Digital Competence

Assessment type Debriefing strategy
Assessment method/tool Successive Transformation Model (STM)
Operationalisation (what is being assessed and why, how to conduct it) Description of the method
Successive Transformation Model (STM) results from particularization of CPI's Crisis Development Model (CPM) that is used in medical domain, to follow evolution of a treatment and the succession of the crisis.
STM consists of the identification and evaluation of a series of recognizable knowledge levels that a student may go through during learning of a module of information. The trainer compares each knowledge level with corresponding reference levels and decides on apply supplementary intervention, if necessary. The number of the reference levels is set by the trainer according to the volume of information to be learned.

The objectives of the assessment method
1. Assure better control of the learning process related to the use of digital resources for online and offline information.
2. Improves the responsibility of the learner, who knows that continuous surveillance is applied.

Operation
The application of STM consists of a combining the learning process with the assessment process. The learning is divided in volumes that can be individually accepted by the trainer and, after each such kind of volume of information, assessment on the evolution of learning is applied. The number of the volumes depends on the amount of information to be learned. The assessment sessions should be the same, using the same questions. Generally, the questions are related to the evolution of learning and to the method of learning, but questions related to the learned information could be, also asked.
1. Theme:
Learning on how to best use an LMS (assessment: the evolution of the learning process and of the amount of learned information, when the topics of training is related on how to use an LMS).

2. Conditions prior to the evaluation:
a. Prepare the total information to be learned in specific amounts that can be considered independent:
  • What is an LMS; why to use an LMS, pros and cons
  • Description of the general structure of an LMS
  • LMS’ component related to learning
  • LMS’ component related to assessment
  • Method to apply an LMS in training

    • b. Prepare the questions to ask – examples:
    - „Was the information clear enough to understand it?”;
    - „ Did the learning method used help you to accept the information taught?”;
    - „Do you think that you are doing something wrong?”
    - „If you were a trainer, how would you teach the information?”

    Questions related to the learned information, applicable in the case study:
    - „What would be the benefits of using LMS in your case?”
    - „What is the best part of the learning component, according to your considerations?”
    - „What information would you teach by using an LMS?”

    3. Apply assessment integrated into the teaching session
    The main steps of the implementation of STM are:
    1. Control of the first level
    1.1 Give appropriate time to the student to learn (using any learning method it wants) a specific amount of information.
    1.2 Prepare 1-3 specific questions with very short answers and send the questions to be answered.
    1.3 Receive answers and conclude on the difference between the effective level and the reference level.
    1.4 Take no measure and leave the student to continue the learning process

    2. Control of the second level
    2.1 Give appropriate time to the student to learn the second amount of information.
    2.2 Ask again the same 1-3 specific questions
    2.3 Receive answers and conclude on the difference between the effective level and the reference level.
    2.4 If the difference is maintained or increases then take measures:
    2.4.1 Stop the learning process and provide the first amount of information in different manner, going to the most basic information from the entire amount
    2.4.2 Ask the 1-3 specific question again
    2.4.3 If the learning level is improved then provide the first amount of information in different manner; if not then change the method of providing the information.

    3. Repeat the method for the next levels

    4. Evaluate what the student is doing wrong and orient it to correct its manner of learning

    5. Define a particular model of learning for the student and show what is it doing wrong

    6. Apply the personalized method of learning for the next amount of information to be learned.
    Remarks STM debriefing strategy is a tool that helps the student to reveal the best method of learning a specific information, and to evaluate the evolution / involution of the learning process. It can offer information on the learned information, but the main task is to give a good opportunity to the student to discover the best way to learn.

    Useful LINKS/ATTACHMENTS:

    https://www.crisisprevention.com/Blog/CPI-Crisis-Development-Model-Opportunity

    https://www.uclahealth.org/hr/workfiles/TempStaff/CPIFinalwithPrecipAssaultBeh.pdf

    https://prezi.com/twgjoy2nq_6h/cpi-crisis-development-model/?fallback=1

    Home | Top