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TAEDES401A – Design and Develop Learning Programs
A learning and assessment strategy to deliver a unit of competency/qualification
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Designing a Learning Program
• NVR – National VET Regulations - Essential mechanism for the regulation of vocational education and training (VET) is the national standards against which applicants/RTOs are assessed. Prior to the establishment of the national VET regulator, ASQA, the standards that applied to an RTO's or applicant's registration were found within the Australian Quality Training Framework (AQTF).
• Training PackagesTraining Package qualifications consist of groupings of units of competency which identify the underpinning skills and knowledge required.The trainer needs to prepare documentation showing how training will be delivered to enable students to achieve competency
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Learning Program Content
• The following should be included in the learning program:– Activities– Learning styles– Possible assessment methods– Delivery modes– Existing resources– Learning resources to be developed– Work-based tasks– On-the-job-training
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What Does a Learning Program Look Like?
• No prescribed format• Based on learning requirements of the
units of competency• A summary of the delivery• Details of assessment• Documentation of delivery hours
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Learning Program
• 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– Any required resources
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Learning Program
• 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
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Contextualising the Learning Program
• Contextualisation is the process of taking the learning program or resource and making it meaningful to individual learners
• The learning program could be modified for:– A particular workplace– Individual learning styles– Groups of learners who are unable to access the planned
environment– Learners with special language, literacy and numeracy
requirements– Learners with disabilities– Particular age groups and level of previous experience
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The bigger picture
Learning Strategy
Learning Programs Learning Programs Learning Programs
TrainingPackage
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The learning program could be a subset of a bigger learning strategy – the learning strategy can provide an organising framework for the delivery and assessment of qualifications.
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Development stages of a learning program
Step 1Define the parameters
of the learning programwith the client
Step 2Generate options for
the design ofthe learning programs
Step 3Develop the learning
program content
Step 4Design the structure
of the learning program
Step 5Review the learning program
Step 6Implement the learning program
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Features of a Training Package
Endorsed component• Competency standards• Assessment guidelines• Qualifications
Non-endorsed component• Learning Program• Assessment materials• Professional Development materials
The non-endorsed component is developed by the training organisation (RTO)
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Basic Principles of Learning Styles
• Each individual has an individual style of learning. This style may contribute to the employee’s ability to comprehend the subject matter and apply its content to the workplace
• Workplace trainers need to be aware of the trainee learning styles so the training program will be effective
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Learning Style Categories
• Kinesthetic– Are more comfortable and effective when they are
‘doing’. They are particularly good at ‘hands-on’ activities
– Their attention spans are often short– These learners will benefit from team activities,
role plays and discussions
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• Auditory– Benefit from auditory stimulation– Are stimulated by talking rather than reading– Have a tendency to be attracted to sound– They contribute best when using question and
answers and group discussion techniques
Learning Style Categories
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• Visual– Benefit from visual representations– Activities include writing, videos will capture their
attention– They fail to participate actively in group
discussions, and lose concentration during lectures
Learning Style Categories
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Characteristics of Learning
• Permanency– Permanency reflects learning or is a result of
learning– After learning has taken place, something has
changed– This is permanent until it is modified or replaced
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• Experience– Learning occurs in, with and through experience– It is through experience of:
• Environment• Others• Situation• Problems
• And through– Interactions– Observations– Reflections
• These characteristics are very important when investigating recognition of prior learning
Characteristics of Learning
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• Situations– Much of the learning we experience is informal,
unconscious, and incidental– This can occur through observation and
socialisation– Semi-formal – skills may be practiced– Sometimes learning is deliberate – this may be
classroom based or when you need to learn a specific skill or task
Characteristics of Learning
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Role of the Learning Program
• A sequenced learning experience to achieve competency
• Supporting the “know how” and the “know why” aspects of competency
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Identify Competencies
• A competency consists of skill, knowledge or any characteristic that when applied results in effective or superior job performance
• Competencies can be seen as a collection of behaviours that in combination result in superior job performance
• Many organisations are now using Competency-based job descriptions
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Features of a Competency Model
• Identify outcomes of the job• Personal characteristics that
are need to be successful to the job
• Use of focus groups• Develop the competencies in
priority order• Should be job related and
legal• Should be legally compliant
• Persistence• Information gathering skill• Interpersonal skills• Networking ability• Creative – develop solutions• Integrity
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Influences
• A trainer needs to know about the learning environment in which learning will take place:– National standards, codes of practice, legislation –
industrial relations, OH&S obligations– Organisational OH&S policies & procedures– Business or industry knowledge specific to the training– Training Packages and their competency standards
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Learning Program Preparation
Steps:
1. Select Units of Competency
2. Identify knowledge and skills requirement
3. Cluster Units for delivery
4. Refer to Training Package
5. Develop a Learning and Assessment strategy for each unit or cluster
6. Teaching and Learning details
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Select units of competency
• Follow the packaging rules• Analyse requiremetns of
individual/workplace/group• Identify the AQF level• Select most appropriate units
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Indentify knowledge and skills requirement
• Analyse the knowledge and skills component for each unit and the whole qualification
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What is a unit analysis
• Develops a picture of the unit of competency to identify– Learning activities– Assessment activities
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Unit analysisWhat is the work activity? Unit title
What does the work activity involve? Unit description
What skills are needed to perform the work activity?
Elements
What level of skill is needed? Performance criteria
What are the conditions under which this work activity may be conducted?
Range statement
What evidence is needed to prove that a person is competent?
Critical aspects of competency
What knowledge and skills are needed to perform this work activity?
Underpinning knowledge and skills
What generic work skills are needed? Key competencies
Where should evidence of competency be gathered?
Context for assessment
What resources are required to gather the evidence?
Resource requirements
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Cluster units for delivery
• Units with similar or complementary knowledge and skills can be clustered for delivery
• Clustering may involve two or more units
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Training package materials
• Refer to training package materials for:– Units of competence– Packaging requirements of units for qualifications
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Learning and assessment strategy
• Develop a learning and assessment strategy for each unit or cluster– Structure learning requirements into topics– Identify learning resources– Develop learning activities– Develop assessment tools
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Issues
Issues:• Focus of unit - technical, behavioural or knowledge• Opportunities and capacity to cluster
units/elements/performance criteria• Assess performance and underpinning knowledge• Principles of assessment: valid, reliable, fair, flexible
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Identify Learning Resources
Steps:
1. Read the Unit of Competency
2. Read the subject topics
3. Determine suitable and relevant resources
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Checklist for Resources
• Is the resource current?• Does the resource cover the competency standards or learning
outcomes that need to be addressed in the learning program?• Does the resource provide clear and comprehensive information?• Does the resource clearly identify its purpose and objective?• Is the resource able to be contextualised to meet your learner's needs?• Does the resource offer flexibility for delivery and assessment?• If a course has been selected, do the hours and costs seem
reasonable?• Is the resource recognised by accrediting bodies or organisations as
covering the training requirements?
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Assessment Method
• Read the unit of competency
• Consider key principles
• Consider opportunities and capacity to cluster
• Devise examples of assessment tasks
Steps in Choosing Assessment Method
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Choosing Assessment Methods
Observationof actual
workperformance
Observationof simulation
Examination ofwitness
testimony/thirdparty reports
Oralquestioning
Examination ofwork samples
Examination ofworkplace
project
Examinationof portfolio of
evidence
Written tests/assignments
More directLess direct
Performance
Knowledge
Focus
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Design the Structure of the Learning Program
• The development of session plans facilitate effective course delivery
• Once the content is determined and the structure of the program is defined it is then easier to determine the timeframe required for delivery
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Review & Evaluation
• All programs must be reviewed for quality assurance and continuous improvement
• Include the following in the review process:– Other users of the program– Trainers, teachers and assessors– Learners– Management– Employers– There are many more who may be appropriate in the review process
• Use many and varied tools of evaluation to gain a complete understanding of whether the program has been a success