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Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
Learning Pathways
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Learning Pathways

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  • 1. TAEDEL402A Plan, organise andfacilitate learning in theworkplaceTeresa OBrienPrincipal LecturerC.Y. O’Connor InstituteMay 8 2012
  • 2. Learning in the WorkplaceReflect for a moment on your own workplace?What did you learn?Why did you learn itWhere did you learn?When did you learn?How did you learn?Image from http://ex.maqina.ro/creative-work-places/
  • 3. Definitions of workplace learning Workplace learning Workplace training Workplace-based training On the job training On the job learningDefined… structured learning that is organisationally managed and provided in association with paid or unpaid work. The focus of work-based learning is learning through work and its participants are the staff employed by an organisation.<http://www.reframingthe future.net/docs/2003/Publications/OALL_WBL.pdf>
  • 4. Learning pathways… the process and the procedure to enable workers to learnon the job with a clear beginning and end of the training.Are determined by•Identifying the goals•Describing the tasks and activities required•Sequencing the activities to meet the learners’ needs•Deciding on the model of guidance or mentoring•Deciding when and where the practice will takeThe purpose?•to ensure that the learners learn all they need to learnefficiently and safely.
  • 5. The objectives for workplace learning• To guide new employees• Support a changed job role• Address organisational change• Develop existing staff in new skills• Provide work skills and practice opportunities in apprenticeships, traineeships and other on the job experiences Learning Pathway scaleEasy to learn Difficult to learnFew things to learn Lots of things to learnShort time to implement Long time to implement
  • 6. Planning for Workplace LearningTrainers need to consider the following in a learning plan•The goals for learning•When the activities are presented•Who will be involved•Processes to teach or train (model, scaffold)•Opportunities for practice•Details of other support needed for complex tasks
  • 7. Developing a learning pathway• Allow for flexibility• Detail any external training required and secure agreement ahead of time• Be developed in consultation with the learner• Draw on learners’ experiences and encourage autonomy and independence• Allow for transfer to other contexts• Sequence activities to allow skill to develop incrementally. E.g. sweep a floor, replace spark plugs, recondition an engine
  • 8. Establish goalsFacts, concepts the physical ability behaviour,principles to perform beliefs, or values E.g.. dates, days, E.g. literacy, numeracy, E.g. punctuality months technology, respect, honesty, roads interpersonal, integrity speed signs communication
  • 9. BenchmarksDefinition- The description of knowledge, skill or attribute bywhich performance can be measured•Unit of competency-•Criteria for performance•Safety Criteria•Compliance•Position Description•Induction
  • 10. Reviewing the Learning Pathway• to continue or not• to improve planning, content, resources…• to allow learners to reflect• to self assess and reflect• to ensure accountability, legitimacy and promotion• to meet needs of external stakeholders• to comply with legislative or regulatory requirementsImage adaptedhttp://blogs.adobe.com/captivate/2011/06/captivate-training-reviewing-elearning-courses-made-easy-with-adobe-captivate-5-5.html

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