderated
on the Moodle forum, with a new forum post each time a new scenario is posted.
This will help to keep building the conditional and procedural knowledge and strengthen
mental models. It will enable learners to reflect on the situation and contextualize it to their
leadership style and context. While designing and developing the videos, the narrative will
be kept less than 1 minute per segment (Segmenting Principle) for improved Essential
Processing. The style of the narrative will be conversational (Personalization Principle) so
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that learners feel engaged with the scenario. This would help in fostering Generative
Processing.
A suggested format for these scenarios is using videos and allowing the learner to ‘choose
the ending’ as in the example located at https://www.youtube.com/watch?v=JFVkzYDNJqo
Figure 3 - An illustrative example which represents the idea of an interactive scenario using videos
Choose A Different Ending is an interactive film that allows you to decide what happens
next. You can interact with it, choose what to do and decide how it ends. In Choose A
Different Ending you decide whether to live or die.
http://www.droptheweapons.org
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