TAEDES401A – Design and Develop Learning Programs

A learning and assessment strategy to deliver a unit of competency/qualification

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

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

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

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

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

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

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.

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

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)

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

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

• 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

• 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

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

• 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

• 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

Role of the Learning Program

• A sequenced learning experience to achieve competency

• Supporting the “know how” and the “know why” aspects of competency

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

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

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

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

Select units of competency

• Follow the packaging rules• Analyse requiremetns of

individual/workplace/group• Identify the AQF level• Select most appropriate units

Indentify knowledge and skills requirement

• Analyse the knowledge and skills component for each unit and the whole qualification

What is a unit analysis

• Develops a picture of the unit of competency to identify– Learning activities– Assessment activities

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

Cluster units for delivery

• Units with similar or complementary knowledge and skills can be clustered for delivery

• Clustering may involve two or more units

Training package materials

• Refer to training package materials for:– Units of competence– Packaging requirements of units for qualifications

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

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

Identify Learning Resources

Steps:

1. Read the Unit of Competency

2. Read the subject topics

3. Determine suitable and relevant resources

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?

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

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

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

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