My 95-year-old mother may have been the victim of a type of elder abuse where she lives. She reported that a person came into her room and said, "You're old enough. Why don't you die?" Mom felt threatened and kept replaying the one-sided conversation over and over in her mind.
She called for help and, by the time people arrived to help, there was no evidence that anyone had been involved in abuse. Because Mom does have short-term memory problems, it is easy for someone to record the incident as "senile dementia" or "confusion."
While Mom can get confused and forget things, especially when she's tired, she has reported similar incidents to me at least three or four times over the last few months. She does react by becoming nervous and upset.
When this happens in day care for young children, parents often set-up a hidden camera and microphone to see what's really going on. That will probably be my next step in finding out what's happening to Mom.
Showing posts with label outcomes. Show all posts
Showing posts with label outcomes. Show all posts
Saturday, May 1, 2010
Thursday, March 4, 2010
Learning Design--Strategy, Goals, Outcomes, Assessments
In designing learning programs, it is important to follow a strategy that includes goals, outcomes, and assessments.
Today learning programs can take place in multiple venues. Traditional classroom instruction, experiential classroom instruction, "asynchronous" ("stand-alone") computer-based or web-based training, "synchronous" ("real-time, interactive) web-based training, blended (a combination of classroom and web-based training, perhaps blending both asynchronous posting and synchronous dialog), Web2 design (including Wiki-based collaborative writing and dialogue). Other tools include virtual environments and virtual 3D environments (web-based where learners have avatars (iconic representations of themselves) with or without skills and knowledge specific to the context of the learning environment. Some learning can take place in Alternate Reality Game environments with activities focused on building the skills required to meet the learning goals of the program.
Regardless of the media platforms used to support the learning, learning design needs to follow the concept of strategy, goals, outcomes and assessments. Ideally the strategy will be based on an understanding of how we learn and of how important positive engagement in learning activity and reflection are to the learning process.
Today learning programs can take place in multiple venues. Traditional classroom instruction, experiential classroom instruction, "asynchronous" ("stand-alone") computer-based or web-based training, "synchronous" ("real-time, interactive) web-based training, blended (a combination of classroom and web-based training, perhaps blending both asynchronous posting and synchronous dialog), Web2 design (including Wiki-based collaborative writing and dialogue). Other tools include virtual environments and virtual 3D environments (web-based where learners have avatars (iconic representations of themselves) with or without skills and knowledge specific to the context of the learning environment. Some learning can take place in Alternate Reality Game environments with activities focused on building the skills required to meet the learning goals of the program.
Regardless of the media platforms used to support the learning, learning design needs to follow the concept of strategy, goals, outcomes and assessments. Ideally the strategy will be based on an understanding of how we learn and of how important positive engagement in learning activity and reflection are to the learning process.
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