Learning Program Design2

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  • 1. Training Packages revision…
    • Training packages do not:
      • provide an off-the-shelf resource, ready to be used for training
      • describe how people should be trained
      • provide information on delivery and funding
      • specify hours for training
    • Trainers develop learning programs – the ‘ how ’ – depending on learners’ needs, abilities and circumstances
  • 2. Learning program - definition
    • A document that provides definition and structure to the learning process, providing the learner with a cohesive and integrated range of learning experiences and the trainer/facilitator with guidance and direction in facilitating these learning experiences
        • Source – Glossary p.41
  • 3. A learning program should identify:
    • Its purpose
    • The target group, their needs and characteristics
    • The outcomes to be achieved, such as units of competency or other benchmarks
    • The learning and assessment activities including any flexibilities with this
    • Any required resources
  • 4. It should also include:
    • Learning objectives
    • A plan of how the learners will achieve the objectives
    • A structure and sequence for learning
    • Content of the learning
    • Delivery and assessment methods
    • Assessment requirements
  • 5. Purpose
    • Developing vocational competency/vocational skills
    • Developing generic skills
    • Developing language, literacy, numeracy
    • Developing general education
    • Fleshing out and adding content to part of a learning strategy
    • Achieving organisational change
    • Supporting organisational skill development
  • 6. Purpose cont…
    • For professional development purposes
    • Developing teams
    • Meeting new legislation, licensing or registration requirements
    • Meeting regulatory and OHS requirements
    • Meeting funding body requirements
  • 7. Focus
    • A subset of a learning strategy
    • A short course/vocational program
    • A professional development program
    • A community education program
    • A workplace learning program
    • Part of a VET in Schools program
    • Part of an apprenticeship/traineeship
    • A short-term development plan developed by a coach
    • A short-term induction program
  • 8. Benchmark or specifications
    • Units of competency from a Training Package or accredited curriculum
    • Product specifications
    • Organisational work requirements/training needs
    • Induction needs
    • Language, literacy and numeracy development needs
    • Regulatory/licensing requirements
  • 9. Scope and breadth
    • The number of competencies to be achieved
    • The vocational or generic skills to be developed
    • The subject or technical knowledge and/or theory to be learned
    • The work activities to be encompassed
    • The specific organisational learning needs to be addressed
  • 10. Target learners
    • Existing industry/enterprise employees
    • School leavers
    • New entrants to the workforce
    • Apprentices/trainees
    • Individuals learning new skills/knowledge
    • Individuals changing careers
    • Unemployed
    • Learners who have a disability
    • Members of target groups i.e. Aboriginal and Torres Strait Islander communities, migrants, etc
    • Individuals/groups meeting licensing or other regulatory requirements
  • 11. Characteristics
    • Level and breadth of work experience
    • Level and previous experiences of formal education
    • Skill/competency profile
    • Socio-economic background, age, gender, range of abilities
    • Cultural background and needs
    • Specific needs – physical or psychological
    • Motivation for learning
    • Language, literacy and numeracy needs of learners
    • Learning style and preferences
  • 12. Learning environment
    • Operational workplace
    • Simulated workplace
    • Meeting room/tutorial room
    • College/school classroom
    • Online
    • Community setting
    • home
  • 13. Operational resources
    • Staffing needs
    • Guest speakers
    • Technical and support staff
    • Learning materials and learning resources
    • Equipment and technology
  • 14. Learning resources
    • Training package noted support materials
    • Organisational learning resources
    • Competency standards as a learning resource
    • Videos/DVDs
    • CDs and audio tapes
    • References and texts
    • Manuals
    • Record/log books
  • 15. Learning materials
    • Handouts for learners
    • Worksheets, workbooks
    • Prepared case studies
    • Prepared task sheets, activity sheets
    • Prepared topic/unit/subject information sheets
    • Prepared role-plays
    • Prepared presentations and overheads
    • Prepared scenarios, projects, assignments
    • Materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications
    • Prepared research tasks
  • 16. Learning activities
    • Discussions
    • Role-plays
    • Written activities
    • Case studies
    • Simulation
    • Audio or visual activities
    • Demonstrations
    • Practice, e.g. practicum or supervised teaching/facilitation
    • Individual activities/projects/assignments
  • 17. Learning activities cont…
    • Group activities/projects/assignments
    • Workplace practice
    • Research
    • Problem-based tasks
    • ‘ thinking skills’ exercises
    • Question and answer
    • Self-paced learning materials
    • games
  • 18. Costs
    • Venue hire
    • Technology and equipment
    • Purchase of learning resources/learning materials and related costs
    • Photocopying or materials/documents
    • Use of training and/or assessment personnel
    • Use of consultants and other support personnel
  • 19. Logistics
    • When learning program is required
    • Where learning program will be undertaken
    • Accessibility/availability of appropriate learning resources, learning materials and equipment needs to support the learning program
    • Communication/marketing needs
    • Availability of appropriate staff
  • 20. Time frame
    • The number and duration of training sessions/classes/periods
    • Suggested learning time
    • Time for practice/work experience
  • 21. Delivery strategies
    • The focus of delivery
    • The context of delivery
    • The mode of delivery
    • Delivery methods
  • 22. Focus of delivery
    • Groups of various sizes
    • Groups from single context/from multiple contexts
    • Groups of similar educational/competency/levels/groups with divergent educational/competency/backgrounds
    • On individuals
  • 23. Context of delivery
    • In the workplace – work in situ
    • In simulated work environments
    • In the training room/classroom
    • In specialist environments – e.g. laboratory/computer room
    • Through the world wide web
    • At home
    • In a community setting
  • 24. Mode of delivery
    • Face-to-face
    • Technology-based electronic/computer-based/online/audiovisual
    • Experiential
    • Distance resource-based
    • Blended
  • 25. Delivery methods
    • Lock step/learner-paced/mixed
    • Interactive/participative/collaborative
    • Trainer/facilitator-centred/learner-centred
    • Time and place dependent/independent
    • Demonstration
    • Instruction
    • Presentations
    • Guided facilitation
    • Guided activities/applications/experiences
    • Project based
    • Blended delivery methods
  • 26. Assessment methods
    • Direct observation of real work/real time activities or work activities in a simulated work environment
    • Structured activities (e.g. simulation exercises, projects, demonstration, activity sheets)
    • Questioning (e.g. computer, oral, written)
    • Portfolios (collections of evidence compiled by candidate)
    • Product review
    • Third party feedback