Designing

1. Designing Learning Programs

2. Topics • Definition • Components of a learning program • Defining the purpose and focus • Specifications of a learning program • Scope and breadth • Identifying the target audience • Learning styles • Pedagogical approaches • Delivery models • Learning Design • Resources • Assessment strategies • Reviewing a learning program

3. Case Study • A local business needs to develop the skills of its office admin team. There are 10 staff and you have been asked to design & develop a learning program for them. The manager cannot release staff members to attend classroom delivery. The company has identified that they require the following content in the program: • Business computing • Customer service • Green skills • They also would like this program to align to a qualification or a traineeship. After a needs analysis you are told that their needs may be best met by aligning the training to Business Services Training Package.

4. Definition Learning programs document a cohesive and integrated learning process for the learner. • learning outcomes or the learning objectives • outline the content, • sequence and structure of learning and the delivery and assessment method/s

5. What are the components of a learning program?

6. Components of a learning program • Purpose • Competencies to be addressed • Learning outcomes • Content • Learning resources and activities • Number and duration of training sessions • Delivery methods • Assessment • Program evaluation

7. Defining the purpose and focus • How would you define the purpose (reason for the program) and • focus (main point) of a learning program

8. Specifications of a learning program • The National Training Information Service (NTIS) • Course Information Documents Online • Other sources?

9. Scope and breadth – Discrete or part of a qualification • the number of competencies to be achieved • the vocational or generic skills to be developed • the subject or technical knowledge and/or theory to be learned • the work activities to be encompassed • the specific organisational learning needs to be addressed

10. Learning and assessment pathways • the number of competencies to be achieved • Professional conversation • Existing qualifications • Informal learning • Individual Learning Plan • Work based project • Learning activities

11. Target audience What do you have to know? • Sector - Vocational, Enterprise or Tertiary • Job role • Characteristics • Sources of information

12. Analysing the target audience • age range • gender mix • cultural backgrounds • ability/disability • access to technology • educational experience • related work experience • full or part time study: part time • employment status: mainly employed fulltime • language, literacy and numeracy levels • technology literacy

13. Analysing the target audience • age range: 16 to 55 • gender mix: 30% Male 70% Female • cultural backgrounds: 60% Australian, 20% Chinese, 10% Lebanese, 10% Indonesian • ability/disability: no significant disabilities • access to technology: all have access to PC/laptops • educational experience: 20% have a certificate 111 or higher • related work experience: 40% more than 10 years experience • full or part time study: part time: Need to study part time • employment status: mainly employed fulltime • language, literacy and numeracy levels: average levels, some issues with literacy • technology literacy: most are component.

14. Learning Styles • What are the different way people learn? • Auditory • visual • kinaesthetic • left/right brain • global/analytical • theoretical • activist • pragmatist • Reflective • Go to Learning Styles for more information

15. Adult Learning • adults have a need to be self-directing • adults have a range of life experience, so connecting learning to experience is meaningful • adults have a need to know why they are learning something • training needs to be learner-centred to engage learners • the learning process needs to support increasing learner independence

16. Pedagogical approaches • Learning has moved for the theories of behaviourism to constructivism and connectivism • Facilitating the learning experience • Learning by doing

17. Delivery strategies • Focus eg group / individuals • Context e.g. Workplace, Simulated, • Mode e.g.Face-to-face, Online, blended • Method eg work based, coaching, guided facilitation

18. Learning design • Sequence of collaborative of learning activities • Can incorporate single learner content, but also collaborative tasks such as discussion, voting, small group debate, etc • Can be stored, re-used, customised

19. Resourcing a learning program • Operational • Learning materials • Need to be a aware of what is available • Available resources

20. Assessment methods • Direct observation • Structured activities • Questioning • Recognition Portfolios • Product review • Third party feedback

21. Reviewing a learning progam • Questionnaire • Mapping tool • Checklist • Focus group • Structured interview • Who should be involved?

22. How do you do it? • Preparation and research • Chunk the content of a program into a learning sequence/s • Design the learning activities • Develop the assessment

23. Activity • Working in groups and using the template provided develop a learning program for the proceeding case study.

24. Summary • Components of a learning program • Defining the purpose and focus • Specifications of a learning program • Scope and breadth • Identifying the target audience • Learning styles • Pedagogical approaches • Delivery models • Learning Design • Resources • Assessment strategies • Reviewing a learning program