1. Univ. Prof Dr Viktor Jakupec
Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD)
Workshop
Principles and characteristics of designing and developing CPD learning programmes
September 2016
Beograd
Prepared by
Univ. Prof Dr Viktor Jakupec

2. Designing and developing CPD learning programmes: Principles and characteristics
Learning Outcomes
The learner can apply adult learning theories, styles and principles for the development of a CPD learning programme parameter, learning activities, and sequencing of learning topic(s)
Teaching Activity
Presentation of CPD elements and discussion
Generating options for designing learning programme parameters, content and structures, incl. sequencing of learning topics, and variety of learning activities
Learning Activity
Develop an outline of a CPD learning programme parameter for a specific learning activity, incl. learning topic(s), learning activities (group activity and discussions ) 1

3. Designing and developing CPD learning programmes: Principles and characteristics
Introduction to Topic
Basics of Adult Learning
CPD design principles and characteristics based on Adult Learning
Options for designing learning programmes
Parameters
Content and structures
sequencing of learning topics
variety of learning activities
Activity 2

4. Designing and developing CPD learning programmes: Principles and characteristics
Basics of Adult Learning
Life experiences and knowledge (work, society, family) and learning is enhanced when relating new and previous acquired experiences, knowledge, skills and competencies
Prefer autonomous and self-directed learning.
Self-respect and require respect and need their experience, ideas, values, knowledge and questions recognised as important.
Require practical, purpose-focussed, and problem- targeted learning with immediate application to deal with professional, societal, work-related, etc. tasks. …2 3

5. Designing and developing CPD learning programmes: Principles and characteristics
Basics of Adult Learning (continues)
Require constructive progress feedback on the learning of new knowledge, skills and competencies
Diverse preferences for learning: i.e. (i) learning by doing (kinesthetic), (ii) learning by observing (visual), (iii) learning by listening (auditory).
Prefer learning through collaboration and reciprocity (learning and sharing exixting and new knowledge, experiences, skills, and competencies with others.
Motivated to learn influenced by variety of factors (i.e. professional growth and advancement, personal aspirations, externally imposed expectations, intrinsic desire or interest, and service to others. 4

6. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Life experiences and knowledge (work, society, family) and learning enhanced when relating new and previous acquired experiences, knowledge, skills and competencies
Implication for Designing CPD Learning Programmes
Provide opportunities for learners to reflect upon and share their existing knowledge and experience.
Create learning activities that involve the use of past experience or knowledge.
Ask learners to identify the similarities and differences between what they are learning and what they already know. 5

7. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Prefer autonomous and self-directed learning
Implication for Designing CPD Learning Programmes
Design training around participants' needs and goals.
Ask participants what they want to learn. Learners learn best when they establish a specific learning objective or goal for themselves.
Provide learner action-planning tools and templates to help develop and focus their self-directed efforts and facilitate learning.
Provide opportunities for learners to direct their own learning through guided inquiry and self-facilitated small-group discussions. 6

8. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Self-respect and require respect
Implication for Designing CPD Learning Programmes
Design training to minimize each learner's risk of failure and embarrassment. .
Provide opportunities for learners to share ideas, questions, opinions, experiences, concerns.
Create flexible training programs accommodating prticipants contributions and questions as much as possible.
Ensure for learners to express their confusion, anxieties, doubts, and fears.
Provide opportunities for ”step-by-step" learning process building Knowledge, skills and competencies incrementally. 7

9. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Practical, purpose-focussed, and problem- targeted learning with immediate application
Implication for Designing CPD Learning Programmes
Ask learners to identify what they would like and need to learn about a topic.
Establish clear learning objectives making the connection between participant's needs and the learning content.
Share examples that relate the learning content to participant's current challenges.
Ask learners to share their own examples that make this linkage.
Encourage learners to identify the challenges they face and the value of learning to addressing these challenges.
Follow theories with practical examples and applications to demonstrate the relevance of the learning. 8

10. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Constructive progress feedback on the learning
Implication for Designing CPD Learning Programmes
Provide opportunities for learners to obtain timely feedback to their own learning through practical examples, role-playing, exercises and replies to trainer questions.
Encourage learners to self-evaluate and assess their own learning and performance.
Commend any achievement of learning improvement and encourage continued learning. 9

11. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Diverse preferences for learning
Implication for Designing CPD Learning Programmes
Recognition that not all learners will respond equally well to a given teaching-learning method or technique.
Usage of a wide variety of methods employing learners’ preferences in training delivery.
Usage of all three learning modes (kinesthetic, visual, and auditory).
Make trainers aware of their own learning preferences and make them wary of favouring this approach in their own teaching.
Enable learners to learn in the style that best suits them (use small group work, dyadic discussions, and individual activities). 10

12. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Learning through collaboration and reciprocity
Implication for Designing CPD Learning Programmes
Provide a low-risk environment for learning by responding to the different levels of knowledge and skill within a group
Strengthen learner self-esteem through team-based learning, based on mutual trust and respect.
Use small-group learning to more accurately reflect participants' interdependent and collaborative work environment back in the working environment. 1

13. Designing and developing CPD learning programmes: Principles and characteristics
Adult Learning Characteristic: Motivation to learn
Implication for Designing CPD Learning Programmes
Seek responses into the reasons participants are interested in learning.
Encourage learners to identify the link between learning and the satisfaction of a professional/personal need and/or a lessening to learning due to external influences.
Formulate a link between the learning content and each learner's long- range objectives (personal and professional).
Encourage participants to discuss in in small groups the short- , mediu-, and long-term advantages to be gained by participating in the program's content. 11

14. 12 Step 1: Define the Parameters of the Learning Programme
Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 1: Define the Parameters of the Learning Programme
The purpose of the learning program
The benchmarks to be achieved
The specific learning objectives for the learning program
The scope and breadth of the learning program
The target group learners
The learning environment
The operational resource requirements 12

15. Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 2: Generating options for the Learning Programme
Independent learning units
Clustering of learning units to correspond with specific work activities
Clustering of learning units to reflect learning within a specific project
Common knowledge clusters—required knowledge common to a number of learning units is clustered for learning but application of the knowledge is assessed in other components of the program 13

16. 13 Training packages and associated resources Needs analysis
Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 3: Developing the learning programme content
Training packages and associated resources
Needs analysis
Demands Analysis
Assessment requirements
Time allocated for training
Knowledge, skills and competencies required 13

17. Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 4: Designing the learning programme structure
Sequencing information
The learning program timeframe
Delivery methods (face-to-face, online delivery, distance learning, coaching or mentoring, workplace applications, simulated workplace applications)
Assessment methods and tools 15

18. Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 5: Review the learning program
Ensure that
Content and structure addresses all aspects required by the units of competency or other benchmarks
Sequence provides effective and manageable blocks of learning
Activities are interesting, relevant and appropriate to outcomes and learner characteristics
Assessment points, methods and tools are appropriate and effective
Effectively addresses equity needs
identifies risk areas and contingencies 16

19. Designing and developing CPD learning programmes: Principles and characteristics
Options Parameters and Content and Structure for designing learning programmes
Step 6: Implement the learning program
Review the programme (stakeholders feedback, per assessment, piloting)
Implement the program
Review the programme periodically (learners feedback, stakeholders feedback) 17

20. 18 Mode: Group work Discuss within the group
Designing and developing CPD learning programmes: Principles and characteristics
Participants’ Activity
Mode: Group work
Discuss within the group
Appropriate adult learning characteristics and corresponding implications
Develop an Options, Parameters Content and Structure OUTLINE for designing a learning programmes
Keep notes for future discussion and presentation
NOTE: Use a table format or checklist format 18