Architecture

Going off on a little bit of a tangent, it's time to take a look at what support is being offered to our examiners through the e-learning provision, and how it could be improved. Shepherd (2011) provides a contextual model for learning, based on four contexts: experiential, on-demand, non-formal, and formal; and two perspectives: top-down and bottom-up.

• Experiential learning is learning from as opposed to learning to. We have to be actively engaged with our task and - one hopes - reflecting on our successes and failures. There are a great wealth of lessons that can be learned while examining - Meadows (2004) and Tremain (2011) report that examiners consistently cite the insight gained from examining as one of the key benefits. Considering how to support or encourage such reflections might help to improve examiner performance.
• On-demand learning is learning to perform a particular task and acquire the necessary knowledge, at the point of need or 'just-in-time'. Depending on how far in advance our examiners access the learning materials, they could be regarded in this fashion, although they are probably better used in the following category.
• Non-formal learning is also learning to but with a more relaxed time frame, where employers take steps for employees to be prepared in the medium to long term, and is sometimes labelled as 'just-in-case' learning to set it apart from on-demand. It is distinguished from formal learning below by not being packaged as a formal 'course', which will be the case for this intervention, although there may be something to be said for carefully considering how the materials are to be presented to examiners.
• Formal learning is defined by clearly set learning objectives, a means of assessment, and usually some kind of qualification. We definitely don't offer a qualification for learning to examine (perhaps some would say we should?!), assessment would be somewhat laborious unless it were to be done covertly through completion, and the learning objectives are difficult to define. It is far easier here to think in terms of business objectives - 'There are no learning metrics, only business metrics' (Cross) That being said, it will be worth considering what examiners will expect to see and make sure that objectives are clearly stated.
• Top-down learning is aligned with employers' objectives, and is intended to ensure performance is not left to chance, and sets out to ensure that the requisite skills and knowledge can be acquired to do so. Our organisation is responsible for ensuring that results are delivered on time and accurately, with severe penalties possible for failing to do so.
• Bottom-up learning occurs because of employees' motivation to perform effectively. In addition to the motives around improved insight, examiners are drawn to the extra pay for examining, and improved promotion prospects in their teaching roles (Meadows, 2004).

Moving into specifics from Shepherd's model, there are several components that are either currently present in our business model, introduced explicitly through the e-learning provision, and some that perhaps should be there. The existing provisions focus exclusively on the top-down perspective:

• There are already performance appraisals built into our way of working (experiential);
• A help-desk is provided through our Contact Centre (on-demand);
• Examiners typically receive a certain amount of on-job training through contact with their supervisors (non-formal);
• For the live pilot, examiners will be receiving classroom courses (formal);
• The majority of users will have access to the rapid e-learning materials (non-formal). Note that I avoid referring to our e-learning as self-study e-learning (a formal intervention), which by definition should provide 'instant and individualised feedback', something that is far beyond the scope of our planning.

If we open ourselves up to the full range of possibilities from Shepherd's model, I would be tempted to add the following methods:

• Webinars could be used to convey a lot of the material and briefing that might take place in a face-to-face context, without examiners having to travel to a central location, and allow for some questions & answers
• Online video could be a powerful tool for engaging examiners with the task at hand, especially if delivered by senior examiners involved in the pilot. The message would have to be particularly clear, relevant and to-the-point, requiring serious consideration before asking for this intervention.
• Performance support materials could be leveraged for contact centre staff and senior examiners, drawing on key lessons from the live pilot.
• Forums could be used amongst contact centre staff to post common questions from examiners; there could also be forums available to examiners to make common or emergent solutions available.
• Of course I would love it if someone other than myself found a reason to keep a blog ...

That's all for now I think, I'll look at specific applications in future posts....

References:

• Meadows, M., 2004. Measures of examiner job satisfaction as predictors of intention to continue examining. Available at: https://cerp.aqa.org.uk/research-library/measures-examiner-job-satisfaction-predictors-intention-continue-examining [Accessed December 8, 2013].
• Shepherd, C., 2011. The new learning architect, Chesterfield, U.K.: Onlignment.
• Tremain, K., 2011. Carry on examining: what predicts examiners’ intentions to continue examining? Available at: https://cerp.aqa.org.uk/research-library/carry-examining-what-predicts-examiners-intentions-continue-examining [Accessed December 7, 2013].