Workshop 1

407 views
375 views

Published on

These slides cover the content of the 1st workshop for the program: Delivery and assessment strategies for diverse learner groups.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
407
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
16
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • A visual representation of the difference between the competency/RPL based model and the strengths-based model of RIL as suggested by one of our participants.

    Recognising the unique and complex learning gained by the individual, not measured against a predetermined list of competencies.

    Might be work, but could be social – strengths may exist outside of work in a recreational area.

    Example of a production line worker, doing the same job day in, day out, no variety of contexts, full supervision, problems go to boss. But in personal life is an active environmentalist, organising volunteers to undertake significant work in the local area. In a Skills for Growth evaluation, this person was recognised as being suitable to be trained up to move the company’s ‘green’ strategy forward. If only work had been considered, a unique opportunity would have been overlooked.
  • Workshop 1

    1. 1. 4 tier program spanning : October 2010 – April 2011 Effective Delivery and Assessment Strategies for Diverse Learner Groups
    2. 2. Four workshops scheduled between October 2010 – April 2011 electronic & mobile learning guidance Mentor framework Individual project plan
    3. 3. Methodologies & Principles Training techniques Informal learning Learning environments
    4. 4. Understanding diverse learners learning styles and characteristics
    5. 5. Knowing your preferred learning style – respond to the following questions As a learner As a Trainer My learning style influences how I ….. ?
    6. 6. 13
    7. 7. 15 • What fears do they have? • What personal issues might they have? • What previous experience might they have that make them worried about being in a learning situation? • What beliefs about themselves might prevent them from being able to relax and engage in a learning situation? • What beliefs about the learning or the trainer might prevent them from getting involved? What can you do to help?
    8. 8. ‘informal learning is largely invisible, because much of it is taken for granted or not recognised as learning; thus respondents lack awareness of their own learning.’ Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247 -273.
    9. 9. • Provide a starting point through:  Developing a learning stance or persona – an identity as a learner  Negotiating a learning and/or development pathway • Improve learner motivation • Promote the value of learning and lifelong learning • Promote access to qualifications for all • Reduce the cost of education and training • Improve the status of non accredited programs
    10. 10. 19
    11. 11. In pairs or table groups, discuss the ‘stories’ of yourselves as informal learners. Consider: • What? • When? • Why? • How?
    12. 12. People learn best when they need to know something to achieve a goal The moment of need: • When we first encounter a task • When the task changes • When an obstacle arises or something goes wrong • When wanting to learn more
    13. 13. Informal learning will occur when there is… • a need • an opportunity to learn • a motivation
    14. 14. • not highly conscious • haphazard and influenced by chance • an inductive process of reflection and action • linked to others by social interaction • primarily the responsibility of the learner
    15. 15. Formal Learning Course based learning in a recognised education provider, against learning outcomes or competencies, that are assessed and recorded
    16. 16. Non Formal Learning Engaging in non course-based learning activities, such as discussion groups or meetings and workshops, provided in response to interests and needs of individuals or groups Taking part in non recognised but planned and structured programs, such as short courses
    17. 17. Informal Learning Participating in work including paid employment, non-paid work, work experience, voluntary activities and engagement in community activities Engaging in community projects and programs Pursuing activities and interests as individuals or groups at home or in the community
    18. 18. Drawing out the stories of informal learning using a discussion based methodology The questions are the key
    19. 19. Building capability … ... an all round human quality, an integration of knowledge, skills, personal qualities & understanding used appropriately and effectively ... not just in familiar and highly focused specialist contexts, but also in response to new and changing circumstances ... about potential … what the individual can achieve … Stephenson (1992)
    20. 20. 31
    21. 21. 32   Lead by example  Be consistent   Select or design the case carefully  Plan the questions carefully   Must be well planned  Must en-role players  Must de-role players  Be very careful with people’s emotions!  Making sure the learning is relevant!
    22. 22. 33
    23. 23. 34
    24. 24. Methodologies & Principles Training techniques & principles Informal Learning Learning environments Mentoring, commitment & plans

    ×