RTO No: 91223
Student Guide
TAELED803 Implement improved learning practice
Topic 1: Evaluating learning practices 5
Topic 2: How to improve learning 13
Topic 3: Adopting improved learning practices 21
| Overview |
The Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor.
Application of the unit
By the end of this unit, students will have the skills and knowledge required to initiate, and implement, practices that support the improvement of learning strategies in an organisational context. It includes:
evaluating ways to improve learning practice, managing and monitoring the means by which to improve learning, analysing, and advancing adoption of improved learning practice
methods for improving learning practice, including developing individual staff members from the perspective of the organisation’s needs and imperatives, and enhancing outcomes for learners and candidates.
It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify ways in which to implement learning practices that build organisational capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large organisation.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Learning goals
Learning goals include:
evaluate ways to improve learning practice
manage and monitor the means to improve learning
analyse and advance the adoption of improved learning practice.
| Topic 1: Evaluating learning practices |
Reviewing advances in learning practices
Learning practices relate to the applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning.
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What is pedagogy? The method, practice and principles of teaching, learning and assessment. |
Pedagogical models are used to enable the implementation of specific instructional and learning strategies. They are broken down into four categories: behaviourism, constructivism, social constructivism, and liberationist.
With advances in technology and the changing nature of work there are a number of advances in learning practices within the workplace:
Virtual learning such as web-based recordings and online connected learning.
Using the “user experience” approach to promote and improve a learner’s experience.
The use of AI, VR and AR such as learning assistants and chat bots.
Gamification (using gameplay for learning such as Minecraft).
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Activity: Group work |
| Divide into small groups. Ensure you divide the work equally.
Research the following learning practices: Learning through augmentation Crossover learning Context based learning Provide an example to illustrate how these can be integrated into learning practices. Focus on one content area such as hospitality, aged care or management and leadership. Submit all work as professionally written documents within the timeframe allocated. Your trainer/assessor will provide your group with feedback. |
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Activity: Research and discuss |
| Research the TPACK framework.
Explain how it could be used in a workplace environment. Use the following website to support your research: https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/ |
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Activity: Watch |
| Models of pedagogy
Video: https://www.coursera.org/lecture/newlearning/models-of-pedagogy-didactic-authentic-and-transformative-zyTs8 (05:11) |
Image by Campaign Creators on Unsplash
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Activity: Read |
| Pedagogy:
https://www.schoology.com/blog/pedagogy-education-more-buzzword Read how RMIT University sees the future of learning and teaching: Take any notes to summarise what you have read and keep for future reference. |
Analysing contextual needs of learners
Contextualised learning places academic activities into perspective and embeds instructions in a context that a learner is familiar with. An individual can learn better if learning is constructed within the context of their own environment.
Contextualised teaching and learning approaches should be based on:
By analysing individual interests, abilities, relationships and the contextual needs the learning practices implemented can be focussed more on a real world and relevant content.
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Activity: Research and discuss |
| Consider a customer training program for workers to support them in communication techniques and effective writing skills.
Work in pairs. What type of information would you need to find out from the employees to develop context for the training? Include interests, abilities, relationships and contextual needs. |
Learning theories and instructional design principles
There are a number of learning theories and instructional design principles that can improve learning practice. For example:
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Learning theories |
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action science applied learning models behavioural learning theory cognitive learning theory constructivist discovery learning |
humanistic information processing theory problem-based situational social learning |
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Instructional design principles |
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application of adult learning principles inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning need for learner activity and interactivity |
opportunities for review of material and repetition presenting material in a logical order and sequence presenting material in order of increasing difficulty structuring information effectively |
As every individual will learn differently; learning theories help to explain how people learn and understand the process of learning. For example, with behaviourism, a learner focusses on key points, rather than having to remember all the information as a whole; instruction is repetitive and reinforced. However, with cognitivism it assumes that learning takes place as a result of mental or cognitive processes and focusses on how people think and understand rather than by conditioning of behaviourism.
Instructional design principles are based on the three learning theories of behaviourism, cognitivism and constructivism.
Behaviourism: repetition and reinforcement in learning material
Cognitivism: engaging the learner’s senses to create a learning process
Constructivism: emphasises the learner’s own experience and personal interpretation
When designing learning materials, the principles behind instructional design will include:
How the content is presented
How the learner is guided
Allowing for independent practice
Assessment
Instructional design:
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Activity: Watch |
| Behaviourism, Cognitivism, Constructivism and learning and instructional theory
Video: https://www.youtube.com/watch?v=0YOqgXjynd0&feature=emb_logo (02:58) |
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Activity: Reading and practical |
| Creative instructional design (with webinar):
How can instructional design principles improve learning practice within your specific industry? Take any notes to summarise what you have read and keep for future reference. |
Aligning the qualification requirements
When you are looking at ways to improve learning practices, you must also consider and reflect on the relevant qualification requirements. This could include certain competency requirements, knowledge and skills that are needed in order to meet nominated qualifications.
In Australia this information can be found:
In relevant Training Package qualification packaging rules
Australian Qualifications Framework (AQF) which include:
key features of each qualification
guidelines for each qualification title
national guidelines on cross-sector linkages
issuing a qualification
Australian Quality Training Framework (AQTF) Standards for State and Territory Registering/Course Accrediting Bodies
Levels and aspects of communication as described in the National Reporting System (NRS).
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Activity: Read |
| Familiarise yourself with the following websites:
AQF: AQTF standards: http://www.ivet.com.au/a/184.html The National Reporting System: https://www.voced.edu.au/content/ngv%3A2406 The Department of Education Skills and Employment: Take any notes to summarise what you have read and keep for future reference. |
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Activity: Research and discuss |
| Research the qualification for the following:
Cert IV in Commercial Cookery Cert III in Information Digital Media and Technology Cert II Animal Studies For each, identify: Job roles that can be covered by the qualification Further study that could be undertaken The core units required. For each, select one core unit and identify: Required knowledge (you can copy and paste this information) How you could assess this in a workplace context Record your answers. |
Aligning the organisational learning strategy
An organisational learning strategy ensures that learning and development supports the business in achieving its strategic goals.
Understanding the importance of employee learning and staff development is one thing. Identifying what the learning and development needs of your employees are, is another. Get it wrong and the business could be wasting money on training in areas where your people are already proficient.
Most managers know that training is essential, but many don’t take the time to understand individual needs. It is counter-productive to offer training that isn’t required or the wrong kind of training.
Learning and development contributes greatly to an organisation’s aim of continuous improvement. In order to determine development needs you need to ensure that staff have access to the appropriate opportunities and resources. This includes:
Identifying human resources
Establishing performance standards
Identifying development needs
Creating and following learning and development plans.
A learning strategy should provide a road map to help align and influence learning resources to improve the organisation’s overall human resource related capabilities and systems. The learning strategy should demonstrate how learning will help employees accomplish business objectives. This can include analysing:
Strategic objectives
Assessing employees’ current capabilities and limitations
Identifying available learning resources
Determining learning technology requirements
Availability of trainers and subject matter experts
Opportunities for mentoring and coaching
External resource requirements
Policies and procedures to support establishing standards and business practices
A learning strategy should recognise employees’ individual needs and the organisational needs. Alignment with the overall organisational strategy is important for promoting and improving learning practices.
This requires formal support from senior management, along with adequate resources, budget allocation and leadership.
Employees’ learning needs should be specifically addressed in an organisational context and align with the learning strategy. This can include looking at individual skills and knowledge and how these fit into the direction of the organisation. A learning plan for each employee can support this alignment. A learning plan can identify goals, key performance indicators to measure the success of the goals and a plan of action to link this learning with the organisation’s strategy.
Learning plans can contain:
A summary of a person or team’s learning need
The specific skills, knowledge or attitudes to be developed or taught
Learning objectives
How the learning method is to be selected
Where the learning is to take place
How the effectiveness of the learning will be assessed
The link to the organisation’s vision, mission and business plan
When the learning will occur
Priority areas
Where the learning will occur.
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Activity: Read |
| Read the following article that focusses on aligning the learning strategy to organisational goals:
A learning strategy: Reaching organisational goals: https://elearningindustry.com/a-learning-strategy-reaching-organizational-goals The 5 key areas of talent development: Review the website to see the steps involved in creating a learning plan: https://www.dlsweb.rmit.edu.au/toolbox/leadership/toolbox/ls/ls_c06.html The following is an example of a learning plan developed by Carleton University: https://carleton.ca/hr/wp-content/uploads/Learning-Plan.pdf Take any notes to summarise what you have read and keep for future reference. |
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Activity: Brainstorm |
| Think about your current industry or workplace:
What methods are currently being used and why is there a need for change? How can you challenge the current ideas around learning? How can you develop and test new ideas and improved approaches? Discuss with a fellow student or in a group and note down any ideas. |
| Topic 2: How to improve learning |
Assessing learner styles
It is important to think about learning styles when developing vocational, training and educational learning strategies, as each individual will have their own learning style that may be more suited to a particular way of learning. Learning styles include:
Different learning styles, also include:
Learning strategies can help to provide meaningful approaches to learning, teaching and assessment. It includes:
identifying learner and client needs
establishing the learning context
identifying the delivery and assessment arrangements
determining the resources required to deliver learning
identifying units of competency or other criteria which best reflect these needs
indicating pathways to, from and within the qualification; identifying the operational resources needed to deliver the strategy
outlining the learning framework which has been designed and sequenced to maximise learning.
You must also take into consideration the fact that adults learn differently from children; Adult learning theory is also known as andragogy, was developed by Malcolm Knowles in 1968.
Understanding adult learning practices can also help to recognise different learning practices based on these principles.
Image by NeONBRAND on Unsplash
Adults learn best under the following circumstances:
Learning is self-directed
Learning is experiential and utilises background knowledge
Learning is relevant to current roles
The instruction is problem-cantered
The students are motivated to learn
It is your role to support, encourage and motivate your learners based on this information; changing and modifying to adapt to different learners, their styles of learning, experiences, personal interests and resources available.
The following are some common training techniques:
Classed based learning
Technology based
Use of new technologies such as augmented reality and gamification
Simulation
Demonstration
Group, pair and team activities
Individual activities
Instruction and explanation
Role pay/case study
Questioning
Written information.
The following are some tips to engage and encourage adult learners in the workplace:
Ensuring that the content is relevant
Including activities, tasks and assessments that encourage learners to explore
Considering the experience and educational background of learners
Providing timely feedback
Integrating emotionally-driven content
Creating context
Using storytelling
Providing flexible learning content
Using professional, interactive, inspirational and stimulating elements to hold and keep motivation and interest.
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Activity: Read |
| Adult learning principles:
https://ala.asn.au/adult-learning/the-principles-of-adult-learning/ Take any notes to summarise what you have read and keep for future reference. |
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Activity: Read |
| Active learning strategies:
https://teaching.berkeley.edu/active-learning-strategies Develop possible learning strategies: https://fortresslearning.com.au/cert-iv-content/design/develop-possible-learning-strategies/ Take any notes to summarise what you have read and keep for future reference. |
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Activity: Watch |
| What’s Your Learning Style?
Video: https://www.youtube.com/watch?v=Kf7S9BRJ8nk (01:34) What Kind of Learner are You? (has activities) Video: https://www.youtube.com/watch?v=HWhjH5wNEBY (05:11) Write down your key takeaways whilst watching. |
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Activity: Research and discuss |
| What type of learner are you?
You can use one of the following online quizzes or find your own: http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml http://www.whatismylearningstyle.com/learning-style-test-1.htm l http://www.brainboxx.co.uk/a3_aspects/pages/vak_quest.htm What was your actual learning style? Was it different than you expected? Do you agree with the result? How could this information help you learn better? What motivates you to learn? For example, you are doing this course, why? What motivated you to do it? How do you learn best? What is your learning style? Take the test: http://www.brainboxx.co.uk/a3_aspects/pages/vak_quest.htm (there are many available tests that students could take for this activity). What was your actual learning style? Was it different than you expected? Are you surprised? |
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Activity: Group work |
| Divide into small groups of 2-3.
Each choose one unit of study from the following links: https://training.gov.au/Training/Details/BSBITU203 https://training.gov.au/Training/Details/bsbcmm201 https://training.gov.au/Training/Details/BSBITU306 As part of your vocational training for your current job, you have been told that you will be needing to undertake and be competent in this unit of study. The options are to learn on the job, study online modules and undertake a face-to-face training course. Meet with one of the other group members and discuss their learning style and identify the best learning strategy for them to undertake learning the selected unit. |
The impact of new technologies
New technologies have had a major impact on the way we implement training and learning in the workplace. The impacts on the whole have been positive with technology being a catalyst to providing a variety of learning methods that can potentially match individual learning styles. It has changed teaching and learning approaches and provided the facilitation of engagement in a number of positive ways.
Some cons include the growth of expansion of technology leading to organisations not having the necessary skills to best utilise the technology available; it requires a new approach to learning and employee engagement; it may not suit all employees and may create barriers to learning.
With new technologies there comes new training techniques, abandoning conventional modes of learning and replacing these with more effective solutions. Some of these are using social networks, virtual reality, online simulations, webinars and MOOCs (Massive Open Online Courses) which are free online courses available to anyone.
Modern technology can facilitate engagement in multiple ways, job education becomes more engaging and relevant for employees and employers can take advantage of a variety of learning methods that can potentially match a vast range of learning styles.
New technologies can provide a positive impact on learning by providing a larger variety of options of teaching and learning. The younger generation especially expect training to be technology based to engage them in ways that help them learn more.
The following applies to technology-based learning:
It can provide a mix of approaches and learning styles that can keep a person engaged and interested
Using mixed learning styles and media, can help individuals to connect and in multiple ways and formats
It can improve feedback by providing multiple, flexible feedback channels
New technologies can provide multiple ways to incorporate training into a group or collaborative setting.
Some examples of new training techniques and technologies include:
Simulation: training employees work on real-life problems through virtual interfaces.
Gamification: using gameplay concepts to encourage learning.
Virtual and augmented reality: providing new ways to present information and training materials to users, including classroom lectures and tests.
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Activity: Read |
| Review the following LinkedIn article: The impact of technology on employee training:
https://www.linkedin.com/pulse/impact-technology-employee-training-david-beach List of training methods: https://www.hr.com/en/communities/training_and_development/list-of-training-methods_eacwezdm.html How has technology changed employee training and continuing education? Changing technology: https://trainingmag.com/how-has-technology-changed-employee-training-and-continuing-education/ The use of technology in training: Pros and cons: What are the limitations of using technology-based training for the older generation? Take any notes to summarise what you have read and keep for future reference. |
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Activity: Research and discuss |
| Research one industry and sector that you could utilise new technologies in teaching and learning. For example, you may select hospitality, beauty or travel.
Provide a clear overview of the technology and example of how it can be used. |
Planning improved learning practices
If you look into how your learners are currently learning you may find that there are a number of improvements that could be made to current practices. The aim is to ensure that your learners (or employees) are getting the most out of their learning.
The learning practice should be planned around interactions that will engage employees with the content, skills and knowledge required for their learning. The quality of these interactions is at the core of learning and should consider the learning style, experience and personal interests of the learner.
Some strategies for using improved learning practices include:
speaking with learners to find out their own learning needs
using blended learning or a combination of teaching techniques that suit the learners
utilising technology where appropriate
ensuring reasonable adjustments are made if needed
provide flexible learning options
create clear learning goals and paths for learning
use incentives and rewards for achievements
customise training programs and focus on user experience
use feedback to plan improved learning practices
provide coaching, on the job training and mentoring to support learning.
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Activity: Read |
| Review the training information for improving learning in the workplace published by the Australian Retailers Association.
https://blog.retail.org.au/newsandinsights/improving-learning-in-the-workplace Take any notes to summarise what you have read and keep for future reference. |
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Activity: Research and essay |
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The digital native and the digital immigrant: The Generations Boomers and Gen Z: http://socialmarketing.org/archives/generations-xy-z-and-the-others/ Write the following essay: How could using new technology affect the way in which they learn in the workplace? Your essay should be between 1–2 pages long and be written in clear and concise English. Submit your essay to your assessor trainer/assessor for feedback. |
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Activity: Research and discuss |
| Divide into pairs and discuss the following activity:
For each of the following, provide one example of a learning practice that could be used to encourage learners. Firstly, select a contextualised subject and example of the learner (for example: learning about workplace health and safety for a group of college students studying Commercial Cookery aged 18 to 42). Theoretical learners Pragmatic learners Activist learners Reflective learners Kinaesthetic learners Audio learners Visual learners Tactile learners Left and right brain learners Work together to come up with some innovative and realistic examples. Submit to your assessor trainer/assessor for feedback. |
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| Topic 3: Adopting improved learning practices |
Improving vocational, training and educational (VET) learning practices
Vocational Education and Training (VET) is education and training that focuses on providing skills for work.
VET provides the skills to help people to:
join the workforce for the first time
re-join the workforce after a break
upgrade skills in their chosen field
Image by Tim Mossholder on Unsplash
move into a different career.
To improve vocational, training and educational learning practices, there are four essential interdependent factors to consider:
Program Development
Program Delivery
Education
Program Review.
These are defined by indicators that describe quality practice across diverse learning and assessment strategies, including face to face, workplace-based, blended and online models.
| Program Development |
Assessing learner needs Training and Assessment Strategy (TAS) Improvements |
| Program Delivery |
Assessments Informing learners Resources Learner engagement Learner support |
| Education |
Workforce Development Supporting the Professional Educator Vocational Currency Professional Currency Performance Development |
| Program Review. |
Preparation Process Reporting |
This is an integrated approach to teaching, learning and assessment focussing on quality learner outcomes. This approach can be used to:
Furthermore, there is a VET Quality framework that can be used to support consistency in reaching standards. It is based upon:
standards for RTOs
fit and proper person requirements
financial viability risk assessment requirements
data provision requirements
Australian qualifications framework.
Using these approaches and frameworks can support the development of improved VET learning practice. Another aspect is to ensure that the training and learning is appropriate to learner characteristics.
Learner characteristics include:
cultural background and needs
employment status
language, literacy and numeracy requirements
level of formal schooling in Australia or overseas
level of maturity
past learning experiences
preferred learning styles
specific needs, physical or psychological.
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Activity: Read |
| Read more on the VET framework:
https://www.asqa.gov.au/about/asqa/key-legislation/vet-quality-framework Take any notes to summarise what you have read and keep for future reference. |
You may find that when implementing learning practices, it will be your role to be an advocate for improved VET learning practices. This could include gaining the support of senior management; requesting resources; allocating or sourcing funds; identifying specific issues with the current practice that need improvement and testing new ideas.
As an advocate it may be up to you to initiate research into what can be improved and how. Research could include complying information gathered from:
evaluations of existing training and learning practices
using focus groups to find out learner characteristics
informal discussions
internet research
interviews with subject matter experts
literature reviews
development of questionnaires and surveys
conducting workshops.
To initiate research, you may need to have this approved so ensure that you have a goal and objectives that can be clearly justified. For example, you may need to ensure that all staff are up to date on their legislative knowledge and would like a more improved learning practice than the current mode which is reading a document and answering multiple choice questions.
The research may be to find out:
learning styles of employees
current knowledge
past learning experiences
learning characteristics
the content required for learning
methods for delivery
technology and resources needed
standards to follow.
Delivery and assessment strategies
All assessments and evaluations carried out by registered training organisation (RTO), should be done so in accordance with the assessment criteria of relevant training packages and in line with Standards for RTOs 2015.
ASQA standards outline the typical requirements needed for delivering vocational learning and assessment. This includes a training and assessment strategy that includes the following components:
Training Product
Core and elective components
Target Group
Mode of delivery
Duration and scheduling
Assessment resources, methods and timing
Learning resources
Human resources
Physical resources
Strategies for stand-alone single units or skills sets
Strategies for assessment-only pathways.
The approach taken to learning and assessment will vary according to the state, industry and organisation that is delivering the vocational learning and assessment. One common factor will be the requirements and standards of the sector set out by governing bodies and regulatory authorities such as the Australian Skills Quality Authority (ASQA), the Department of Education, Skills and Employment, Australian Industry Skills Committee, Australian Qualifications Framework Council, and Education Services Australia.
The policies that an organisation delivering vocational learning and assessment could include:
course and unit development
course and unit delivery
course design standards
support for students
course delivery standards
assessment and grading
feedback on assessment
moderation of assessment
evaluation and review of learning and teaching
compliance monitoring and review
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Activity: Read |
| ASQA:
Users’ guide to the standards for RTOs 2015: https://www.asqa.gov.au/standards VET Assessment Policy: https://policy.federation.edu.au/learning_and_teaching/assessment/assessment/ch04.php Standards for Registered Training Organisations (legislation): https://www.legislation.gov.au/Details/F2019C00503 Take any notes to summarise what you have read and keep for future reference. |
Learning resources and learning materials
Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner. In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support.
Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment. Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources, videos and textbooks, and may be self-paced or instructor led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed. The complexity of the resource will vary depending on its focus, type, audience and technological medium. Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect.
Source: https://training.gov.au/TrainingComponentFiles/TAA04/TAADES502B_R1.pdf
Typical learning resources and learning materials can contain:
Session plan
Learner guide
Trainer guide
Assessments
Assessment guidance
Marking guides
Assessor guidance
Study guides
Mapping guides of assessments to unit requirements
PowerPoints, videos, textbooks or further learning resources.
Learning objects and content
To support individual learning, it is important to consider the design and management of learning objects and content. A learning object can be seen as a collection of content, practice items, and assessment tasks that are combined based on a single learning objective.
How these are designed and managed will be dependent on the approach that the training organisation has developed.
Learning management systems and instructional design will have some common practices such as:
content
how the learning object will be constructed
the material and resources that will be used
how it will be presented.
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Activity: Read |
| Learn more about learning objects:
http://edutechwiki.unige.ch/en/Learning_object Instructional design: https://instructionaldesign.com.au/what-is-instructional-design/ Take any notes to summarise what you have read and keep for future reference. |
Learning strategies, teaching, and assessment methods
The main goal of learning strategies is to get students to become more effective learners using a best-practice approach. Some examples of learning strategies include:
practice testing
self-explanation
distributed practice
dual coding
elaborative interrogation
interleaved practice
concrete examples.
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Activity: Read |
| Learning strategy examples:
https://www.cultofpedagogy.com/learning-strategies/ Five learning strategies that work: https://digitalpromise.org/2015/02/07/five-learning-strategies-that-work/ Take any notes to summarise what you have read and keep for future reference. |
Teaching strategies are the methods that teachers use to deliver course material, information and content in ways that keep students engaged and practicing different skill sets.
Some examples of teaching strategies include:
Direct Instruction
Student led classroom
Flipped Classrooms
Experiential learning
Kinesthetic Learning
Cooperative learning
Differentiated Instruction
Inquiry-based Learning
Visualisation
Image ThisIsEngineering RAEng on Unsplash
Expeditionary Learning
Personalised Learning
Game-based Learning.
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Activity: Read |
| An example of high impact teaching strategy:
The following is a teaching and learning strategy for school drug education and road awareness (2013): https://www.sdera.wa.edu.au/media/1235/teaching-and-learning-strategies.pdf Take any notes to summarise what you have read and keep for future reference. |
Effective assessment should be transparent and structured so that the learner knows the purpose of the assessment tasks, what is expected of them and how the task will be assessed.
Assessment methods can include
real work or activities (for example using observation and third-party reports)
structured activities (such as role play, simulation, demonstration)
questioning (either oral or written)
A portfolio of evidence
Evidence of recognition of prior learning
It should include the principles of assessment:
fairness
flexibility
validity
reliability
validity
sufficiency
authenticity
currency.
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Activity: Read |
| Principles of assessment:
https://www.asqa.gov.au/sites/default/files/Workshop_1_-_Assessment_Nov_2014.pdf?acsf_files_redirect Take any notes to summarise what you have read and keep for future reference. |
Learning resources and learning materials
The availability of resources and learning material will be dependent on a number of factors such as budgets, legislation (i.e. not to copyright or be plagiarised), where information, content and support materials can be sourced; or what has been approved to be used. Teaching and learning resources must fit the purpose, relevant and above all accurate and accessible. It could range from:
specific textbooks that relate directly to the content
digital learning resources such as videos
online information
worksheets and activities
software related to the subject matter.
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Activity: Read |
| Some examples of learning resources that could be used:
Take any notes to summarise what you have read and keep for future reference. |
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Activity: Group work |
| Divide into a small group of 3-4. You have been asked to research and develop improved vocational, training and educational (VET) learning practices, appropriate to learner characteristics for the following:
Workplace health and safety to meet legal compliance (select any industry and it can be based on: https://training.gov.au/Training/Details/BSBWHS201 The training is currently the following: A WHS manual containing information for learners to read and learn: 20 multiple choice questions 5 Short answer questions A video A workplace survey of WHS hazards The learners are your group. What improvements to current practices will you make based on your research of new technology and best practice approaches? How will you test your ideas and new approaches? |
Design and test improved learning practices
Once you have carried out research the next step would be to design and test the learning practices in a real-world situation. The design may require experts in instructional design, subject matter experts and content writers, ICT experts and discussions with functional units, supervisors, units, industry bodies and professional industry experts.
Testing the learning designed means asking a representative or a group of learners to undertake the learning and provide feedback as part of a trial group.
This is an important process as during this time you can find out what works, what doesn’t, if the method is appropriate, what needs to be done to improve any areas and any issues that arise such as difficulty with technology being used or misunderstandings.
The tests conducted should provide enough information to make modifications and improvements so that they are ready for delivery. Therefore, there should be enough time allocated to allow for changes and more testing if needed.
Some examples of the things that you may need to test are:
Does the learning practice suit the real-world situation?
Is it free of errors?
Are the steps understandable and clearly structured and easy to follow?
Are the training materials, resources and technology suitable for the context?
Does it suit the style of the learner?
If using technology is it fit for the purpose?
Is it appropriate to the learner characteristics provided?
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Activity: Research and discuss |
| Find out the job role and duties for an instructional designer.
Work in groups. Read the following: Designing for learning: https://teaching.unsw.edu.au/designing-learning Refer to the following unit: https://training.gov.au/Training/Details/BSBWHS201 Design and test a learning practice that could be used to train new employees in a large company. Submit the learning practice in a written report to the trainer/assessor for feedback. |
Mentoring colleagues
One method of implementing improved learning practice is through mentoring. Mentoring is a relationship between a more experienced member of staff called the mentor and a less experienced member of staff called the mentee. The role of the mentor is to support, guide, instruct, encourage and oversee a person in their work role.
It is a two-way process so the mentee should be willing to listen and be open to constructive criticism. The relationship is a less formal than a teaching situation and planned over a length of time which can last for as long as they determine is necessary.
Learning through other colleagues can provide a number of benefits which are outlined in the box below.
| Mentorships: learning through other colleagues |
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Receiving help and support from an expert or more experienced person. Gaining knowledge and insights that are through learned information. Supervision and support under one person. Feedback and encouragement directly helping you in your role. Discussing issues, problems or information to help in the role. A hands-on approach to learning. Learning from “the best”. Developing skills and knowledge. Identifying additional training needs. |
There can be some downsides if the right mentor and mentee are not matched correctly:
The mentor chosen is not suitable to increase the skills of the mentee.
The person receiving the mentorship has barriers to the learning practice.
The relationship between mentor and mentee breaks down due to misunderstandings or personality clashes.
The mentor may pass on bad habits or culture that is not aligned with the organisation’s objectives, goals and values.
Therefore, it is important that the responsibility of the mentor is closely aligned with the right member of staff needing the support chosen based on their ability to undertake the role. Mentoring programmes are a great way of embedding the right values within an organisation and can help people to succeed in progressing within their role.
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Activity: Watch |
| Use the following link to access a list of videos that relate to mentoring. Select two and write down your key takeaways from each.
Video: https://www.ted.com/playlists/400/how_to_be_a_good_mentor |
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Activity: Research and discuss |
| Refer back to the instructional designer job role you researched and the learning practice developed.
How could you: Monitor and manage the learning practice? Evaluate how the learning was improved? Advocate for the new learning practice? Submit your response in a written report to the trainer/assessor for feedback. |
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