DesigningLearningPrograms_3_040609

January 5, 2018 | Author: Anonymous | Category: Social Science, Psychology, Educational Psychology
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Designing Learning Programs

Ambition in Action

Topics / / / / / / / / / / / / /

Definition Components of a learning program Defining the purpose and focus Specifications of a learning program Scope and breadth Identifying the target audience Learning styles Pedagogical approaches Delivery models Learning Design Resources Assessment strategies Reviewing a learning program

www.sit.nsw.edu.au

Ambition in Action

Case Study / A local business needs to develop the skills of its office admin team. There are 10 staff and you have been asked to design & develop a learning program for them. The manager cannot release staff members to attend classroom delivery. The company has identified that they require the following content in the program: / Business computing / Customer service / Green skills / They also would like this program to align to a qualification or a traineeship. After a needs analysis you are told that their needs may be best met by aligning the training to Business Services Training Package. www.sit.nsw.edu.au

Ambition in Action

Definition Learning programs document a cohesive and integrated learning process for the learner. • learning outcomes or the learning objectives • outline the content, • sequence and structure of learning and the delivery and assessment method/s

www.sit.nsw.edu.au

Ambition in Action

What are the components of a learning program?

www.sit.nsw.edu.au

Ambition in Action

Components of a learning program / / / / / / / / /

Purpose Competencies to be addressed Learning outcomes Content Learning resources and activities Number and duration of training sessions Delivery methods Assessment Program evaluation

www.sit.nsw.edu.au

Ambition in Action

Defining the purpose and focus / How would you define the purpose (reason for the program) and / focus (main point) of a learning program

www.sit.nsw.edu.au

Ambition in Action

Specifications of a learning program / The National Training Information Service (NTIS) / Course Information Documents Online / Other sources?

www.sit.nsw.edu.au

Ambition in Action

Scope and breadth – Discrete or part of a qualification / the number of competencies to be achieved / the vocational or generic skills to be developed / the subject or technical knowledge and/or theory to be learned / the work activities to be encompassed / the specific organisational learning needs to be addressed www.sit.nsw.edu.au

Ambition in Action

Learning and assessment pathways / / / / / / /

the number of competencies to be achieved Professional conversation Existing qualifications Informal learning Individual Learning Plan Work based project Learning activities

www.sit.nsw.edu.au

Ambition in Action

Target audience What do you have to know? / / / /

Sector - Vocational, Enterprise or Tertiary Job role Characteristics Sources of information

www.sit.nsw.edu.au

Ambition in Action

Analysing the target audience / / / / / / / / / / /

age range gender mix cultural backgrounds ability/disability access to technology educational experience related work experience full or part time study: part time employment status: mainly employed fulltime language, literacy and numeracy levels technology literacy

www.sit.nsw.edu.au

Ambition in Action

Analysing the target audience / age range: 16 to 55 / gender mix: 30% Male 70% Female / cultural backgrounds: 60% Australian, 20% Chinese, 10% Lebanese, 10% Indonesian / ability/disability: no significant disabilities / access to technology: all have access to PC/laptops / educational experience: 20% have a certificate 111 or higher / related work experience: 40% more than 10 years experience / full or part time study: part time: Need to study part time / employment status: mainly employed fulltime / language, literacy and numeracy levels: average levels, some issues with literacy / technology literacy: most are component. www.sit.nsw.edu.au

Ambition in Action

Learning Styles / What are the different way people learn? / / / / / / / / /

Auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist Reflective

/ Go to Learning Styles for more information www.sit.nsw.edu.au

Ambition in Action

Adult Learning / adults have a need to be self-directing / adults have a range of life experience, so connecting learning to experience is meaningful / adults have a need to know why they are learning something / training needs to be learner-centred to engage learners / the learning process needs to support increasing learner independence www.sit.nsw.edu.au

Ambition in Action

Pedagogical approaches / Learning has moved for the theories of behaviourism to constructivism and connectivism / Facilitating the learning experience / Learning by doing

www.sit.nsw.edu.au

Ambition in Action

Delivery strategies / Focus eg group / individuals / Context e.g. Workplace, Simulated,

/ Mode e.g.Face-to-face, Online, blended / Method eg work based, coaching, guided facilitation www.sit.nsw.edu.au

Ambition in Action

Learning design / Sequence of collaborative of learning activities / Can incorporate single learner content, but also collaborative tasks such as discussion, voting, small group debate, etc / Can be stored, re-used, customised

www.sit.nsw.edu.au

Ambition in Action

Resourcing a learning program / / / /

Operational Learning materials Need to be a aware of what is available Available resources

www.sit.nsw.edu.au

Ambition in Action

Assessment methods / / / / / /

Direct observation Structured activities Questioning Recognition Portfolios Product review Third party feedback

www.sit.nsw.edu.au

Ambition in Action

Reviewing a learning progam / / / / / /

Questionnaire Mapping tool Checklist Focus group Structured interview Who should be involved?

www.sit.nsw.edu.au

Ambition in Action

How do you do it? / Preparation and research / Chunk the content of a program into a learning sequence/s / Design the learning activities / Develop the assessment

www.sit.nsw.edu.au

Ambition in Action

Activity / Working in groups and using the template provided develop a learning program for the proceeding case study.

www.sit.nsw.edu.au

Ambition in Action

Summary / / / / / / / / / / / /

Components of a learning program Defining the purpose and focus Specifications of a learning program Scope and breadth Identifying the target audience Learning styles Pedagogical approaches Delivery models Learning Design Resources Assessment strategies Reviewing a learning program

www.sit.nsw.edu.au

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