Learner Profiling: Impact on and Benefits to Developing Care Professionals

1. Learner Profiling: Impact on and Benefits to Developing Care Professionals By Margaret Finch, BA., MA., Dip Stat., Dip Crim Psych.

2. Task of Higher Education Institutions “There are increasing social and economic pressures on higher education to generate a wider ranger of knowledge, skills and attitudes for coping with the demands of our ‘super complex age’. The current pace of technological and social change is impelling teachers to think in terms of educating students not for today’s problems but for those of tomorrow” (Light and Cox, 2001)

3. Learner Profiling Involves having adequate knowledge of: • Individual learning styles. • Learning Process. • Adult Learners.

4. Individual Learning Styles • Learning Style Taxonomies: Most commonly worked with; Apter: Motivational Style Profile , Vermunt: Inventory Learning Styles , Allinson and Hayes: Learning Styles Questionnaire, Felder: Index of Learning Styles Inventory.

5. Individual Learning Styles Continued • Issues of Validity and Reliability: Construct, Test Re-Test, Internal Consistency, Predictive.

6. Understanding the Learning Process No learning without action and no action without learning (Revans, 1991). Knowledge is composed and constructed continuously through learners’ cognitive activity and participation (Choi, 2006).

7. Understanding the Learning Process • Learning Cycle; • Active Experimentation, Concrete Experience, Reflective Observation, Abstract Conceptualization (Kolb, 1984).

8. Understanding the Learning Process Five Factors underpinning learning; wanting, needing, doing, feedback, digesting (Race, 2006). Understanding learning process through understanding individual information processing (Shannon Consortium, 2008).

9. Understanding Adult Learners Individual need assessment. Safety. Sound relationships. Sequence of content and reinforcement. Praxis action and reflection or learning by doing. Respects for learners as decision makers.

10. Understanding Adult Learners Ideas, feelings and actions. Immediacy of learning. Clear roles and role development. Teamwork and use of small groups. Engagement of the learners in what they are learning. Accountability.

11. How to Apply Learning profile Knowledge Co-ordinated Transparent Approach in Organization. Implicit/ Explicit Contract: Student and Lecturer. Positive, Safe, Caring Learning Environment. Group Contract: Respect, Active Participation. Transparency in Course Content. Clear, Relevant and Practical Assessment Processes.

12. Teaching and Learning Strategies Didactic. In Class individual/Group Research/discussion. Role Play. Case Studies. Video/DVD Work. Action Learning Sets/Problem based learning.

13. Teaching and Learning Strategies Experimentation work. Guest Speakers. External Learning Options: Media, Conferences. Professional Work Experience. E Learning.

14. Assessments Continuous Assessment. Integrated Projects Problem based. Exams: Written/ Oral. Practical Exams/ Presentations/ Written Assignments. Professional Observations of Work Experience.

15. Assessments Individual/ group. Reflective Journals. Alternate Medium use e.g. Video. External Supervisor Assessment. Student Self Assessment/ Peer Group Assessment.

16. Feedback Prompt. Consistent. Clear. Constructive. Informative. Motivating.

17. Impacts and Benefits For Student • Meet individual learning needs. • Experience both Group work and Individual work. • Improve student study and learning skills. • Increase in students self accountability in their learning and their sense of ownership of their acquired knowledge.

18. Impacts and Benefits for Care Professional Development Critical Thinkers. Reflective Practitioners. Informed Role Models. Adaptable. Effective Communicators. Initiative Takers. Team Players. Leaders of innovation.

19. Bibliography Race, P. (2006) The Lecturer’s Tool Kit. A practical guide to learning teaching and assessment, Routledge Falmer: Abingdon. Carlile, O. and Jordan, A. (2005) It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. Emerging Issues in the Practice of University Learning and Teaching. All Ireland Society for Higher Education (AISHE) www.aishe.org/readings/2005-1/carlie-jordan- Choi, M. (2006) Communities of Practice: An alternative learning model for knowledge creation. British Journal of Educational Technology, Vol. 37., No. 1. Finch, M. (2008) A Reflective Comparison of ‘Action Learning’ Methods’ and ‘Traditional Study Group Methods’ on Professional Development of Third Level Community/ Social Care Students. Presented at International Action Learning Conference: Practices, Problems and Prospects, Henley. Awaiting publication. Kolb. D. A. (1984) Experiential Learning: Experience as the source of learning and development, Prentice-Hall: New Jersey. Light, G. and Cox. R. (2001) Evaluating: Teaching and course evaluation. Learning and teaching in Higher Education: The reflective professional, Mission statement, Office of Institutional Research, University of Florida.

20. Bibliography Revans, R. Cited in Pedler, M., Burgoyne. J. And Boydell, T. (1991) The Learning Company. A Strategy of Sustainable Development, Mc Graw – Hill: London. Shannon Consortium (2008) Learning Styles. Summary Report. An analysis of third level learners in the Shannon Consortium 2007- 2008. Vella, J. (2002) Learning to Listen, Learning to Teach: The power of dialogue in educating adults, Jossey Boss: San Francisco. Waddill, D. & Marquardt (2003) Adult learning orientations and action learning, Human Resource Development Review. Vol.2., No.4.