Sequencing is an efficient ordering of content in a way aimed at helping the learner achieve his/her objectives. Posner and Strike (1976) suggested three sequencing schemes. The first scheme is related to learning and suggests that content should be sequenced in a manner that is consistent with learner characteristics which must have been identified in the learner analysis. As such, this appeal considers the difficulty of the material, its appeal to the learner, requisite information, and the learner’s cognitive development. The needs of the learner in this sequence take precedence. This is the selected sequence scheme for achieving the objective of advancing technology as the e-activity.
Consider a phenomenon where an institution wants to train its graduate trainees to take up the roles of advancing existing technologies in a company for the betterment of revenue streams and client satisfaction. To ensure that such trainees are conversant with the main objective, they have to go through simple processes. To begin with, they have to understand what problems the technologies in the company help to solve. After being conversant with the problems being addressed by the technologies, they have to be made to understand how such technologies work to address problems. Further, they have to be made conversant with the expected performance and potential capabilities of such technologies. The company must invest time to explain what has been tried, what succeeded and what failed and why. This sequencing scheme allows for the trainees to understand the problem from its genesis and work themselves upwards to the point where change is needed.
When experts or administrators are being trained, the modus operandi of the training changes. Experts need no detailed introduction. They are expected to pinpoint issues using their knowledge and skills. Theirs is just guidance on expectations and they require being listened to since they might have important cues about what is being talked about as the lesson as explained by O’Brien et al. (2017).
Posner, G. J., & Strike, K. A. (1976). A categorization scheme for principles of sequencing content. Review of Educational Research, 46(4), 665-690.
O’Brien, N., Dadswell, A., Backwith, D., Wrycraft, N., Nightingale, M., Acton, F., … & Hodges, K. (2017). Developing and showcasing FHSCE Strategy for involving Experts by Experience in Teaching, Learning and Research.
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