designing learning programs. ambition in action topics /definition /components of a learning...
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DesigningLearning Programs
Ambition in Action
www.sit.nsw.edu.au
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
Ambition in Action
www.sit.nsw.edu.au
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.
Ambition in Action
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DefinitionLearning 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
Ambition in Action
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What are the components of a
learning program?
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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
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Defining the purpose and focus
/ How would you define the purpose (reason for the program) and
/ focus (main point) of a learning program
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Specifications of a learning program
/ The National Training Information Service (NTIS)
/ Course Information Documents Online
/ Other sources?
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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
Ambition in Action
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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
Ambition in Action
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Target audience What do you have to know?/ Sector - Vocational, Enterprise or Tertiary
/ Job role
/ Characteristics
/ Sources of information
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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
Ambition in Action
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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.
Ambition in Action
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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
Ambition in Action
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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
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Pedagogical approaches
/ Learning has moved for the theories of behaviourism to constructivism and connectivism
/ Facilitating the learning experience
/ Learning by doing
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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
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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
Ambition in Action
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Resourcing a learning program
/ Operational/ Learning materials/ Need to be a aware of what is available/ Available resources
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Assessment methods/ Direct observation
/ Structured activities
/ Questioning
/ Recognition Portfolios
/ Product review
/ Third party feedback
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Reviewing a learning progam
/ Questionnaire
/ Mapping tool
/ Checklist
/ Focus group
/ Structured interview
/ Who should be involved?
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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
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Activity
/ Working in groups and using the template provided develop a learning program for the proceeding case study.
Ambition in Action
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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