astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131This paper authored by Helen Bound and Arthur Chia from Singapore\u2019s Institute of Adult Learning (IAL) sets out 6 principles of learning design. Its aim is \u201cto assist adult educators in thinking about how to design learning holistically, so that doing and knowing are integrated\u201d \u2013 which will lead to strengthened and better learning outcomes.<\/p>\n
This involves making effective use of real-world work practices and settings that \u201cembodies complexity of work and enables learner engagement.\u201d Learner engagement is a critical aspect of authenticity, as is engagement with the complexities and nuances of the work of a particular profession or vocation (including cross boundary work).\u201d Thus, \u201cin authentic design, learners are actively engaged, the activities lend themselves to lots of dialogue amongst peers to assist with developing deep understanding that is holistic.\u201d This is a much deeper and richer learning approach than more traditional ones, the authors suggest. It requires learners to bring together all the different aspects required for effective performance.<\/p>\n
This requires that every aspect of the student\u2019s learning experience \u201call works together for a common purpose.\u201d This means that \u201clearning purposes and outcomes, assessment design and learning activities and the place of learning, need to support each other.\u201d This also means that teachers need to work effectively as teams to ensure their individual contribution to learning is aligned with, and helps contribute to, those of their colleagues. Put simply, they need to talk things through, and all get on the same page.<\/p>\n
As the paper points out this process \u201cintegrates knowing, doing, thinking and feeling. It integrates theory and practice, the technical and generic, and \u2018learning to learn\u2019 capabilities. Being holistic aims for learning to be inclusive of the wider ethics and values of the profession or occupation, and involves integrating knowledge, skills and experience.\u201d<\/p>\n
Holistic design is important in developing the core of what it means to be a particular professional, or in a particular role or vocation. Task specific competencies or capabilities are therefore not enough, they cannot be separated from the context in which the tasks or skills are used in the real world.<\/p>\n
To address this principle \u201clearners need to be engaged in giving feedback, and receiving feedback from peers, educators, work supervisors etc. (where appropriate) and in self-assessing their own performance.\u201d \u201cThe purpose of such a feedback loop is to improve performance \u2013 [and] this is why feedback needs to be a discussion and from multiple sources.\u201d<\/p>\n
This principle \u201cenables learners to make judgments about their own and others\u2019 performance. In some cases and fields it can also involve making and evaluating ethical judgements.\u201d This is an area that can be ignored in VET delivery, especially in \u2018caring occupations\u2019 and those requiring strong interpersonal connections because outcomes are less tangible and readily measured.<\/p>\n
As the paper points out: \u201cJudgement is an essential part of the learning and assessment processes because the development and use of judgement is fundamental in enabling learners to understand their own work.\u201d Good judgement skills are also required for them to practice their vocation effectively. Judgements can also be undervalued as a valid part of the assessment process.<\/p>\n
This principle \u201cinvolves learning to learn, [and developing] deep understanding \u2013 thus enabling application to multiple situations and contexts,\u201d and being able to enquire and look at things from multiple perspectives. In essence, it\u2019s about future proofing the learner so they are not tied to the \u2018here and now\u2019 and can continue to learn, grow and thrive. They need to learn to think, it\u2019s suggested. Thus, \u201cthe emphasis is on the ability to resolve unfamiliar or non-standard problems.\u201d<\/p>\n
In fact, and we have been over this ground before in other VDC News articles here<\/a> and here<\/a>: \u201cFuture-orientedness involves many of what are variously called 21st century skills, or the new \u2018top 10 skills\u2019, such as critical thinking, creativity, learning to learn.\u201d<\/p>\n At the heart of this is VET practitioners moving from being \u2018monologic\u2019 to \u2018dialogic\u2019. That is, the educator moves from being the expert and the student the passive recipient to where the educator becomes the facilitator and scaffolds but increasingly hands over responsibility for learning to learners. In this role the educator becomes the \u2018critical questioner\u2019. The learner now becomes actively engaged, is part of an authentic learning community, and is also a problem solver, critical questioner, and reflexive \u2013 that is, a learner who can explore his or her experiences to become more conscious, open-minded, self-critical and empowered.<\/p>\nA big message<\/h2>\n