Professionals in the financial industry must keep up with the latest technological developments due to its dynamic nature. Adult learners can benefit from the flexibility of online courses, which accommodate their varied schedules. This article explores using Barkley and Major’s Learning Assessment Technique, LAT 15 Consider This, in an online course designed for adult finance learners. Acknowledging the importance of lifelong learning, the investigation seeks to clarify how this evaluation method might improve the flexibility and effectiveness of financial industry experts. The main goal is to give a thorough grasp of the tool’s applicability and influence in the context of dynamic online learning environments.
Reasons for Choosing LAT 15
LAT 15 was selected due to its proficiency in fostering essential critical thinking and decision-making abilities. Working with complex technical goods, adult learners in the financial industry need to be able to assess risks, understand authentication procedures, and manage identity-related issues with skill. LAT 15 offers a carefully designed and flexible assessment structure, ensuring that it perfectly aligns with these learning objectives. Because of its well-organized layout, learners can thoroughly examine intricate financial situations, enabling them to solve problems accurately. Professionals in this specialized industry can improve their skills nuanced and sensitively thanks to the program’s flexibility, which considers the financial sector’s dynamic character (Barkley & Major, 2015).
Detailed Description of Learning Activity Setup
Three major technical products are the subject of case studies in this learning exercise: an identity verification platform, an authentication solution, and a risk management system. Real-world scenarios where these goods are essential to financial transactions are shown to participants. They must evaluate every situation, pinpoint possible dangers, provide identification methods, and deal with issues about identity. Access to virtual labs replicating the financial environment and allowing users to interact with the goods is one of the special considerations. The online platform also incorporates peer reviews and asynchronous discussions to promote cooperation and knowledge exchange.
Introduction and Orientation
Participants in this program learn about Personal Learning Environments (PLEs) and their importance to the professional growth of those working in the financial sector. Clear learning objectives and expected outcomes for the PLE construction exercise are outlined during the orientation session. Participants are prepped to actively participate in the ensuing learning activities by highlighting the importance of PLEs.
Exploration of Learning Resources
Participants explore a carefully chosen range of databases, interactive simulations, and web resources catered specifically to the financial sector. Case studies, legal guidelines, and virtual simulations thoroughly grasp risk management, authentication, and identity verification. This investigation equips students with useful knowledge, guaranteeing that their PLEs are based on actual applications.
Digital Tools and Platforms Showcase
Through various digital tools and platforms, participants in this immersive learning experience create a comprehensive Personal Learning Environment (PLE). In order to develop proficiency, hands-on exploration includes risk assessment tools and financial modeling software (Vázquez-Cano, 2017). The amalgamation of heterogeneous technologies enables well-informed decision-making customized to specific professional needs. With its dynamic approach, participants are certain to learn practical skills that facilitate smooth navigation within their particular sectors. Exposure to various perspectives fosters a sophisticated comprehension of digital environments, enabling participants to make informed decisions that align with their changing needs in the workplace.
Tailoring PLE to Individual Needs
The Personal Learning Environment (PLE) components are matched with each participant’s individual learning preferences, objectives, and technological skill level through an introspective process. Establishing a customized learning environment and promoting an individualized approach to skill acquisition in the financial business are the goals of this critical introspective stage. By determining and aligning PLE components with personal preferences, learners improve the efficacy of their educational experience. This deliberate alignment optimizes the learning of skills necessary for navigating the intricacies of the financial sector by acting as a strategic framework.
Configuration Session
Practical configuration seminars help participants by providing step-by-step walkthroughs that lead them through tool setup, problem-solving, and optimization. These workshops enable people to overcome potential barriers by smoothly integrating their selected tools into Personal Learning Environments (PLEs). Because of the systematic approach, participants experience setup and troubleshooting with greater ease and less difficulty. This useful advice improves the effectiveness of tool usage in PLEs, resulting in a more productive and user-friendly environment.
Accessibility Considerations
A strong dedication to accessibility ensures that professionals with varying levels of technological proficiency are included. Extensive standards address device adaption of the tool, accommodate different learning styles, and provide alternate forms of information, all of which contribute to an atmosphere favorable to the achievement of every participant. This committed focus guarantees that all individuals can participate fully and flourish professionally, irrespective of their origins or abilities.
Community Building and Support Network
Establishing a robust support system that includes discussion boards and peer assistance fosters a strong sense of community. Participants in this paradigm actively share their Learning Environments (PLEs), exchange insightful ideas, and seek help from one another. This cooperative learning atmosphere promotes a culture of growth, and mutual support in addition to the distribution of knowledge. The platform becomes a dynamic area where people contribute to each other’s learning experiences and enhances the overall educational experience by promoting open communication and resource sharing. Building a strong support system is essential to promoting a community-driven approach to education.
Results of Real-World Application
The online course’s use of LAT 15 was a huge success, as evidenced by the participants’ notable improvements in critical thinking abilities. This was especially clear in their ability to analyze complex situations and develop workable answers. Their practical awareness of technical products was greatly enhanced by adding virtual labs, which offered a hands-on experience that promoted a deeper understanding (McKeithan et al., 2021). Despite the overall good results, there were several difficulties throughout the course. Adult learners in asynchronous discussions required more reminders and coaching to promote active and meaningful involvement. Since adult participants have a variety of learning methods and preferences, efforts have been made to ensure that discussions are inclusive and thought-provoking.
Moreover, some participants experienced technical problems with the online laboratories, which affected their entire educational experience. Even though only a small number of people reported these problems, maintaining the caliber of the online course became dependent on finding a quick and efficient solution (James et al., 2022). In order to avoid disruptions and guarantee a smooth learning experience for all participants, strategies for support and troubleshooting were put into place. The constant evaluation and refining of these tactics help promote an environment favorable to acquiring knowledge and skills through the online learning environment.
What Worked? What Did Not Work? (Critical Reflection)
It was found that including LAT 15 significantly increased the participants’ capacity for higher-order thought. This technique’s well-organized framework made it easier to define precise evaluation standards, guaranteeing a fair appraisal of participants’ analytical prowess. By providing a useful experience element, integrating virtual labs improved the learning process even more and helped close the knowledge gap between theory and practice.
The asynchronous nature of online debates presented difficulty in maintaining a continuously high level of participant participation despite these noteworthy results. Some people had difficulty accessing the virtual labs’ technological features, highlighting how important it is for online learning environments to provide strong technical assistance. This finding highlights how crucial it is to remove technical obstacles to improve the educational process’s overall effectiveness.
What Would You Change Next Time? (Continuous Improvement):
In order to promote ongoing development, more scaffolding needs to be added to asynchronous conversations to increase participant involvement and enhance the collaborative process. This can be accomplished by incorporating multimedia components, organized frameworks, and dynamic prompts to create a more engaging and participatory atmosphere for participants (Yoon et al., 2020). In order to guarantee that a strong structure is in place to quickly handle any difficulties that may occur during these discussions, technical support resources must be increased simultaneously. In addition to reducing interruptions, a flexible and all-encompassing support system improves user experience overall, boosting participants’ self-assurance and promoting a more seamless learning process.
Furthermore, improving the virtual lab experience is our top priority as we work to create virtual learning environments of the highest caliber. To ensure a smooth and intuitive user experience, this calls for a careful review and improvement of the user interface. An immersive virtual lab experience is facilitated by intuitive design concepts, streamlined navigation, and optimized visual elements. By prioritizing these factors, we address the participants’ changing demands and foster an atmosphere that promotes efficient learning and knowledge retention. Our goal is to establish a virtual learning ecosystem that meets participant requests and raises the bar for asynchronous collaborative learning with these diverse improvements.
Conclusion
Fostering critical thinking abilities through integrating LAT 15 into an online finance course for adult learners produced significant benefits. The continuous improvement plan is designed to alleviate certain difficulties to maximize participants’ learning experience. The efficacy of the implementation is contingent upon its capacity to furnish a more efficient and captivating pedagogical milieu customized to the distinct requirements of mature students in the financial industry. The dedication to improving and enhancing the entire learning process is demonstrated by this plan for continual improvement, which guarantees that participants will not only gain knowledge but also develop critical analytical and problem-solving abilities vital in the ever-changing financial world.
References
Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.
James, A. J., Douglas, T. A., Earwaker, L. A., & Mather, C. A. (2022). Student Experiences of Facilitated Asynchronous Online Discussion Boards: Lessons Learned and Implications for Teaching Practice. Journal of University Teaching and Learning Practice, 19(5), 10.
McKeithan, G. K., Rivera, M. O., Mann, L. E., & Mann, L. B. (2021). Strategies to promote meaningful student engagement in online settings. Journal of Education and Training Studies, 9(4), 1–11.
Vázquez-Cano, E. (2017). Personal Learning Environments and Open Educational Resources in Higher Education. Notandum, (44-45), 95-110.
Yoon, S. A., Miller, K., Richman, T., Wendel, D., Schoenfeld, I., Anderson, E., & Shim, J. (2020). Encouraging collaboration and building community in online asynchronous professional development: Designing for social capital. International Journal of Computer-Supported Collaborative Learning, 15, 351-371.
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