TAELED803 Implement
improved learning practice
– Learner Resource
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Student Name
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Table of Contents
TABLE OF CONTENTS ____________________________________________ ERROR! BOOKMARK NOT DEFINED.
UNIT INTRODUCTION ________________________________________________________________________ 5
ABOUT THIS RESOURCE _______________________________________________________________________ 5
ABOUT ASSESSMENT _________________________________________________________________________ 6
ELEMENTS AND PERFORMANCE CRITERIA _______________________________________________________ 8
FOUNDATION SKILLS ________________________________________________________________________ 9
PERFORMANCE AND KNOWLEDGE EVIDENCE ___________________________________________________10
PERFORMANCE EVIDENCE _____________________________________________________________________10
KNOWLEDGE EVIDENCE_______________________________________________________________________10
ASSESSMENT CONDITIONS __________________________________________________________________12
PRE-REQUISITES ___________________________________________________________________________12
UNIT OVERVIEW ___________________________________________________________________________13
TOPIC 1 – EVALUATE WAYS TO IMPROVE LEARNING PRACTICE _____________________________________14
REVIEW ADVANCES IN LEARNING PRACTICE WITHIN A GIVEN VOCATIONAL, TRAINING, EDUCATIONAL OR CONTENT AREA ______14
Contemporary policy and approaches to vocational learning and assessment ______________________14
Review advances in learning practice ______________________________________________________16
QUESTION/ACTIVITY ______________________________________________________________________17
REVIEW AND CHALLENGE EXISTING LEARNING PRACTICE TO DEVELOP, AND TEST, IMPROVED APPROACHES________________19
Developing, and testing, improved approaches ______________________________________________19
Reviewing and challenging existing learning practice _________________________________________19
QUESTION/ACTIVITY ______________________________________________________________________20
ANALYSE INTERESTS, ABILITIES, RELATIONSHIPS AND THE CONTEXTUAL NEEDS OF RELEVANT INDIVIDUALS, WHEN PROMOTING
IMPROVED LEARNING PRACTICE _________________________________________________________________21
Analyse interests, abilities, relationships and contextual needs__________________________________21
Overview of research ___________________________________________________________________21
Research related to learner interests_______________________________________________________22
QUESTION/ACTIVITY ______________________________________________________________________23
RESEARCH HOW A RANGE OF APPROPRIATE LEARNING THEORIES AND INSTRUCTIONAL DESIGN PRINCIPLES CAN IMPROVE LEARNING
PRACTICE ________________________________________________________________________________24
Learning theories ______________________________________________________________________24
Instructional design principles ____________________________________________________________25
Adult learning practice, including The theory and practice relating to adult learning, and Learning
strategies ____________________________________________________________________________33
The sources and availability of relevant learning resources, and learning materials _________________34
The content and requirements of the relevant delivery strategies, including Training techniques that
enhance learning and when to use them, and Teaching methods ________________________________35
QUESTION/ACTIVITY ______________________________________________________________________38
ENSURE LEARNING PRACTICE REFLECTS THE QUALIFICATION REQUIREMENTS FOR NOMINATED QUALIFICATION/S ___________41
QUESTION/ACTIVITY ______________________________________________________________________41
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TOPIC 2 – MANAGE AND MONITOR THE MEANS TO IMPROVE LEARNING ____________________________43
OBSERVE AND ASSESS LEARNER STYLES WITH RESPECT TO THE APPROPRIATENESS OF CURRENT VOCATIONAL, TRAINING AND
EDUCATIONAL LEARNING STRATEGIES______________________________________________________________43
Different learning styles, and how to encourage learners ______________________________________43
Research related to changing learning styles ________________________________________________45
QUESTION/ACTIVITY ______________________________________________________________________46
EVALUATE THE ROLE, AND IMPACT OF, NEW TECHNOLOGIES ON LEARNERS AND TRAINING TECHNIQUES _________________47
The application of information and communications technology (ICT) to learning and teaching _______47
Impact of new technologies on learners and training techniques ________________________________48
QUESTION/ACTIVITY ______________________________________________________________________48
PLAN IMPROVED LEARNING PRACTICE BASED ON HOW LEARNERS CURRENTLY LEARN, AND PLAN IMPROVED LEARNING PRACTICE
BASED ON THE EXPERIENCE AND PERSONAL INTERESTS OF THE LEARNER_______________________________________49
QUESTION/ACTIVITY ______________________________________________________________________49
TOPIC 3 – ANALYSE AND ADVANCE THE ADOPTION OF IMPROVE LEARNING PRACTICE _________________50
DEVELOP IMPROVED VOCATIONAL, TRAINING AND EDUCATIONAL (VET) LEARNING PRACTICE, APPROPRIATE TO LEARNER
CHARACTERISTICS___________________________________________________________________________50
QUESTION/ACTIVITY ______________________________________________________________________50
ADVOCATE FOR IMPROVED VET LEARNING PRACTICE ___________________________________________________51
QUESTION/ACTIVITY ______________________________________________________________________51
INITIATE RESEARCH INTO IMPROVED LEARNING PRACTICE ________________________________________________52
Examples of quantitative research ________________________________________________________52
Examples of qualitative research__________________________________________________________52
QUESTION/ACTIVITY ______________________________________________________________________52
DESIGN AND TEST IMPROVED LEARNING PRACTICE IN REAL–WORLD SITUATIONS _________________________________53
Design improved learning practice ________________________________________________________53
Test improved learning practice __________________________________________________________53
QUESTION/ACTIVITY ______________________________________________________________________54
MENTOR COLLEAGUES TO PROMOTE IMPROVED LEARNING PRACTICE ________________________________________55
Overview of mentoring__________________________________________________________________55
Mentoring methodologies _______________________________________________________________55
Mentoring strategies ___________________________________________________________________56
QUESTION/ACTIVITY ______________________________________________________________________58
SUMMARY________________________________________________________________________________59
REFERENCES ______________________________________________________________________________60
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Unit Introduction
This resource covers the unit TAELED803 – Implement improved learning practice.
This unit describes 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.

About This Resource
This resource brings together information to develop your knowledge about this unit. The
information is designed to reflect the requirements of the unit and uses headings to makes it easier
to follow. You should read through this resource to develop your knowledge in preparation for your
assessment. At the back of the resource are a list of references where information has been sourced.
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As a student it is important to extend your learning and to search out textbooks, internet sites, talk
to people at work and read newspaper articles and journals which can provide additional learning
material. Your trainer may include additional information and provide activities, PowerPoint slide
presentations, and assessments in class to support your learning.
About Assessment
Throughout your training we are committed to your learning by providing a training and assessment
framework that ensures the knowledge gained through training is translated into practical on the job
improvements.
You are going to be assessed for:
• Your performance and knowledge using written and practical activities that apply to a
workplace environment
• The foundation skills required to perform the job role
• Your ability to apply your learning to the workplace
• Your ability to recognise common principles and actively use these on the job
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit.
The assessment is a competency based assessment, which has no pass or fail. You are either
competent or not yet competent. Not Yet Competent means that you still are in the process of
understanding and acquiring the skills and knowledge required to be marked competent.
The assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your trainer/assessor will
guide your learning and provide feedback on your responses to the assessment. For valid and reliable
assessment of this unit, a range of assessment methods will be used to assess practical skills and
knowledge.
Your assessment may be conducted through a combination of the following methods:
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• Written Activities
• Case Studies
• Observation of practical tasks
• Short answer questions
• Third Party Reports
The assessment tool for this unit should be completed within the specified time period following the
delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your
trainer/assessor.
To be successful in this unit, you will need to relate your learning to your workplace. You may be
required to demonstrate your skills and be observed by your assessor in your workplace
environment. Some units provide for a simulated work environment, and your trainer and assessor
will outline the requirements in these instances.
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Elements and Performance Criteria

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Foundation Skills
This section describes the language, literacy, numeracy and employment skills essential to
performance in this unit but not explicit in the performance criteria:

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Performance and Knowledge Evidence
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in the elements and
performance criteria of this unit, including:
• implementing improved practice in at least one learning environment, including
documentation to show:
o an evaluation of ways in which to improve learning practice
o how the process was managed and monitored
o how learning was improved
o how improved learning practice was advocated for
o how colleagues were mentored in order to promote learning practice
Knowledge Evidence
To be competent in this unit, a candidate must demonstrate knowledge of:
• adult learning practice
• contemporary policy and approaches to vocational learning and assessment
• the content and requirements of the relevant delivery and assessment strategies
• the content of learning resources and learning materials
• the design and management of learning objects and content
• different learning styles, and how to encourage learners, including:
o theoretical learners
o pragmatic learners
o activist learners
o reflective learners
o kinaesthetic learners
o audio learners
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o visual learners
o tactile learners
o left and right brain learners
• learning strategies, teaching, and assessment methods
• research relating to pedagogical theory and practice, learner interests and changing learning
styles, and the application of information and communications technology (ICT) to learning
and teaching
• the sources and availability of relevant learning resources, and learning materials
• the theory and practice relating to adult learning
• training techniques that enhance learning and when to use them, including:
o instruction and explanation
o questioning
o practice
o written information
o group, pair and team activities
o individual activities
o demonstration
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Assessment Conditions
This section describes the language, literacy, numeracy and employment skills essential to
performance in this unit but not explicit in the performance criteria:
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the
workplace. Conditions must be typical of those experienced in the training and assessment
environment.
Assessors must satisfy the requirements for assessors in applicable vocational education and training
legislation, frameworks and/or standards.
Pre-Requisites
This unit must be assessed after the following pre-requisite unit:
• There are no pre-requisites for this unit.
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Unit Overview
Welcome to the unit TAELED803 – Implement improved learning practice.
This unit describes 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.
In this unit you will learn how to:
• Evaluate ways to improve learning practice
• Manage and monitor the means to improve learning
• Analyse and advance the adoption of improved learning practice
Let’s begin!
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Topic 1 – Evaluate ways to improve
learning practice
Review advances in learning practice within a given vocational, training,
educational or content area
Contemporary policy and approaches to vocational learning and assessment
In this unit, you will learn how to implement improved learning practice. To inform your work, it is
important that you are familiar with contemporary policy and approaches to vocational learning and
assessment, and particularly those relevant to Australia. Consider the following examples:1,2
• There is a growing focus on ensuring approaches to vocational learning and assessment are
responsive to the changing conditions in the Australian labour market, and that they meet
the changing skills needs of individuals, employers and the wider economy.3 This includes:
o A move towards a national system of regulation, frameworks and standards for
vocational learning and assessment, to improve its quality and consistency. This
includes an interest in the use of independent validation schemes to validate
vocational learning and assessment methods used by different providers
o Government funding and other incentivisation for vocational learning and
assessment approaches which focus on meeting identified skills shortages
• The occupational structure of the labour market has changed, mainly as a result of
technological change, with a general trend towards occupations at higher skills levels.4
Vocational learning and assessment methods are increasingly focused on higher-level skills
• There is an increasing focus on the use of technology in vocational learning and assessment.
This is particularly important in delivering services to the 28% of vocational education and
training (VET) students who train in regional locations, and the 3% who train in remote/very
remote locations. 5 It is also vital in responding to the challenges of the COVID-19 pandemic
• There is an increasing focus on practicality in vocational learning and assessment. For
example: many courses now include mandatory hours of work experience (based on the
average amount of training required for a new learner with no experience in the industry to
1 https://www.ncver.edu.au/__data/assets/pdf_file/0017/60722/Trends-in-VET.pdf
2 https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
3 https://www.ncver.edu.au/__data/assets/pdf_file/0017/60722/Trends-in-VET.pdf
4 https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
5 https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
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develop the required competencies in the qualification), formal work-based elements,
proficiency-based assessment, etc. This requires good collaboration with employers/industry
• Apprenticeships and traineeships continue to be a popular approach to learning and
assessment in the VET sector. However, there is an increased focus on accelerated options
• There are increasing requirements for trainers/assessors to have minimum experience
• Nearly one-third of VET participants are aged <25 years, around 42% are aged 25-44 years
and around 24% are aged >45 years.6 There is an increased focus on delivering learning and
assessment which meets the needs of mature adults with extensive work and life experience
• Perhaps due to growth in the number of VET students who are mature adults with extensive
work and life experience, there is a growth in the use of recognition of prior learning (RPL)
• Most VET students attend part time, probably because they are also in some kind of
employment arrangement. Approaches to vocational learning and assessment must be
flexible to meet the needs of part-time students with a variety of competing commitments
• The VET in schools program, which aims to deliver vocational learning and assessment to
students enrolled in secondary schools, is increasing in popularity and importance
• There is a growing recognition about the importance of providing supporting fee-free
foundation-level education for all Australians who need training to bring their language,
literacy, numeracy and digital literacy levels up to Level 2 in the Australian Core Skills
Framework, to enable them to participate in vocational learning and assessment
• Australian employers are able to use migration to help meet their skills needs. Migrants may
need vocational learning and assessment options which meet their English language needs
• To be work-ready, VET graduates have always needed a combination of technical skills and
general employability. While the balance of these skills may shift, students will continue to
need training that builds both. Training should aim to equip students with the skills needed
for their first job, and the flexibility and adaptability to navigate future career transitions7
• There is a growing recognition about the importance of vocational learning and assessment
being adapted to better suit the needs of Indigenous learners; this includes using quality
Indigenous-owned-and-led Registered Training Organisations to provide more Indigenous
learners with vocational learning and assessment in an Indigenous cultural setting
• There is a greater focus on evaluating vocational learning and assessment methods based on
employment outcomes and employer satisfaction, in addition to student satisfaction
6 https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
7 https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
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• There is a greater focus on VET as a pathway to higher education (e.g. university); vocational
learning and assessment approaches are increasingly aligned with those used in universities
• The COVID-19 pandemic had had a significant negative impact on the VET sector’s ability to
deliver learning and assessment; however, it is also recognised that the VET sector will play a
vital role in Australia’s recovery, and in re-skilling workers for a changing economy8
Review advances in learning practice
You must be able to review advances in learning practice, within a particular vocational, training,
educational or content area – and, specifically, a vocational, training, educational or content area
relevant to your work practice. The advances you might review may relate (but are not limited) to:
• The type/s of learning and assessment content which is delivered to learners
• How this content is regulated to ensure its quality and consistency, and how this is evaluated
• The instructional design principles which underpin the delivery of this content
• If, and how, the content reflects different learners’ learning styles
• How this content aligns with changing skills needs of individuals/employers/the economy
• The ACSF level at which learning and assessment is – or can be – delivered
• The methods and technologies used to deliver learning and assessment
• If and how practical elements are incorporated into the learning and assessment
• The experience requirements for trainers/assessors to deliver the content
• The types of learners to whom learning and assessment is delivered
• The format of the learning and assessment content (e.g. online versus face-to-face versus
blended, structured versus self-paced, full-time versus part-time versus fast-tracked, etc.)
• The settings in which learning and assessment is delivered (e.g. schools, workplaces, etc.)
• The additional literacy, numeracy, digital literacy and/or English language skills of learners
• If and how learning and assessment has been adapted to suit the needs of Indigenous
students, or other groups of students with particular or additional needs
• The mix of technical and employability skills incorporated into the learning and assessment
• The pathways the learning and assessment content provided to students
8 https://www.asqa.gov.au/covid-19/impacts-covid-19-industry-and-training-system
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You can review advances in learning practice, which are relevant to a particular vocational, training,
educational or content area in a variety of ways – consider the following examples:
• By speaking with people, both within and external to your organisation, who are actively
involved in the vocational, training, educational or content area; in particular, you should
speak with those involved in designing and delivering learning and assessment
• By speaking with students who have recently participated in the vocational, training,
educational or content area, including those with positive and negative experiences
• By reviewing reports from governments, peak bodies and RTOs about the VET sector; many
such reports are available online by searching using keywords on search engines
• By examining current and superseded documents produced by your organisation about the
vocational, training, educational or content area and approaches to learning and assessment
• By observing different learning and assessment practices in the vocational, training,
educational or content area, delivered by your own and other organisations
QUESTION/ACTIVITY
1. Select three (3) different contemporary policies or approaches to vocational learning and
assessment. Briefly summarise each of these contemporary policies or approaches. In your
responses, ensure you reflect on what these policies or approaches mean for your own work.
2. What methods can you use to review advances in learning practice within a given vocational,
training, educational or content area? Provide three (3) examples.
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Review and challenge existing learning practice to develop, and test, improved
approaches
Developing, and testing, improved approaches
As you saw in the previous section of the unit, there are a variety of advances which are occurring –
and will continue to occur – in relation to learning practice in the VET sector. Considering these
advances, it is important to review and challenge your existing learning practice. This is done:
• To develop improved approaches to learning practice – that is, to determine how you can
change your approach to learning and assessment, to better suit learners’ characteristics,
their learning styles, their experiences, their personal interests, the qualification
requirements, current instructional design principles, technology requirements, etc.
• To test improved approaches to learning practice – once you have developed improved
approaches, as described, you should test these. When testing approaches, you will typically
apply them in real world situations. Your aim is to determine how suitable and effective
these approaches are, and whether (or not) you can continue to apply them in practice
You still study more about developing and testing improved learning practice in real-world situations
later. This section of the unit focuses on reviewing and challenging learning existing practice.
Reviewing and challenging existing learning practice
You can review and challenge your existing learning practice in a variety of ways – consider:
• Critically reflect on your existing learning practice – that is, ask yourself: “What do I do well?
Where can I improve?” It is important to answer these questions accurately and objectively.
You can critically reflect by thinking back on your learning practice, and by writing about it
• Seek feedback from key people, and particularly those who observe your learning practice,
such as experienced colleagues; it may also be appropriate to seek feedback from students.
You can seek feedback through conversations, and also via participant surveys. You can also
obtain feedback indirectly, by listening to people discus your learning practice
• Participate in formal performance reviews with people who are experienced in, and
knowledgeable about, different approaches to learning and assessment. You should review,
and work within, your organisation’s requirements related to performance reviews
• Look at outcomes relating to your existing teaching practice. These may be ‘hard’ (i.e.
measurable) outcomes employment outcomes, employer satisfaction, student satisfaction,
etc.), and ‘soft’ outcomes (e.g. student engagement, motivation, understanding, etc.)
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• Review the outcomes of audits of your organisation, relevant to your learning practice;
remember, however, that audit feedback usually relates to your organisation as a whole
QUESTION/ACTIVITY
3. It is important to review and challenge existing learning practice. Why? Explain this in relation
to developing, and testing, improved approaches to learning practice.
4. How can you review and challenge existing learning practice? Provide three (3) examples.
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Analyse interests, abilities, relationships and the contextual needs of relevant
individuals, when promoting improved learning practice
Analyse interests, abilities, relationships and contextual needs
To promote improved learning practice, it is important to analyse the following in your learners:
• Their interests – that is, what excites their curiosity, attracts their attention and motivates
their effort. As you will see later in this section, if learners find their learning interesting, they
are more likely to engage actively with it and to obtain positive outcomes from it
• Their abilities – that is, what they are good at, and what they can do. If you build on learners’
existing abilities, this can give them a sense of mastery and empowerment in their learning
• Their relationships – for example: are the learners you work with well-connected with other
learners? With industry and employers? With the training organisation? Do the learners you
work with have other forms of support which influence – and enhance – their learning? Etc.
• Their contextual needs – for example: do learners need to balance their study around work
and other commitments? If learning and assessment is delivered using technology, do they
have access to the technology and digital literacy skills they need? If learning and assessment
incorporates practical components, do learners have access to workplaces? Etc.
You can analyse the interests, abilities, relationships and contextual needs of your learners in a
variety of ways; always work within your organisation’s relevant policies/procedures. Consider:
• Ask your learners! For example: your organisation might request that learners fill out a brief
form when they enrol, or you might verbally question learners in an initial session, etc.
• Listen to your learners as they engage with each other, in the classroom or in online forums
• Conduct a formal needs assessment, or similar evaluation, with prospective learners
• Speak with others involved with your learners, including other trainers and employers
Overview of research
It is important that you are able to use research to improve your learning practice. To ‘research’
means to undertake systematic investigation to establish facts and reach conclusions. In most cases,
your research will involve investigating studies undertaken, and reading papers, published by others.
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Research related to learner interests
As you saw earlier in this section, if learners find their learning interesting, they are more likely to
engage actively with it and to obtain positive outcomes from it. Read the following:

It is important that you are familiar with, and able to undertake, research related to learner
interests, to improve your learning practice. Consider these examples of contemporary research:

9 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5839644/
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QUESTION/ACTIVITY
5. How can you find out about your learners’ interests, abilities, relationships and contextual
needs, in order to improve your learning practice? Briefly explain.
6. Find one (1) research paper about learner interests. Briefly summarise this paper. In your
response, ensure you explain how the findings of the paper influence your learning practice.
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Research how a range of appropriate learning theories and instructional design
principles can improve learning practice
It is important that you are able to research how a range of appropriate learning theories and
instructional design principles can improve learning practice. You studied research techniques in the
previous section; revise this now. Consider this about theories and instructional design principles:
Learning theories
The term ‘learning theories’ relates to how people learn, and how learning can be promoted:
Research relating to pedagogical theory and practice
It is important that you are familiar with research relating to pedagogical theory and practice. The
term ‘pedagogy’ refers to the method and practice of teaching. Read the following about pedagogy:

Research relating to pedagogical theory and practice shows here are four pedagogical approaches:11
• Behaviourism pedagogy – this suggests that the teacher should be the sole authority figure,
and the teacher leads the lesson. Knowledge should be delivered in a curriculum where each
subject is taught discretely (as opposed to topic based learning, for example). In a lesson
using a behaviourist pedagogical approach, you could expect to see a mixture of approaches
such as lecturing, modelling and demonstration, rote learning, and choral repetition
10 https://tophat.com/blog/pedagogy/
11 https://www.tes.com/news/what-is-pedagogy-definition
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• Constructivist pedagogy – this is based on the idea of ‘schemas’, that learners come ready to
learn, and the teacher must build activities to facilitate their learning. Younger children work
things through physically, whereas older children tackle symbolic and abstract ideas. A
lesson might include individualisation, a slower pace, hidden outcomes, and less teacher talk
• Social constructivist pedagogy – this could be considered to be a blend of teacher guided
and student centred. The teacher would use group work elements, but would use smaller
group sizes, and limit the choice in topics. The teacher might also use teacher modelling,
questioning, and a mixture of individual, pair, and whole class instruction
• Liberationist pedagogy – this is an approach where the student voice is placed at the
centre, and a democracy is put into the classroom. Value is placed on having the teacher
as a learner, and the class discovering subjects together. The teacher might use examples
of literature that contain non-standard constructions, such as hip-hop, or graffiti.
Students may take on the role of the teacher, and decide upon the topic of the lesson.
The teacher should provide space and opportunity for the students to showcase their
learning, and this can take the form of a performance, speech, or dance, etc.
Each of these pedagogical approaches is appropriate to use under the right circumstances. The
particular approach you utilise depends upon the learners you work with, and the learning context.
Instructional design principles
The term ‘instructional design’ refers to how your learning and assessment content is delivered:
The content of learning resources and learning materials, including The design and management of
learning objectives and content
Learning content
The learning and assessment content you deliver to learners will be determined largely by the unit of
competency, or broader qualification, offered. The training package rules will specify the content.
You may also obtain information about learning and assessment content from your organisation’s
policies and procedures relevant to learning/assessment standards and benchmarks, and relevant
industry codes of practice, etc. If your learning program does not relate to an accredited qualification
– for example: if it is a workplace induction, or work health and safety training, etc. – you might
develop learning/assessment content which is specifically focused on the learners’ needs.
When you are planning the content, design and management of learning materials, consider this:
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• Bear in mind that it may be necessary to consult with stakeholders about the content, design
and management of learning resources. For example: you may need to speak with an
employer about the purpose of the training, or with learners about their current skill levels,
their learning styles and their language, literacy and numeracy needs. If you are delivering a
complex or technical training program, you may also need to confer with subject specialists
• Consider the broad focus of the learning content – for example: will it be used to deliver an
accredited qualification, or a non-accredited program? If it is the former, you must create
the learning resources with the unit of competency elements, performance criteria, required
skills/knowledge, range statements and critical aspects of evidence, etc., in mind. If it is the
latter, you have freedom to create resources to suit your learners/organisation (e.g. if you
are planning an induction program, it will be based on workplace policies/procedures)
• Next, think about the target audience (i.e. the learners who will participate in the program):
o Do they have language, literacy or numeracy issues you must consider?
o How will they use the content you develop (e.g. will they study it in a classroom, or
read it on the internet, or access it in their workplace, etc.)?
o What pre-existing knowledge do they have? What type and depth of information will
you provide? Determine this by considering the level of the qualification you are
planning for. Learners at Certificate I and II levels are assumed to have no industry
experience or knowledge, whereas learners at Diploma and Advanced Diploma level
are assumed to have well-rounded knowledge of their industry. If you are delivering
a non-accredited program, think about how much experience and knowledge
learners have in their work role (e.g. are they new employees or long-term staff)
• Then, think about the learning environment. Content delivered in the workplace, online or
by distance learning needs to be more detailed and self-explanatory, as learners are unlikely
to have easy access to a trainer or a facilitator. Content delivered in the classroom can be
less-detailed, as the trainer/facilitator can answer questions and expand on the information
• You should also consider the duration over which the learning content is to be delivered. If
you are delivering an accredited qualification, the duration will be largely determined by the
Australian Qualification Framework guidelines on nominal hours for units of competency or
practical work. Where this information is not available, estimate the duration of the
learning/assessment activities by looking at the topics to be delivered and estimating the
time needed to cover the content. Learners must be provided with sufficient time
• The next step is to research your topic area, to ensure you are including the most current,
relevant information in your learning content. Access sources of information such as:
o Learning resources/materials such as published textbooks on similar subjects
o Accredited courses/units of competency that provide required knowledge/skills
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o Workplace policies, procedures and other documentation
o Information from industry experts and advisers
o Internet-based information – though only use trustworthy websites
• Next, plan how you will structure the information in your resource. The learning content
must be sequenced logically. There are a number of broad approaches you can take in
delivering learning/assessment content – consider the following examples:
o You may deliver units of competency, or blocks of learning, individually
o You may cluster units, or blocks of learning, into meaningful combinations
o You may build the learners’ understanding from less complex to more complex
o You may design activities around work structures, an organisation and its activities
o You may deliver learning through project-based learning models: these allow
learners to use given knowledge and skills to create solutions to real scenarios
o You may synthesise knowledge/skill requirements across a skillset or qualification
• Also plan the format of the content. For example: will you produce a text-based workbook?
Will it include activities for learners? Will it be presented in hard-copy or electronically? Will
it be accompanied by a Powerpoint presentation? At this stage, consider your organisation’s
style guide and the need to include prescribed fonds, logos, colours, formatting rules, etc.
• Then, you can proceed to writing the content. Start by framing it – that is, planning it out
using headings and sub-headings. If you are delivering an accredited qualification, you will
need to map headings to content specifications (i.e. the unit of competency elements,
performance criteria, required skills/knowledge, range statements and critical aspects of
evidence, etc.). This means looking at the content to check that it matches the unit of
competency. This ensures the learners receive the content intended for the qualification.
See this example, which maps content in a learning guide and in assessment tasks:
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• Next, you can write a final draft of the content. Flesh out each of the sections in your plan,
by explaining why each point is important or relevant, and how to undertake practical tasks.
Also produce any additional resources, such as Powerpoint presentations. Consider:
o Keep your sentences concise: never cover more than one issue in a sentence
o Keep to the word count, if one has been applied to your content
o Always refer back to the topic and relevant criteria, and focus your writing on this
o Follow a logical sequence: do not jump between topics
o Write in a relatively formal, but open and friendly, manner, avoiding slang/jargon
o Never offer your personal opinions: be objective and stick so researched facts
o Keep the language, literacy and numeracy needs of learners in mind
o Use visuals (e.g. photographs, graphics, tables, etc.) sparingly
o Break up text into blocks using white space, to make it easier to read
• Then, you should proofread your final draft. You may do this yourself, or seek feedback from
others involved in the training activity. When you are proofreading, you are checking:
o That your spelling and grammar are correct
o That the facts you have cited are based on authoritative, verifiable sources
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o That the format and visual design are appealing and easy-to-use
• You should then progress to validating the resource. This provides an opportunity for
learners, employers and other trainers to critically review the content, and confirm it is
acceptable and compliant with requirements. Validation is vital for accredited qualifications
Learning objectives
It is also important to think about the learning objectives of your learning and assessment program –
that is, what you aim for the learners to achieve. Without learning objectives, you have no way to
measure the success of your approach. Learning objectives depend on the level of learning:
• Learning and assessment programs that require lower order thinking skills (e.g. at Certificate
I and Certificate II levels) require students to demonstrate knowledge and comprehension
• Learning and assessment programs that require higher order thinking skills (e.g. at Certificate
III and higher levels) require students to demonstrate application, analysis, synthesis and
evaluation skills
Consider the following example of a well-structured learning objective, relating to a Certificate II
work health and safety (WHS) training program: As a result of participation in this program, the
learner will be able to identify [knowledge] WHS hazards and describe [comprehend[ the procedures
they need to follow in order to maintain health, safety and security in their work area.
Remember that if you are delivering an accredited qualification the learning objectives you use will
be informed by the rules of the qualification. The qualification may also specify learning objectives.
The content and requirements of the relevant assessment strategies, including Assessment methods
Assessment strategies are used to measure a learner’s competence. When you are designing
assessments, you should always follow the principles of assessment, as outlined following:12
12
https://www.dtwd.wa.gov.au/sites/default/files/uploads/Assessment%20in%20the%20VET%20Sector
%20-%202016%20-%20Final.pdf
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You should also follow the rules of evidence which inform assessment, which are outlined following:
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Assessment arrangements must be developed after considering the needs of your learners, and the
learning objectives. Wherever possible, assessments should be combining theory with practice, and
be developed around actual workplaces, real-world work practices, or accurate case studies of these.
There are a variety of different types of assessment methods you may use – consider the following:
• Observations – for the performance of practical skills; this involves the use of a checklist
• Practical and theoretical tests – these are useful where skills and knowledge needs to be
demonstrated in real-world and/or time-sensitive situations
• Simulations (e.g. hypotheticals, problem-based exercises, structured oral/written
questioning, role plays, etc.) – again, useful for real-world and/or time-sensitive situations
• Product development reviews – these are often used to assess the products created by a
learner, in fields such as carpentry, mechanical fitting and fabrication, and bakery, etc.
• Portfolios – these combine observations, activities and knowledge-based evaluations,
completed over time. They are useful for content which covers a range of contexts. They
may include collections of work samples, products, journals/logbooks, written tasks, etc.
• Third party feedback – this helps to establish the learner’s competency in the work
environment (e.g. task planning, time-management, job environment, etc., skills)
• Workplace projects – these assess job-related tasks that have real-world applications
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Bear in mind that a number of different assessment methods may be suitable for assessing a
particular learning objective. Consider the following learning objective: dealing with customer
complaints. This learning objective may be assessed through an observation in the workplace, a
simulation (.g. a role play with people acting as customers), and/or as part of a theoretical test. The
method you choose should be the most efficient approach to collecting the necessary evidence.
When you are deciding about the assessment method/s to be used, consider the following:
• The learners you are working with, including their language, literacy, numeracy and other
needs, their learning styles, their interests, their existing knowledge/skills, etc.
• The environment in which the assessment will be conducted – for example: whether you will
use a work environment and/or a simulated environment, and physical conditions in this
environment (consider weather, potential distractions, WHS concerns, etc.). If you are
undertaking assessment in a work environment, you will need to consider the specific
requirements of that environment – for example: policies/procedures, task descriptions, etc.
• The qualification requirements, if you are delivering an accredited qualification. In particular,
review the critical aspects of evidence, and also the performance criteria. The later will be
divided into two types: ‘doing’ (practical) statements and ‘knowing’ (theoretical) statements
Once you have decided on the assessment method/s to be used, create assessment as follows:
• Start by deciding on: (1) the type of evidence to be used to determine the learner’s
competency, and (2) how this evidence will be collected. For example: for a workplace
observation, the ‘evidence’ might involve: The learner demonstrating tasks in a real or
simulated work environment over a period of time in a range of contexts. The ‘instruments’
used to collect evidence might be observation checklists of the skills expected of the learner
• Next, you can develop the instrument which will be used to collect evidence. This should give
specific standards, use non-ambiguous criteria, and outline any relevant rules (e.g. time
limits) to ensure assessment is consistent by different assessors in different settings. Include
clear, accurate and concise instructions to guide the learner and assessor in the assessment.
Outline the level of support the assessor must give, and how they should record outcomes
• Consider the need for reasonable adjustment. This is made when a learner has needs that
may not be catered for by a particular assessment method. To be considered ‘reasonable’,
changes must accommodate the student’s needs but not affect the required outcomes
• You should then progress to validating the assessment. This provides an opportunity for
learners, employers and other trainers to critically review the content, and confirm it is
acceptable and compliant with requirements. Validation is vital for accredited qualifications.
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When validating assessments, you will often trial them as they would be used in practice, to
determine their effectiveness and relevance. Amend the assessment as necessary
The previous section of the unit briefly outlined the process of mapping your content to content
specifications (i.e. the unit of competency elements, performance criteria, required skills/knowledge,
range statements and critical aspects of evidence, etc.). Remember: This means looking at the
content to check that it matches the unit of competency. This ensures the learners receive the
content intended for the qualification. If you are delivering an accredited qualification, you must also
map your assessments in a similar way. Review the example from the earlier section.
Adult learning practice, including The theory and practice relating to adult learning,
and Learning strategies
As you saw in an earlier section of this unit, the term ‘pedagogy’ refers to the art of teaching. The
term ‘andragogy’ refers to the art of teaching adults. Here, the trainer is a facilitator – rather than
the director – of the learning progress. The trainer allows learners to contribute to – and, where
appropriate, lead – a learning session by drawing on their existing skills, knowledge and experience.
The Knowles model of andragogical theory and practice makes the following assumptions:13
• Adults need to know why they are learning something. They want their learning experiences
to be valuable, to meet their needs, to be relevant, and to help them achieve their goals
• Adults need to be self-directed. Adult learners are self-motivated, independent, like to find
their own way, can make their own decisions, and want to manage their own learning
• Adults bring more knowledge and experiences to the learning situation. They have diverse
knowledge/experiences, they apply this to their learning, and they are able to use real-world
problem-solving, reflecting and reasoning skills to assist them in their learning
• Adults enter into a learning experience with a problem-centred approach. They are ready to
learn. They are focused, want timely learning, and seek meaningful learning experiences
• Adults are motivated to learn by both extrinsic and intrinsic motivators. The most powerful
motivators are intrinsic (i.e. internal – for example: increased job satisfaction, heightened
self-esteem, better quality of life, personal growth and development, etc.
13 https://ala.asn.au/adult-learning/the-principles-of-adult-learning/
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Consider the following examples of adult learning practice, based on the above principles:14
• Ensure the adult learners you work with understand why they are learning. You may need to
answer questions such as: What’s in it for me?, Why do I need this information?, How will I
benefit?, How can I make practical use of this information?, How will it make me better?
• Adults need to learn in their own way. You need to design learning and assessment content
which meets the needs of theoretical, pragmatic, activist, reflective, kinaesthetic, audio and
visual learners. You will study each of these learning styles in greater detail in a later section
• Ensure adult learners feel respected and encouraged. Acknowledge their individuality, preexisting knowledge and experience. Be open to different perspectives on life and learning.
Empower adults to take control of their own learning, to the extent they are able to do so
• Harness the extrinsic and intrinsic motivators of your learners, if these are known
• Wherever possible, use experiential approaches to learning and assessment
The sources and availability of relevant learning resources, and learning materials
When you are considering ways of improving your learning practice, it is important to consider the
sources and availability of relevant learning resources and materials. Resources may include:
• The venue – where the learning will take place (e.g. in a classroom, via a virtual platform, via
distance education using hard-copy resources, on the job, or perhaps a combination of these
• The learning materials – consider what will be used, and who will supply these:
o Print-based materials (e.g. textbooks, handouts, workbooks)
o Electronic-based materials (e.g. Powerpoint presentations)
o Technology-dependent materials (e.g. online learning platforms)
• Other materials – the necessary tools/materials/equipment, etc., and whether these will be
provided by the RTO, the student and/or the workplace. Students must have access to
everything needed to perform the required tasks correctly and realistically
• Staffing arrangements – remember: staff must have minimum experience and qualifications
You should first look for resources which are available in your organisation. Where resources are not
available internally, follow your organisation’s procedures to access them from other organisations.
14
https://www.leadingagemn.org/assets/docs/15_Workforce_103_CreatingEffectiveOrientationProgramsCRasmussen.pdf
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Producing learning resources and materials requires considerable effort. You should determine if any
resources already exist in relation to your topic area. Consider the following sources of information:
• Training.gov.au, which is the official site for information about accredited qualifications
• Textbook publishers (e.g. McGraw Hill, Pearson, Cengage, etc.)
• The education authority/government department in your state or territory
• The Industry Skills Council
• Commercial providers of training resources
The content and requirements of the relevant delivery strategies, including Training
techniques that enhance learning and when to use them, and Teaching methods
It is important that you are familiar with a variety of relevant deliver strategies and training
techniques/methods, what they involve and when to use them. Consider the following:
Instruction and explanation
An instruction is used when you are directing a learner to perform a task. For example: you may
instruct a learner to: Please follow the steps in the instruction manual provided to disassemble the
component. If you cannot complete a step, please raise your hand to ask for further explanation.
Instructions should use the fewest words possible to convey intent, and so avoid misunderstanding.
An explanation is a statement which aims to make something clear. When giving explanations:
• You may use verbal or written communication, and/or demonstrations (see following)
• Again, be clear and concise
• Use what the learners already know about the topic: compare new concepts to familiar ones.
Avoid ‘speaking down’ to learners, but empower their understanding
• Add details according to the learners’ expected level of understanding
• End by checking if the learners understand, or if they require further explanation
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Questioning
Questioning is, simply, a process of asking questions about a topic or a skill. Questioning is important
in determining a learner’s underpinning knowledge of the topic or skill. Questions may be
administered verbally, as written short answers or essays, and multiple choice or true/false answers.
Questions may be structured in one of two ways:
• Simple questions ask about a single thing. An example of a simple question might be, “What
laws and regulations apply to this work activity?”
• Compound questions ask about two or more things. An example of a compound question
might be, “What laws and regulations apply to this work activity, and how do they influence
your work?” In most situations, compound questions are confusing and should be avoided
Questions may also be open – that is, they encourage longer, descriptive or explanatory answers.
These questions are useful when you are seeking detailed information from the learner. Questions
may also be closed – that is, they require a simple ‘yes’ or ‘no’ answer, though the person may
elaborate if they choose. These questions are useful when you are seeking a rapid response.
Practice
Practice is essential when a student is learning about practical skills. Practice is best when, at least
initially, it is directed by the instructor: it helps the learner to develop accuracy and consistency, by
systematically identifying and reducing their errors. Read the following about directed practice:

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Written information
As you have seen throughout this section, most learning and assessment content is delivered in
written format. You studied techniques to ensure the effectiveness of your written information
throughout this section. Written information is often accompanied by other training methods.
Group, pair and team activities
Group, pair and team activities constitute ‘collaborative learning’. Read the following:

15 https://www.maloneymethod.com/resources/the-role-of-practice-in-learning-directed-practice/
16 https://www.pdst.ie/sites/default/files/Session%203%20-%20PS%20Co%20-
%20Op%20%EF%80%A2%20Group%20Work.pdf
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Individual activities
In addition to collaborative learning activities, consider using individual learning activities – those
completed by learners alone. These help individual learners to consolidate their own knowledge, to
identify and address gaps in this knowledge, and to develop confidence in utilising skills, etc.
Demonstration
To ‘demonstrate’ means to explain using examples. For example: often, you will demonstrate a task
by performing it in front of learners, sometimes in a slower or more exaggerated form than usual.
Ask the learners to closely observe you. Supplement your demonstration with explanation (outlined
earlier). End by checking if the learners understand, or if they require further explanation.
QUESTION/ACTIVITY
7. Research relating to pedagogical theory and practice shows here are four (4) pedagogical
approaches. In your own words, summarise these approaches.
8. In your own words, summarise the process of designing and managing the content of learning
resources and materials.
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9. Explain the process you would follow to design learning objectives, related to your content.
10. There are a number of different methods of assessment. Select three (3) of these, and explain
them in detail.
11. In your own words, summarise the process of designing and managing the content of learning
assessments.
12. In your own words, summarise the theory and practice relating to adult learning.
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13. Provide three (3) examples of learning resources or materials you may require to deliver a
learning and assessment program. Then, explain where you can access each resource.
14. There are a variety of different strategies, techniques and methods you can use to deliver
content, train and teach. Outline three (3) strategies relevant to your work context.
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Ensure learning practice reflects the qualification requirements for nominated
qualification/s
As shown throughout the previous sections, if you are delivering an accredited qualification, it is
necessary to ensure that learning practice reflects the qualification requirements for the nominated
qualifications. Qualification requirements will be specified in unit of competency elements,
performance criteria, required skills/knowledge, range statements and critical aspects of evidence,
etc. These can be obtained by downloading information about the qualification from training.gov.au.
As shown previously, you should map the content of your learning materials to the qualification
requirements. Review the example of mapping from the previous section. Also see this example:
QUESTION/ACTIVITY
15. From where can you access information about the qualification requirements for the
qualification you are delivering? Briefly explain.
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Topic 2 – Manage and monitor the means
to improve learning
Observe and assess learner styles with respect to the appropriateness of current
vocational, training and educational learning strategies
Different learning styles, and how to encourage learners
People learn in a variety of different ways. It is important to observe and assess the different
learning styles of the students you work with, to ensure the vocational, training and educational
learning strategies you use match these styles. In particular, it is important that you understand how
to harness different learning styles to encourage learners. Consider the following learning styles:
Theoretical learners
Theoretical learners seek to understand the theory behind actions and recommendations. You can
encourage theoretical learners by discussing theories, presenting models, and providing factual
reading, etc. When teaching practical skills, always provide detailed background information.17
Pragmatic learners
Pragmatic learners want to know how they can put what they are learning into practice, in the real
world. You can encourage theoretical learners by providing opportunities to experiment with
theories, ideas and techniques, apply solutions to realistic situations, and avoid abstract concepts.
Activist learners
Activist learners learn by doing. You can encourage activist learners by providing opportunities for
action and experience, and activities involving brainstorming, discussions and problem-solving.
Reflective learners
Reflective learners learn by watching people and thinking about what is happening. You can
encourage reflective learners by allowing them to observe from the sidelines, providing time to
think, and letting them use the numerous experiences they have collected to make conclusions.
17 https://www.futureschool.com/blog/learning-styles-activist-pragmatist-theorist-reflector-one-child/
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Kinaesthetic learners
Kinaesthetic learners learn by ‘doing’ rather than by listening and watching. You can encourage
kinaesthetic learners by providing practical or hands-on activities, by assigning real-world projects,
by giving opportunities to get up and move around, and by providing variety in tasks/activities.
Audio learners
Auditory learners learn by hearing and listening to information. You can encourage auditory learners
by providing information and instructions verbally and using audio-recordings, by providing
opportunities to speak about and discuss information, and by incorporating music into learning.
Visual learners
Visual learners learn by reading and seeing pictures. You can encourage auditory learners by
providing well-designed written learning materials, by encouraging students to read articles and
textbook chapters, and by providing images, photographs, graphs, charts, diagrams, etc.
Tactile learners
Tactile learners learn by touching and doing. You can encourage tactile learners by providing
opportunities to feel materials, move, build, draw, construct, create, practice, test, trial, etc.
Left and right brain learners
Read the following about the theory of ‘left-brain’ and ‘right-brain’ learning:

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It is important to understand that most people learn by using a variety of these learning styles.
Research related to changing learning styles
It is important that you are familiar with, and able to undertake, research related to changing learner
styles, to improve your learning practice. Consider these examples of contemporary research:

18 https://www.healthline.com/health/left-brain-vs-rightbrain#:~:text=The%20theory%20is%20that%20people,thought%20to%20be%20right%2Dbrained.
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QUESTION/ACTIVITY
16. Select one (1) of the learning styles described in this section. Explain how you can adapt the
vocational, training and educational learning strategies you use, to encourage students who
learn in this style.
17. Find one (1) research paper about changing learning styles. Briefly summarise this paper. In
your response, ensure you explain how the findings of the paper influence your learning
practice.
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Evaluate the role, and impact of, new technologies on learners and training
techniques
The application of information and communications technology (ICT) to learning and
teaching
Information and communications technology (ICT) are increasingly dominating learning
environments – and, indeed, our workplaces and our lives. This is particularly true since the COVID-
19 pandemic has forced a shift to online learning for many qualifications Consider the following:

ICT has a variety of roles, or applications, in learning and teaching – consider the following:
• Echo360 enables lectures to be recorded and livestreamed
• Flux enables educators to engage with students using activities like real-time polling
• Moodle is a central place where learning materials and activities can be organised
• MS Teams is a tool to support collaboration and communication among learners
• Zoom is software which enables video conferencing, virtual classroom and collaboration
• Turnitin which is a tool which supports grading, feedback and academic integrity
• Content Collection is for storing, managing and sharing learning content
• Adaptive Release is for controlling the release of content progressively
• Wikis supports the collaborative development of learning content
• ePortfolio enables students to create a portfolio of their work
• eAssessment platforms enable invigilated electronic examinations and assessments
19 https://tophat.com/blog/how-does-technology-impact-student-learning/
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Impact of new technologies on learners and training techniques
ICT has a variety of impacts on learners and training techniques – consider the following:
• Technology enables students to engage in learning at times/locations which best suit them
• Technology allows students to seek and obtain immediate answers to their questions
• Technology helps to engage student in learning content
• Technology permits students to rapidly access a wide variety of resources
• Technology can provide a means of forging relationships with off-campus students
• Technology means that educators become less of a ‘teacher’ and more of a ‘guide’
Bear in mind, however, that there are limitations with the use of ICT in learning environments. If you
use ICT in your learning practice, both educators and learners must have access to relevant hardware
and software. Both educators and learners must also be proficient in using this software. Remember:
when you are designing learning content/activities, consider students’ digital literacy.
QUESTION/ACTIVITY
18. Summarise the role, or application, of ICT to learning and teaching.
19. Briefly explain the impact of new technologies on learners and training techniques.
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Plan improved learning practice based on how learners currently learn, and Plan
improved learning practice based on the experience and personal interests of
the learner
As shown throughout the previous sections, you must plan improved learning practice based on:
• How learners currently learn – that is, their learning style. You studied different learning
styles, and how to encourage students who learn via these styles, in an earlier section; you
should revise this section now. Remember: it is important that your learning practice caters
for a variety of different learning styles, to suit the needs of a range of different learners
• Learners’ experience – remember: adult learners often approach learning with a range of life
and work experiences. As emphasised in an earlier section, learning practice should make
use of this experience, to help empower learners. You can do this in different ways:
o Asking students to reflect on their experiences relevant to the learning content
o Asking students to share their experiences with others in the learning group
o Asking students to apply their experience to tasks and activities
o Asking students questions such as, “Who has done [ore seen, heard of, etc.] this?”
o Asking students to build/extend on their experiences in the learning environment
• Learners’ personal interests – remember: if learners find their learning interesting, they are
more likely to engage actively with it and to obtain positive outcomes from it. You should
find out about learners’ interests, and target your learning content towards these interests.
You studied the process of analysing learners’ needs in a previous section of the unit
QUESTION/ACTIVITY
20. Explain the importance of improving your learning practice based on: (1) learners’ current
learning styles, (2) learners’ experiences, and (3) learners’ interests.
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Topic 3 – Analyse and advance the
adoption of improve learning practice
Develop improved vocational, training and educational (VET) learning practice,
appropriate to learner characteristics
The previous section of the unit explained the importance of planning improved learning practice
based on learners’ learning styles, experience and personal interests; you should revise this section
now, if required. You should also consider other characteristics of your learners – for example:
• Students’ motivation for learning (e.g. are they participating in the learning activities
because it is a requirement of their work role, because they are planning to change careers,
or for personal interest, etc.?). If you match your learning approach to your students’
motivations, you can sustain their motivation and harness it to improve learning outcomes
• Students’ additional needs – remember: you must make reasonable adjustments to account
for these, to ensure all students have an equal opportunity to participate in learning
• Students’ language, literacy, numeracy and digital literacy needs – remember: these must be
properly addressed if students are to participate effectively in learning and assessment
• Students ages – this can indicate the amount of skills and knowledge a student brings. In
considering a student’s skill/competency profile, you might identify opportunities for RPL
• Socioeconomic background – this can provide you with information about how much
support students may require to access essential resources, including ICT
• Cultural background – it is essential to ensure that activities are culturally-appropriate
QUESTION/ACTIVITY
21. It is important to develop improved VET learning practice which is appropriate to learners’
characteristics. What types of characteristics should you consider? Briefly explain.
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Advocate for improved VET learning practice
In your role, it is important to advocate for improved VET learning practice. This is important in
continuously improving learning practice in your organisation, and in the VET sector more broadly.
Through advocacy, you can contribute to the advances in learning practice outlined earlier.
You can advocate for improved VET learning practice in a variety of ways – consider the following:
• Reviewing and challenging your own, and others’ existing learning practices
• Speaking with other educators, within and external to your organisation, about the
importance of improving learning practices, and about strategies and methods to do so
• Communicating about the results of the research you undertake on learning practices
• Participating in activities undertaken in your organisation to improve learning practice – for
example: you may participate in validation and audit processes, in training and mentoring
less-experienced colleagues, and in trialling training techniques in different settings, etc.
• Engaging in activities undertaken in the broader VET industry to improve learning practice –
for example: you may participate in reviews or consultative activities, read reports published
by peak bodies, follow the processes undertaken by governments to reform VET, etc.
QUESTION/ACTIVITY
22. How can you advocate for improved VET learning practice? Briefly explain.
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Initiate research into improved learning practice
It is important that you are able to initiate research into improved learning practice. You have
studied secondary research – that is, investigating studies undertaken, and reading papers, published
by others. You may also consider primary research – that is, collecting your own data:

Examples of quantitative research
• You may count the number of people who indicate they have a particular learning style, or
who report they have certain work experience, or who can use the required technology, etc.
• You may measure learners’ outcomes, according to the qualification requirements
• You may ask learners to rate their satisfaction with your learning activities, using a scale of 0
= ‘not satisfied at all’ to 5 = ‘totally satisfied’
Examples of qualitative research
• You may speak with other educators about the types of learning practices they use
• You may observe other educators as they use different practices in different situations
• You may ask learners to explain what they found to be positive and beneficial about your
learning practice, and what they found to be negative or detrimental
QUESTION/ACTIVITY
23. Provide one (1) example of quantitative research, and one (1) example of qualitative research,
you can undertake to improve your own learning practice.
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Design and test improved learning practice in real-world situations
Design improved learning practice
This unit has explained the processes involved in designing improved learning practices. Remember:
this involves a process of: (1) reviewing and challenging your existing learning practice, (2)
researching strategies to improve your learning practice, and (3) planning/designing improved
learning practice. You should revise each of these steps from the previous sections now, if required.
Test improved learning practice
Once you have planned, or designed, improved learning practice, it is necessary to test this. Your
goal is to determine whether the strategies you have applied are indeed effective at improving your
learning practice (and, so, can continue to be implemented), or whether these strategies are not
effective (and, so, must be further modified, or discarded and replaced). Testing may involve:
• Presenting your improved practice to other educators, and particularly those with
experience in the VET sector, and seeking their feedback
• Presenting your improved practice to a small group of learners in a trial setting, and seeking
their feedback
• Presenting your improved practice to a larger group of learners in a real-world setting, and
seeking their feedback
Feedback is, essentially, information which you – and others – can use to improve performance:

20 https://blog.fullcirclefeedback.com.au/360-power-of
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It is important that the feedback you receive from others in a partnership is considered objectively.
This means you should look at the feedback in an impartial, detached and unemotional way, consider
its value, and determine whether it is worth acting upon. Consider the following statement:

Although all feedback – and particularly critical feedback – is valuable, it is important to remember
that in most cases feedback is just somebody’s subjective opinion. It is therefore important that you
evaluate others’ ideas and opinions, as reflected in their feedback. As yourself questions such as:
• Is this feedback relevant to me? Is it credible, and justified?
• Is the person giving me this feedback qualified to do so?
• What is motivating this feedback?
• Can I use this feedback?
• Will this feedback be useful in helping me to improve ,y learning practice?
Rather than simply accepting all feedback as a reflection of the ‘truth’ or of ‘reality’, it is important to
think critically about it. This will help you to decide which pieces of feedback to act upon – or
implement – to improve yourself/your performance, and which to discard as unrealistic or unhelpful.
QUESTION/ACTIVITY
24. Once you have designed improved learning practices, it is important to test these. Why? And
how can you do so? Briefly explain.
21 http://www.cmalearning.com.au/art-of-receiving-feedback/
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Mentor colleagues to promote improved learning practice
Overview of mentoring
In your role, it is important to mentor your colleagues to help them to also improve their learning
practice. Mentoring is where a more experienced or more knowledgeable person helps to guide a
less experienced or less knowledgeable person. Read the following about mentoring:
• Mentoring generally has a longer-term focus on personal growth and learning
• Mentoring includes a wide range of learning oriented to:
o Exchange of wisdom
o Support
o Guidance in personal or professional growth
• Mentoring is a relationship, not just a procedure or activity
• Mentoring is one person professionally assisting the development of another
• Mentoring is a developmental effort to build skills and knowledge for advancement based on
merit, rather than alliances/politically-based partnerships to advance careers based on
politics (rather than aptitude)
• Mentoring is provided by a mentor who:
o Facilitates the growth and professional development of the mentee
o Provides information, guidance and constructive comments
o Evaluates the plans, decisions, goals and objectives of the mentee
o Supports, encourages and, if needed, highlights shortfalls in performance
o Maintains confidentiality in the relationship
o Does NOT take over problems and try to solve them
o Does NOT give advice, criticisms or solutions, but supports the person being
mentored to make their own decisions
o Is not the direct manager of the person being mentored
Mentoring methodologies
It is important that you use a range of mentoring methodologies. Consider the following examples:
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Mentoring strategies
It is important to identify different mentoring strategies, and the range of stages in mentoring
relationships. A mentoring relationship does not just happen: rather, it must be developed
progressively over time. There are a number of mentoring strategies, each with different stages:
The GROW model
One of the most common mentoring strategies is the Goal-Current Reality-Options/Obstacles-Way
Forward (GROW) model. The stages are shown following:22

22 https://www.mindtools.com/pages/article/newLDR_89.htm
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The ACHIEVE model
Another common mentoring strategy is the ACHIEVE model:23

23 https://www.businessballs.com/coaching-and-mentoring/achieve-model/
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The CLEAR model
A third common mentoring strategy is the CLEAR model:24

It is important to understand that the mentoring process is flexible. There is often flexibility in
relation to which mentoring model people select to use, and in how these are applied. People may
transition quickly through some stages of their model, and spend longer on others. They may also
return to previous stages, if needed. Work with your mentee to develop suitable approaches.
QUESTION/ACTIVITY
25. Reflect on how you can mentor colleagues to promote improved learning practice.
24 https://www.personal-coaching-information.com/clear-coaching-model.html
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Summary
Now that you have completed this unit, you should have the skills and knowledge to implement
improved learning practice.
If you have any questions about this resource, please ask your trainer. They will be only too happy to
assist you when required.
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References
Websites
Adult Learning Australia. (ND). Adult Learning Principles: What is Andragogy? Web. 15 November
2020. https://ala.asn.au/adult-learning/the-principles-of-adult-learning/
Atkinson, G. & Stanwick, J. (2016). Trends in VET: Policy and Participation. Web. 15 November 2020.
https://www.ncver.edu.au/__data/assets/pdf_file/0017/60722/Trends-in-VET.pdf
Australian Government – Australian Skills Quality Authority. (ND). Impacts of COVID-19 on the
Industry and the Training System. Web. 15 November 2020. https://www.asqa.gov.au/covid-
19/impacts-covid-19-industry-and-training-system
Business Balls. (ND). What is the ACHIEVE Model? Web. 15 November 2020.
https://www.businessballs.com/coaching-and-mentoring/achieve-model/
CMA Consulting. (ND). Don’t Spit the Dummy: How to Respond to Critical Feedback. Web. 15
November 2020. http://www.cmalearning.com.au/art-of-receiving-feedback/
Full Circle Feedback. (ND). The Importance of Feedback. Web. 15 November 2020.
https://blog.fullcirclefeedback.com.au/360-power-of
Government of Western Australia – Department of Training and Workforce Development. (2016).
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https://www.dtwd.wa.gov.au/sites/default/files/uploads/Assessment%20in%20the%20VET%20Sect
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Harackiewicz, J.M., Smith, J.L. & Priniski, S.J. (2016). Interest Matters: The Importance of Promoting
Interest in Education. Web. 15 November 2020.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5839644/
Hawkins, P. (ND). CLEAR Coaching Model. Web. 15 November 2020. https://www.personal-coachinginformation.com/clear-coaching-model.html
HealthLine. (ND). Left Brain vs. Right Brain: What Does this Mean for Me? Web. 15 November 2020.
https://www.healthline.com/health/left-brain-vs-rightbrain#:~:text=The%20theory%20is%20that%20people,thought%20to%20be%20right%2Dbrained.
Himmelsbach, V. (2019). How Does Technology Impact Student Learning? Web. 15 November 2020.

How Education Technology In The Classroom Can Impact Student Learning

Joyce, S. (2019). Strengthening Skills: Expert Review of Australia’s Vocational Education and Training
System. Web. 15 November 2020.
https://www.pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-reviewaustralia-vets_1.pdf
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Maloney, M. (ND). The Role of Practice in Learning: Directed Practice. Web. 15 November 2020.
https://www.maloneymethod.com/resources/the-role-of-practice-in-learning-directed-practice/
MindTools. (ND). The GROW Model of Coaching and Mentoring: A Simple Process for Developing
Your People. Web. 15 November 2020. https://www.mindtools.com/pages/article/newLDR_89.htm
O’Hara, S. (2016). Learning Styles: Activist, Pragmatist, Theorist, Reflector. Web. 15 November 2020.
https://www.futureschool.com/blog/learning-styles-activist-pragmatist-theorist-reflector-one-child/
Persaud, C. (2019). Pedagogy: What Educators Need to Know. Web. 15 November 2020.

9 Pedagogical Approaches for Higher Ed Explained [Plus: 40+ Free Strategies to Implement in Your Classroom]

Primary Professional Development Service. (ND). Promoting Group Work, Collaborative and CoOperative Learning in the Primary School: Tip Sheet for Teachers. Web. 15 November 2020.
https://www.pdst.ie/sites/default/files/Session%203%20-%20PS%20Co%20-
%20Op%20%EF%80%A2%20Group%20Work.pdf
TES Editorial. (2018). What is Pedagogy? Web. 15 November 2020.
https://www.tes.com/news/what-is-pedagogy-definition
University of Minnesota. (2015). Adults as Learners: Effective Teaching Strategies. Web. 15
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https://www.leadingagemn.org/assets/docs/15_Workforce_103_CreatingEffectiveOrientationProgra
ms-CRasmussen.pdf