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