Learning Design for "A Reasonable Knowledge"

Have you ever peeked behind the curtain and wondered about the art and science that goes into crafting a compelling learning experience? The harmonisation of content, pedagogy, and technology is nuanced, vibrant; and, when done well, is capable of creating transformative learning moments.

Welcome to the intriguing world of 'A Reasonable Knowledge' – our upcoming collection of microlearning courses set to launch on  trcLearning, the hub for staffing and recruitment changemakers.

The name of our collection pays tribute to Queensland's Private Employment Agents (Code of Conduct) Regulation 2015, a fascinating piece of legislation, which stipulates that private employment agents must possess 'a reasonable knowledge' about a myriad of regulatory topics pertinent to their work. Similar requirements echo in industry association codes across the globe.

Design Challenge

But what exactly does 'a reasonable knowledge' mean? How do we attain it, and more importantly, how can we be sure it's been successfully grasped? These are not just simple questions; they lie at the core of effective learning design and remain central to our pursuit of building meaningful learning experiences.

This week, we've been exploring these questions, diving deep into the creative labyrinth of learning design. We've been partnering with the cutting-edge AI, ChatGPT, to craft learning objectives and assessment strategies, carefully engineered for success. Our test topic was the contentious restraint-of-trade doctrine.  

If you'd ike to see the result, here it is.

Learning Objectives

1. Recall the basic principles of the Restraint of Trade doctrine.
2. Confidently engage in discussions with candidates, clients, and colleagues about the Restraint of Trade doctrine, demonstrating the ability to identify and explain potential restraint of trade issues when they arise.
3. Apply the principles of the Restraint of Trade doctrine in recruitment and staffing practices, recognising when situations may require professional advice.
4. Develop operational practices to avoid involvement in unprofessional conduct or resolve issues when they arise, using the understanding of the Restraint of Trade doctrine.
5. Begin to demonstrate appreciation of the different stakeholders' perspectives (candidates, clients, and colleagues) in situations involving the Restraint of Trade doctrine, showing growth in empathy and interpersonal skills.
6. Demonstrate appreciation for the values of transparency and fairness in recruitment practices in light of the Restraint of Trade doctrine, illustrating a burgeoning professional ethic that values these principles.
7. Demonstrate appreciation for continuous learning as a key component of professional growth, by identifying personal knowledge gaps regarding the Restraint of Trade doctrine and outlining strategies to address them.

Assessment Strategy

The assessment strategy would involve multiple methods to ensure comprehensive understanding and application:

• Quizzes and Examinations: These can assess the recall of basic principles (Objective 1) and understanding of the doctrine's implications (Objective 2).
• Practical Scenarios or Role Plays: This could help assess the application of the doctrine in practice, recognising situations requiring professional advice (Objective 3), and the development of ethical operational practices (Objective 4).
• Reflective Essays or Journal Entries: These can be used to assess learners' appreciation of different stakeholders' perspectives (Objective 5), the development of professional ethics (Objective 6), and recognition of the need for continuous learning (Objective 7).
• Learning Plans or Professional Development Plans: This can assess learners' ability to identify their learning gaps and create strategies to address them (Objective 7).
• Progress Interviews or Self-Assessments: Utilising the Transtheoretical Model of Behavioural Change, assess the learners' readiness and progress in changing their behaviours and attitudes towards the Restraint of Trade doctrine and its implications.

Summation

This mixed method approach ensures that learners' cognitive understanding, practical application, and affective (attitude-related) learning are all evaluated. It provides a comprehensive view of learners' progress and areas for further development.

Prompt for Re-Use

We also engineered a prompt for reuse.

"Good [morning/afternoon/evening], ChatGPT. We are developing learning objectives and an assessment strategy for a course on [Topic Name]. This topic is important in recruitment because [provide topic-specific details here]. The target audience for this course is [beginners/experienced professionals/others]. The course will be delivered [online/in-person/blended] and is expected to last for [duration]. We aim for learners to [describe general expected learning outcomes]. We are looking to create a set of learning objectives and a mixed-method assessment strategy that incorporates cognitive understanding, practical application, and affective learning. Could you help us with this task?"

Closing Thoughts and an Invitation

Through the artistry of learning design, we've been able to give life to A Reasonable Knowledge, our collection of microlearning courses designed to meet the unique demands of staffing and recruitment changemakers. We've delved into what it means to possess 'reasonable knowledge,' and tackled the complex challenge of how to both attain and evaluate it.

By harnessing the prowess of AI technology with ChatGPT, we've engineered learning objectives and assessment strategies, ensuring our courses offer more than just content — they provide meaningful, transformative learning experiences that recognise the human and caring dimension in the topics we are learning about.

As we prepare for the launch of A Reasonable Knowledge, we hope this behind-the-scenes peek into our learning design studio has offered some insights into the complexity and creativity of the process.

But the work is never finished, and these are very early attempts to engage the abilities of AI in our learning design process.  We'll take this as our starting point, and we'd encourage you to provide feedback and offer suggestions about how the process could be improved. Together let's begin to shape what it means to be human in an age of digital recruitment.

ACW - In collaboration with OpenAI's ChatGPT

This piece was co-created to bring you the best of human & AI insights.