Understanding the learning needs of women within their local context
| Site: | OpenLearn Create |
| Course: | Designing an online course for women learners |
| Book: | Understanding the learning needs of women within their local context |
| Printed by: | Visiteur anonyme |
| Date: | Tuesday, 28 May 2024, 8:27 PM |
Description
1. Understanding the learning needs of women within their local context
Allow about 35 minutes for this session overall
Having studied what makes an online course attractive to learners, we now turn to the learner. The challenge for those who design and produce online courses is to understand who their learners are, their learning needs and how to link these to the learning outcomes, content and assessment of the course. Focusing on women in marginalised communities, this session provides three inter-linked activities for addressing this challenge.
For this session, two of the activities, section 2.2 and section 2.3 include Voice-Over-PowerPoint presentations for you to watch. Voice Over PowerPoint allows you to record voice narration on your PowerPoint lecture or presentation content. Adding a vocal explanation helps to explain in more details the key information on the slides. If you have a microphone and speakers, and a webcam, you can record your PowerPoint presentation for your learners to watch or listen as a video or audio file.
The final item of the course content page is titled Resources. Here you will see the three PowerPoint slides that are provided for this session. If
you are unable to review the presentations directly on the activity page, for example, because of connectivity issues, you can download the slides and review them offline before returning to complete the activities in this session.
2. Profile of women learners in marginalised communities
Allow about 15 minutes for this activity
For this activity, we have created six learner profiles based on women in marginalised communities as a starting point for you to consider the characteristics of women in the communities that you have been or will be working in. In creating the profiles, we considered important factors for course design as follows:
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Differences in country and community cultures: e.g. two profiles from each of Australia, Chile, Cameroon, Jordan, India and Mexico.
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Demographic profile: e.g. young and older women, formal education and informal learning, marital status
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Work experience and aspirations: employees, entrepreneur (owner of small business), managers
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Learning styles/behaviour: e.g. quick and slow learner, experience of online learning
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Course topics - life and career planning, financial planning and entrepreneurship, and digital literacy.
Now complete the following tasks:
a. Review the six profiles of women and identify one similarity and one difference that is evident across the profiles.
b. Select a woman in the community you live or work in. This can be an employee, entrepreneur or unemployed. It can be a local role model, a relative, friend, or anyone you would like to study. Just make sure there is enough information available, based on the factors you have reviewed.
c. Create a short PowerPoint slide describing the profile of the women as a learner. If you are unable to create a PowerPoint slide, do not worry. You can write down the profile of your selected learner in your notebook.
Now save your PowerPoint slide or notes and be prepared to share it with the facilitator and other course participants during the Live Event.
View '6 profiles of women' PDF3. The learning needs of women within their local context
Allow about 10 minutes for this activity
Watch the following Voice-Over-PowerPoint presentation exploring how to identify the learning needs of women learners through a review of their profiles. The presentation lasts about five minutes.
Click here to download the Voice-Over-PowerPoint slides
Now that you have watched the presentation, complete the following tasks:
a. Make notes on the main learning needs of women that are identified in the presentation.
b. Think of any learning needs of women in your country, city or village that are not covered in the presentation. Write those in your notes and be represented to talk about them during the Live Event.
4. Setting learning outcomes and course content
Watch the following Voice-Over-PowerPoint presentation exploring how to write learning outcomes for a course that targets women learners. The presentation lasts about five minutes.
Click here to download the Voice-Over-PowerPoint slides
Now that you have watched the presentation, complete the following tasks:
a. Make notes on the examples of types of learning outcomes: knowledge and understanding, cognitive skills, key skills, professional and practical skills.
b. Write your own examples of learning outcomes targeting the women learner profiles that you studied and the one you created. Write one learning outcome for each of the types of learning outcomes discussed in the presentation. Write those in your notes and be represented to talk about them during the Live Event.
Now go to Session 4