Lesson 10 - Finishing your documentation

Design Process

You are now in a position to complete your documentation for your course design.

As a review, the order of completion looks similar to this:

I will be here for the next 2 weeks in case you need any help or have any questions, but otherwise, you can work from home to complete your assessments.

Lesson 9 - Lesson/Session Plans

What is a lesson/session Plan?

A training session plan – also called a learning plan – is an organized description of the activities and resources you'll use to guide a group toward a specific learning objective.

It details the subject matter that you'll teach, how long each section should take, the methods of instruction for each topic covered, and the measures you'll use to check that people have learned what you needed them to learn.

It can be as simple as a brief outline, or more complex, with scripts, prompts, and lists of questions that you plan to ask.

Source: https://www.mindtools.com/pages/article/planning-training-session.htm

Completing the lesson plan template

Unit Code and Name: Type in the unit code and name of your unit

Session number or title: Type in the session number or title of the session.

Duration: How long will the session be?

Description of the target group of learners: details of your learners - the type of learners, demographic, full time or part time, course or interest. Any information about your learners that you think is relevant.

Specific Requirements: Are there any participants that have special needs or requirements? For me, this section is about the requirements of your learners.

Lesson Objectives: What is the learning objective or objectives of this session? They can be listed as bullet points or in a sentence such as "at the end of this session, students will have an understanding of how to create a lesson or session plan."

Resources Required: This is where you list the resources that you require to deliver your session. Do the learners need a book, computers, internet access, whiteboard, specific software or equipment etc.

Assessment Tasks: Will there be any assessment tasks completed or handed out during this session?

The table at the end is where you put the details of the topics and activities that you will be covering in this session.
Time - approximately how long have you allocated for this activity
Section - Introduction, body, or conclusion
Learning activities and assessment - a brief description of each learning activity that will be in this session. Activities could include PowerPoint presentation, role play, video, research task, articles to read
Learning resources - resources specific to each activity.

You are now ready to complete your session/lesson plans.

Unit of Competency Mapping

Assessment mapping is the process of comparing an assessment activity to each part of the unit of competency to ensure that the assessment task is gathering evidence across the whole of the unit. The purpose of completing assessment mapping is to make sure successful completion of assessment for a unit of competency demonstrates that a student has met all the requirements to be deemed as competent in that unit. Assessment mapping should be done against the elements and performance criteria, the performance and knowledge evidence requirements and foundation skills.
Taken from: https://thelearningcommunity.com.au/faq/q-rto-assessment-mapping-need/

Read the article Mapping for Compliance:
https://www.edcv.com.au/mapping-and-i-am-not-talking-about-a-gps

You are now ready to complete your mapping documents

Here is a sample of one of mine completed TAEDES401:

Lesson 8 - Risk Management and nominal hours

What is Risk?

A probability or threat of damage, injury, liability, loss, or any other negative occurrence that is caused by external or internal vulnerabilities, and that may be avoided through preemptive action.

Read more: http://www.businessdictionary.com/definition/risk.html

How does risk relate to training?

The Risk Management process is the same regardless of the activity you are assessing.

1. Identify

The first step in any Risk Management is to identify the risks. A risk doesn't have to end in injury or death. As defined above, a risk is any negative occurrence that happens during the activity you are assessing.

Activity 1

What are the potential risks of running a training program? Think about the programs that you have selected for your assessments.

2. Analyse

Once you have identified your risks, the second stage is to analyse the risks. What is the negative outcome and what impact will it have? What are the chances of the risk occurring? The Analysis part is where you consider the likelihood of the risk occurring and the extent of the "damage" that might occur. I usually give them a ranking. You can use a number, such as a ranking from 1 to 5, or descriptive words such as unlikely, possible, probable, likely. The same for the "damage" or effect. You can use numbers from 1 to 5 or again, use descriptive words such as Minimal,medium, high and catastrophic.

Activity 2

What is the likelihood of each of your potential risks occurring? What damage will be done if the risk occurs?

3. Evaluate

This is where you look at the information from your Analyse stage. Compare the likelihood of a risk occurring and with the outcomes and decide whether any action needs to take place. If there is a very low chance of a risk occurring and very minimal damage if it does, is it worth doing something about?

Activity 3

Evaluate your risks (from activity 1) and determine whether there is a need to take action.

4. Action

This is where you decide what action will take place if the risk occurs. It should include who is responsible for the action as well as the details.

Activity 4

Create a plan of action for the risks evaluated in activity 3 as needing action

5. Monitor and review

Like any plan, a risk management plan is not a set and forget deal.You should always assess to see if there are other risks that could occur and decide if there are other strategies that would work better to manage those risks.

How many Hours?

The document that contains the number of hours is called a "purchasing guide".

There is a Victorian Purchasing Guide for each training package. The Guides list the qualifications that are part of the training package along with the minimum and maximum hours for each qualification. While you can go over the maximum qualification hours, in Victoria, you only get funding for the maximum hours.

As well as hours for the qualifications, the purchasing guides also list the number of hours for each unit in the training package. The guides use "nominal hours", which may or may not be the actual hours that are covered by classes, but are the hours used to determine course fees.

Nominal hours can give an indication on how detailed or complex a unit is and can be used as a guide to create a schedule for the unit.

You will find all of the purchasing guides here:
https://www.education.vic.gov.au/training/providers/rto/Pages/purchasingguides.aspx

The hours represent how much training and assessment is involved in a unit. The hours are set by a various curriculum maintenance groups located at RTOs. Just an FYI, Chisholm curriculum maintenance group actually did the purchasing guide for the Library courses!

Schedule

Now that you have your assessments worked out, you need to break the learning down into sessions or lessons.

What do the students/participants need to learn to be able to successfully complete the assessment tasks?

In your schedule, you need to cover the elements and performance criteria, skills and knowledge - all with the view to participants successfully completing the assessments. In the schedule section on the Learner Guide, you need to include the topics you will be covering, the performance requirements and whether there is an assessment during that session.

You are now ready to complete this section in your learner and assessment guides.

Learning Management Systems

You all know about Moodle - Moodle is the LMS that Chisholm uses for distributing course material and keeping track of assessments and student communication.

While you are only designing your courses, it is worthwhile to think about how you will distribute the course content. The advantage of using an LMS is that you can deliver "paperless" courses, saving on paper and printing costs and therefore being more environmentally friendly and sustainable.

Read the following articles on LMS options

Selecting a LMS
https://www.learnupon.com/blog/get-best-lms/

Free/Open Source LMS options
https://elearningindustry.com/open-source-learning-management-systems

Top 20 overall LMS options
https://financesonline.com/top-20-lms-software-solutions/

Activity 5

If you were to choose a LMS for your courses, which would you select and why?

Some fun stuff

I will include some FREE tools that you can use to deliver some of your training content under this heading. While it is not necessary for your design document, you should consider options to make your content more interactive and interesting. PowerPoint is awesome, but can be boring if it is the only tool that you are using. 

This week's "fun stuff" is H5P https://h5p.org/

Have a look at the examples, join up, and have a play. 

Lesson 7 - Icebreakers

A good icebreaker can be a fun and stimulating way for you to get to know your students and for them to mix with each other.

What is an Icebreaker?

The Cambridge English Dictionary defines an icebreaker as
"a game or activity that is used to introduce people to each other so that they feel more relaxed together" - https://dictionary.cambridge.org/dictionary/english/ice-breaker

Read the following articles on Icebreakers

https://www.thebalancecareers.com/what-is-an-ice-breaker-1918156

https://www.mindtools.com/pages/article/newLDR_76.htm


Here are some other links to get ideas for an icebreaker.

https://www.thebalancecareers.com/top-ice-breakers-1918426

https://icebreakerideas.com/quick-icebreakers/

https://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf

https://www.icebreakers.ws/classroom-icebreakers

https://www.mentimeter.com/blog/audience-energizers/ready-to-use-icebreaker-templates-for-every-occasion

Class Activity

Think about one of the units that you are designing (VET or non-accredited)

Find an appropriate Icebreaker activity for your first lesson for each of the following cohorts:

• A group of mature age students (similar to the class demographic)
• A group of teenagers
• Students who are EAL (English as an additional language)

Explain the Icebreaker(s) selected and try one out on the class!

Assessments

Completing your Assessment Guide for Portfolio 1

If you need more information on Assessments, refer to the notes from Lesson 5. Here is a reminder of the types of assessments that you can use.

Generally, if it is a hands on task, Observation would be the most obvious method of assessment. For the theory component you could use a report (product based method) or Questioning. Look for the key words from the Assessment Requirements document.

Assessment Guide Template

Assessment # - Assessment Title
UNIT/S OF COMPETENCY – Code		UNIT CODE		Title	UNIT TITLE
Description of the Assessment task: Describe what the assessment is - if you are using a simulated workplace, give details. If it is a scenario, Give details. If you want students to answer questions, provide a summary and list the questions in the assessment details section. Example 1: You are to use your knowledge and research skills to respond to the following questions. Please make sure that you include references and/or links to back up your responses. Example 2: You are the WHS representative for Mysty River Regional Library Service (MRRLS). As part of your role, you need to consult with staff and conduct regular safety audits.
During the activity, the student is required to satisfactorily demonstrate required skills though completion of the observable task/s.
Assessment Details			Assessment Criteria					MR	FER
1. This will be used to provide exact details of the assessment. .			This is used to provide the specific areas that the students need to cover
If it is questions, use this section to write your questions			If the assessment is questions, you can just put here: Write your answer here (200 words) Include references
If it is a report, include the topics that need to be covered.
Example Q1 What is the AQF? What is its purpose?			Answer to be around 200 words
			Include any references or links
Example 2. Explain the requirements for consultation based on the WHS legislation?			Include relevant Legislation Details
			Include relevant Regulation Details
			Include specific Code of practice information
Assessor note: Please ensure all above criteria have been met to a satisfactory standard. Where not, additional evidence must be obtained and recorded to meet assessment criteria.  All additional evidence must be clearly documented.
Assessor Name
Assessor Signature						Date
Assessment Task Result (Please tick appropriate Assessment Result)						MR ☐                FER ☐

N.B. The Assessment Guide is handed out to students - it needs to be written in plain English so that students can very clearly understand what they need to do to successfully complete the assessment task. You do not want to give them the answers - just topics or areas that they need to concentrate on. Getting the balance between providing instructions and giving away too much information can be challenging. Use the guides that have been provided by your teachers for other units if you need to get ideas or inspiration!

Lesson 6 - Instructional Design principles

What is Instructional Design?

"instructional design is the systematic process by which instructional materials are designed, developed, and delivered."

From: https://www.instructionaldesigncentral.com/whatisinstructionaldesign

Instructional design models

There are lots of different models that relate to instructional design. The main ones are:

• ADDE
• Bloom
• Gagne
• Merrill
• Assure

https://www.mindtools.com/blog/corporate/intro_instructional_design/

https://educationaltechnology.net/instructional-design-models-and-theories/

https://www.shiftelearning.com/blog/top-instructional-design-models-explained

https://www.dashe.com/blog/instructional-design-models-comparing-addie-bloom-gagne-merrill

Class Activity 1

Explain the different Instructional Design Models

Are there any similarities between them?

Are there any instances where one model would be more useful than the others?

Do you think any of these will be useful in helping you design your courses? How?

Finding and evaluating Learning Resources

What learner resources are you going to need for your training program? Learning resources can include:

• a prescribed text book
• a specific website
• Notes written by trainer
• online course/course materials eg. Cisco
• online courses from Lynda.com (LinkedIn learning) or similar
• YouTube videos
• Articles from a variety websites

Class Activity 2

Find an example of some (5) of the above learner resource types that could be used during the delivery of the following units:

• ICTICT209
• BSBHRM509
• CHCDIV003

How do you evaluate whether the resource is suitable for the unit/topic? What criteria would you use?

Tools and apps for trainers

There are lots of free or freemium apps and tools that trainers can use to deliver content, check learner comprehension, and/or explain concepts.

https://www.toptools4learning.com/home/

https://teamings.com/blog/8-free-on-line-tools-trainers-can-use-to-make-amazing-visual-aids/

https://elearningindustry.com/digital-education-tools-teachers-students

https://www.teachthought.com/technology/43-great-free-tools-for-teachers-from-edshelf/

Class Activity 3

Review the lists of tools above and evaluate one that you think would be useful in the delivery of your unit. How might you use the tool? How would it add value to your course? Are there any others that you use or know of?

There is no class next week as we have a student free day and I will be attending PD sessions. 

Lesson 5 - Assessments and Assessment Guidelines and Conditions

The Principles of Assessment

Clause 1.8 from the RTO standards states:

The RTO implements an assessment system that ensures that assessment (including recognition of prior learning):

a) complies with the assessment requirements of the relevant training package or VET accredited course
b) is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence contained in Table 1.8-2.

The 4 principles of assessment are:

• Fairness 
• Flexibility
• Validity
• Reliability

Fairness

The individual learner’s needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Flexibility

Assessment is flexible to the individual learner by:

• reflecting the learner’s needs
• assessing competencies held by the learner no matter how or where they have been acquired
• drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Validity

Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

• assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
• assessment of knowledge and skills is integrated with their practical application
• assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations
• judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability

Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

The Rules of Evidence are:

• Validity
• Sufficiency
• Authenticity
• Currency

Validity

The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency

The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.

Authenticity

The assessor is assured that the evidence presented for assessment is the learner’s own work.

Currency

The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Assessment requirements

Each unit of competency contains assessment requirements grouped into three areas:

• performance evidence
• knowledge evidence
• assessment conditions.

Performance evidence and knowledge evidence describe what a student must demonstrate in order to be considered competent.

Assessment conditions describe the conditions under which a student must demonstrate this, including any specific requirements for resources, trainers and assessors and the context for assessment.

The above information has been taken from: 
https://www.asqa.gov.au/standards/chapter-4/clauses-1.8-1.12

Creating Assessments

Read the unit details a few times and decide how you can break the performance criteria, performance evidence and knowledge evidence into smaller tasks. Determine which of these are theory and those that are more practical oriented and do a rough draft of the assessments required.

Example - ICTICT209 Interact with ICT Clients

https://training.gov.au/Training/Details/ICTICT209

Performance Evidence

Evidence of the ability to:

• provide routine information and communications technology (ICT) client support in a professional manner
• refer client concerns to support person if required, according to escalation procedures
• resolve client complaints
• document and record client concerns and solutions according to organisational guidelines.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

• list current industry accepted hardware and software products, and describe their general features and capabilities
• describe the ICT client business domain and business critical functions
• discuss the organisational systems and working environment
• outline organisational policies for external and internal client contact.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the general ICT industry, and include access to:

• a personal computer
• relevant organisational guidelines
• relevant documentation
• a site where routine ICT client support may be demonstrated.

Designing Assessments

In the above example, start by looking at some of the key words. Under performance evidence you have provide routine information; refer client concerns; resolve client complaints; document and record client concerns. How can these actions be assessed? Is it appropriate to have students write a report? Is written questioning appropriate? What about a role play?

Class Activity 1

Read the following guideline on developing assessments
https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf

On page 5 is a table of types of assessment methods

In small groups, determine what method of assessments might be applicable to the unit ICTICT209. How many assessments would be needed to cover all of the performance criteria, performance evidence and knowledge evidence. Generally, the performance evidence and performance criteria  will roughly match up.

Mapping

Mapping is where you match each of the performance criteria, performance evidence, knowledge evidence, and Foundation Skills against your assessments. Once you have done your first round of mapping, look for any gaps, adjust your assessments accordingly, and try the mapping again. Keep doing this until you can determine that you are assessing EVERY aspect of the unit.

Class Activity 2

Using the assessments from activity 1, map the performance criteria, performance evidence, knowledge evidence, and Foundation Skills against your assessments. Were there any gaps? What adjustments need to be made to fill those gaps?

Class Activity 3

Using the same unit from Activity 1 in our last class 3 weeks ago, design assessments that will meet the requirements of the unit.

I'm sure you will all agree that it is not as easy as it looks. It can be difficult to create an environment and assessments that reflect industry practices in a classroom or workshop, but as much as possible, assessments need to reflect the type of work that may be done in industry.

Your Portfolio

You should now start to design Assessments for the units you have chosen for your portfolio. Start by creating a draft and continue to refine it until everything is covered. In the Vet environment, you should ALWAYS define the assessments first.

Lesson 4 - Unpacking a Unit

TGA

TGA or training.gov.au is where you will find all of the information that relates to training and the VET sector in Australia.

https://training.gov.au/

The National Register of VET is where you will find details of all the training packages as well as every unit of competency.

You can search for training packages or individual units. For example, I have typed BSB for the search criteria.

Standards for training packages

Read the document - Standards for training packages (or at least skim through the headings). Pay particular attention to the section Unit of competency template.

https://docs.education.gov.au/system/files/doc/other/standardsfortrainingpackages.pdf

Unpacking a unit of competency

Watch the video on unpacking a unit of competency

Reminder about the AQF levels

https://www.aqf.edu.au/aqf-levels

Other resources for Unpacking a unit of competency

https://www.slideshare.net/ACPETProfessionalDev/unpacking-a-training-package

https://www.youtube.com/watch?v=ENI1rdQxYCw

https://www.youtube.com/watch?v=X9jUZGm_QW4

Class Activity 1

Select a unit from the Correctional Services Training package. While each student is to present a unit, you may work in pairs.

https://training.gov.au/Training/Details/CSC

This will provide a list of each qualification as well as every unit of competency that is a part of this package.

Click on any unit of competency to get the full details.

Each student is to present their unit to the class, outlining the following information:

Basic Information

What is the code and name of the unit?

What is the Application of the unit?

What AQF level is the unit? How can you work out the level if it isn't obvious based on the unit code?

What training package is the unit from?

What courses within the training package is it included in?

What other courses is this unit used in?

Delivery

What are the elements and performance criteria for the unit?

Assessment

What performance evidence is required?

What knowledge evidence is required?

Do you think this is reasonable for the unit, considering the elements, performance criteria and the AQF level?

*** PLEASE KEEP THIS INFORMATION AS YOU WILL USE IT IN FUTURE SESSIONS ***

Class Activity 2

You should now be ready to think about your unit for Assessment 2 - your accredited training program. Review the qualifications that were provided in the Assessment Guide and select a unit. Comment the unit code on the Assessment 1 post in our Facebook group - this is to ensure that there are no double ups. 

You should be able to gather the basic information and complete PF1 Learning program parameters

While it is not absolutely necessary that you make this decision today, it is important that you decide before our next class in 3 weeks time. You will have lots of opportunity to work on your portfolios in class building on that particular day's lesson. You can work in pairs/groups to discuss, share, compare, bounce ideas etc.,  BUT each student MUST submit their own individual unit portfolios. 

Lesson 3 - LLN

What is LLN?

LLN stands for Language, Literacy and Numeracy and it is built into every Vet training unit.

What is ACSF?

ACSF is the Australian Core Skills Framework and it provides the levels of performance required for the core skills of:

• Learning
• Reading
• Writing
• Oral Communication
• Numeracy

You will see these levels and a description when you look at any VET training unit.

https://www.education.gov.au/australian-core-skills-framework

Here is the full framework

https://docs.education.gov.au/system/files/doc/other/acsf_document.pdf

From the ACSF guide, read the Introduction section and in particular, pages 3 - 11. This will give you a good introduction to concept and how the levels line up.

The ACSF skills are colour coded within the document. You will find example activities for each core skill at each level. You can use these to determine whether you have built the core skills into your learning program or as examples on how you can build them in.

What is CSfW?

You will definitely never run out of acronyms in the VET training world!

CSfW is Core Skills for Work Developmental Framework. This covers what we refer to as "soft skills" or "employability skills". It includes:

• Navigate the world of work
• Interact with others
• Get the work done

https://www.education.gov.au/key-features-core-skills-work-developmental-framework

here is the full framework

https://docs.education.gov.au/system/files/doc/other/1._csfw_framework_0.pdf

From the CSfW guide, read pages 1 - 12.

How is LLN built into units/courses

http://eworks.edu.au/blog/2016/01/building-learner-foundation-skills-is-your-responsibility/

How can we determine if learners reach the required level for each unit?

Every unit of competency has the foundation skills built into the performance criteria. When you view the unit details, at the end you will find a table that indicates the skill and the performance criteria that each skills is incorporated in as well as a description.

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish procedures for handling, moving and storing collection material	1.1 Assess key information about collection material 1.2 Assess internal and external factors that impact moving and storing collection material 1.3 Integrate current industry best practice in procedure development 1.4 Locate and consult with stakeholders on complex matters of movement and storage 1.5 Identify and address legal, insurance and other administrative requirements impacting handling, moving and storing collection material 1.6 Identify and assess work health and safety issues and legislative requirements 1.7 Document procedures for moving and storing collection material
2 Manage operations	2.1 Organise and monitor movement and storage arrangements according to agreed procedures and work requirements 2.2 Check movement and storage of collection material against schedules and allocated budgets, and take action to address problems 2.3 Evaluate information records to ensure completeness, currency, accuracy and compliance with legal, ethical and cultural constraints 2.4 Make adjustments and enhancements to record-keeping formats and systems based on ongoing review of records and feedback from users
3 Maintain procedures for moving and storing collection material	3.1 Consult with colleagues to obtain feedback on movement and storage procedures 3.2 Update procedures based on feedback and industry practice

https://training.gov.au/Training/Details/BSBLIB602

The below Foundation Skills are the requirements in the unit BSBLIB602 Develop and monitor procedures for the movement and storage of collection material.

Reading

Performance Criteria: 1.1-1.3, 1.5, 1.6, 2.2-2.4

Description: 
Analyses and interprets a wide range of information for incorporation into organisational practices and procedures

Writing

Performance Criteria: 1.3, 1.5, 1.7, 2.4, 3.2

Description:

Develops and updates detailed procedures which clearly and concisely define organisational systems and practices

Develops documents using language understood by target audience

Class Activity

In small groups, discuss the foundation skills (ACSF and CSfW) for the following units.


https://training.gov.au/Training/Details/ICTWEB201

https://training.gov.au/Training/Details/BSBLIB303

https://training.gov.au/Training/Details/BSBLIB512

List some strategies you could use to build the foundation skills into the training/learning/assessment for each unit.

LLN Tools

Ideas that work - What works for LLN is a video library of training and professional development resources to support LLN.

How do I identify my learners' LLN skills

http://www.ideasthatwork.com.au/what-works-for-lln/how-do-i-identify-my-learners-language-literacy-and-numeracy-skills/

When is specialist LLN support needed:

http://www.ideasthatwork.com.au/what-works-for-lln/when-is-specialist-language-literacy-and-numeracy-support-needed/


Here is the link to all of the videos in the series:

http://www.ideasthatwork.com.au/what-works-for-lln/

Navigating Training.gov.au

The easiest way of navigating training.gov.au for you to decide on your units for the assessments, is to use Google. Start by putting your course code in, scan the results for one from training.gov.au, and click on the link.

We will look at how to "unpack" a training unit next class, but for now, you can have a look at the qualification and the units that are available = hopefully you will see something that is interesting!

Lesson 2: Types of Learners

Watch the video
TEDx - Josh Kaufman; The first 20 hours

We will watch the cut down version in class
Josh Kaufman: How to speed learn in 5 simple steps

Learning Theories and styles

Pedagogy / Andragogy

"You can conclude from the above that pedagogy is a child-focused teaching approach, whereas andragogy an adult-focused teaching approach; or, formally, pedagogy is the art and science of helping kids learn, whereas andragogy the art and science of helping adults learn."
Extract from: https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference

Read the above article on Pedagogy versus Andragogy.
PLUS the article on 8 important characteristics of adult learners

This is a great chart on the differences between Pedagogy and Andragogy

Class Activity 1

As Adult learners, do you think adults learn differently to children? How or Why?

Do the 8 characteristics apply to yourself as a learner?

Learning Theories

There are a number of Learning Theories that have been developed over time and that address various aspects of how people learn. Before we start to design our training sessions, it is important to know that there are different types of learners, with each type responding better to a particular teaching method.


A list of learning theories
http://www.aussieeducator.org.au/education/other/theories.html

A list of learning and teaching styles
http://www.aussieeducator.org.au/education/styles.html

Bloom

From Wikipedia:

"Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.


https://www.youtube.com/watch?v=Qfp3x_qx5IM


https://elearningbunch.wordpress.com/2013/02/20/revised-bloom-taxonomy/

Class Activity 2

Discuss Blooms Taxonomy. Are his classifications correct or have some merit?

Why did it need to be updated?

Social Cognitive Theory

One of the core concepts of SCT is that learning occurs through observation. Teachers, parents and peers can all act as models for the students to observe and learn behaviour.

Watch the video on SCT

https://youtu.be/5NbTU1EivJs

Class Activity 3

What are the advantages and disadvantages of SCT?

Experiential Learning

In the early 1970s, Kolb and Ron Fry (now both at the Weatherhead School of Management) developed the Experiential Learning Model (ELM) composed of four elements:

•     concrete experience,
•     observation of and reflection on that experience,
•     formation of abstract concepts based upon the reflection,
•     testing the new concepts

https://study.com/academy/lesson/what-is-experiential-learning-definition-theories-examples.html

Class Activity 4

What are the advantages of experiential learning?

VARK Model

The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information.

http://vark-learn.com/introduction-to-vark/ 

The vark-learn website has a number of introductory videos/interviews that explain the vark model and its origins.

Here is another summary of vark
https://www.youtube.com/watch?v=SRWnz7tppWk

Class Activity 5

How do you learn? Take the test to find out how you learn best using the VARK model

http://www.vark-learn.com/english/page.asp?p=questionnaire

Share your results and whether you think it is accurate or not

This is what I got:
Visual 5
Aural 2
Read/Write 7
Kinesthetic 8
You have a multimodal learning preference. (VRK)

Class Activity 6

Thinking about VARK, give a couple of examples of learner resources for each learning style for the following learning activities:

• Learning how to change a tyre on a car
• How to create a database using MS Access
• How to prepare a job application with key selection criteria

Which of these would best suit you as a learner? Does it match up with your results from the VARK questionnaire?

Learner characteristics

To finish up, let's consider the characteristics of different learners and how those characteristics will affect the way that they learn.

https://opentextbc.ca/teachinginadigitalage/chapter/5-3-learner-characteristics/

http://theelearningcoach.com/learning/characteristics-of-adult-learners/