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

1. 4 tier program spanning : October 2010 – April
2011
Effective Delivery and Assessment
Strategies for Diverse Learner Groups

3. Four workshops scheduled between
October 2010 – April 2011
electronic & mobile learning guidance
Mentor framework
Individual project plan

6. Methodologies &
Principles
Training
techniques
Informal learning
Learning
environments

7. Understanding diverse learners learning styles
and characteristics

12. Knowing your preferred learning style – respond to the following questions
As a learner
As a Trainer My learning style influences how I …..
?

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• 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?

17. ‘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.

18. • 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

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21. In pairs or table groups, discuss the ‘stories’ of
yourselves as informal learners.
Consider:
• What?
• When?
• Why?
• How?

22. 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

23. Informal learning will occur when there is…
• a need
• an opportunity to learn
• a motivation

24. • 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

25. Formal Learning
Course based learning in a recognised education
provider, against learning outcomes or
competencies, that are assessed and recorded

26. 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

27. 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

28. Drawing out the stories of
informal learning using a
discussion based methodology
The questions are the key

29. 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)

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
 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!

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35. Methodologies & Principles
Training techniques & principles
Informal Learning
Learning environments
Mentoring, commitment & plans