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Unformatted text preview: mind?’ The one‐minute papers encouraged participants to raise queries and provided Tran a means to follow up. From participants’ expectation forms and one‐minute papers, topics that needed to be addressed were identified. Issues were reflected upon, action‐research was conducted and appropriate strategies were carried out. For example, various methods of delivery were adapted to suit participants’ special needs (e.g. more theory or more practice; more financial reports or more procedures). Training documents were regularly updated to enhance participants’ learning abilities. If the questions raised in one‐minute papers were private Tran answered them via email. Questions that were general, were answered in the workshops. Tran demonstrated how to solve them using real‐world scenarios. 4.2 Teaching and learning resources and activities Bloom’s Revised Taxonomy Knowledge Dimension was used to identify the Factual, Conceptual, Procedural and Meta‐cognitive knowledge parts of FIMS curriculum. Table 2 shows the application of Bloom’s Revised Taxonomy Knowledge Dimension to identify teaching and learning processes. Table 2 contains samples of two Knowledge Dimension categories (Conceptual and Procedure) listed in order of the Cognitive Process Dimension from the lowest to the highest rung. The cognitive load on the memory and the learn‐ability of learners depend on the training materials (Sweller et al. 1998). Cognitive load on participants were considered e.g. participants’ expectations and prior knowledge; worked‐examples and scenarios were used as the modelling technique; training documents were illustrated with pictures and descriptions of real‐world scenarios. All participants had access to the university financial system to practice. Participants actively learnt during the three‐hour workshops then independently practised worked‐examples documented in the course materials within the training environment. 4.3 Evaluation and assessments To develop questionnaires for evaluation, Tran used the Peer Review of Learning and Teaching model...
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This document was uploaded on 03/09/2014 for the course ACC 301 at HELP University.
- Spring '09