I+=+Intention

I = Intention
Close consideration needs to be given to the learning intention. With the learner being situated at the centre of the A MIME model, it can be seen that the learning intention is paramount - what is it that we want the learner to leave the learning experience with? To increase motivation of learners, we need to convince them that 'this course is valuable'. (Kuhlman, 2008) Do the learners need to be able to simply recall information (LOTS - Lower Order Thinking Skills) or do they need to be able to create (HOTS - Higher Order Thinking Skills)?(Churches, 2010) At the heart of successful learning experiences, whether 'e' or not, lies the learning intention. This is particularly the case with elearning, where it can be easy to be seduced by the 'bells and whistles', the cool tools, rather than closely considering the purposes of the learning experiences. Further, the purposes of the various learning experiences that have been designed are varied. Some of course are designed to norm to the Rosebank environment. These include learning protocols and policies. These are important. However, the overarching intention is for new staff to have the experience of learning via the methods used to deliver the materials ie. via Articulate quizzes and interactives, via Camtasia screencasts, via video clips. In so doing they are experiencing elearning in a variety of contexts through a variety of platforms, and, through the Evaluation domain, they will consider the strengths and weaknesses of this experience in terms of their own learning outcomes and the affective domain. Consequently, it is hoped that they will then reflect on how they can use these tools in the design of learning experiences for their own students, and beyond this, will communicate this to their 'buddies'. This should have a twofold effect, promote the use of elearning and thoughtful, considered elearning design using A MIME, as well as encouraging 'older' members of staff to consider using these tools in their teaching.

How was this stage implemented?
This stage is being implemented in an ongoing manner as each new item that needs to be included in the induction program needs to be considered in terms of the learning intention. The scale of the project is large, and by its very nature, is responsive to identified learning needs as new materials can be added to the collection at any time.

How successful was this stage of the implementation?
To a degree, it can be seen that this part of the model is overarching, and could perhaps be visually better represented as an umbrella, or foundational stone of a pyramid. This part of the model is referenced at each stage of implementation. For example, in considering the Analysis stage, in identifying who the learners are and what their learning needs are, our intentions in the learning process are engaged. In the Materials stage, in identifying and gathering materials/resources, the selection process is influenced by the learning intention. In the Methods and Management stage, the 'how' of implementation, the learning intention is again paramount as this determines the depth, time and degrees of interactivity and accountability of learners in engaging with the learning materials. It is still useful however, to identify the Intention stage as a separate part of the cycle so that there is clear and explicit focus and the design of the learning experience is centred on explicit examination of the purposes of the learning.