Written Questions Assessment Task 1

List and explain 5 adult learning practices.

Following are the five adult learning practices:
 Action science
An intervention approach that enable learners to maximise their effectiveness in social
circumstances with increased awareness of their interactions and actions. The mental
model, stories, assumptions and images are stored in human brain which is often
unexamined, untested and sometimes wrong. In action science, the mental models are
moulded into consciousness which serve us better (Raelin, 1997)
The main goal of action science learning is to produce knowledge for learners which are
backed by real experiences and evidences.
 Applied learning model
This learning model comprises of learners interacting and contributing to society by thinking,
collaborating and connecting which is encouraged through learning experiences. The learning
experiences are often occurred in various setting such as workplace, community or
classroom. The learners combine the personal, professional and realistic skills with the
theoretical knowledge. (Introduction to the Applied Learning Framework and Model,
2018)
 Discovery learning
Discovery learning is the sort of learning practice which occurs when conceptual
understanding or target information is not provided to the learner and they must
independently find it with only the given materials. In this learning method the provided
materials can be intensive or minimal or both and can take many forms. The provided
material or assistance given to learner is dependent upon the instructional methodologies
being compared with and the difficulty discovering the target information.( Alfieri & Brooks
& Aldrich & Tenenbaum, 2011)
 Problem Based Learning
This learning theory was discovered by Barrows and Tamblyn (1980) based on the
constructivist learning theory. Problem based learning is based on solving open ended
problem which help the learner to understand the topic clearly. the problem solving
transcends the use of predetermined solution and emphasises on valuable attributes and
skills such as information acquisition, community connectivity and coordination.
 Social Learning
Social learning theory emphasises on the fact that learning is a cognitive process and learning
can occur merely by observing the actions, guidance, reward and punishment. The actions
that are praised are often deeming to stay whereas the punished actions are stopped. It is a
learning theory as well as a social behaviour theory which encompasses the observing of
actions without any motor reproduction.

What is the aim of contemporary policy and approaches to vocational learning

and assessment?
The contemporary policy related to VET values the quality of VET in Australia. Its aim is to monitor and
audit VET quality. There are 5 policies that form VET quality framework which are:

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  Australian Qualification Framework (AQF)

AQF monitors the quality of learning outcomes of VET training programs and aims to
discourage short duration of VET training courses that barely provide training sufficient to
qualify.  

 Standards for Registered Training Organisations (RTOs)

It comprises of legislations and regulations and monitoring the eligibility of the training
organisations to deliver VET.

 Fit and proper person requirements

It checks the suitability of owners, executives and senior managers of the registered training
organisation to rule out unfit and improper people owning and managing RTO.

 Financial viability risk assessment requirements

It determines the capability of an RTO to maintain its financial stability by being obliged with
the financial regulations and viability.

 Data provision requirements.

It specifies that RTOs must submit quality indicators annually and data when requested.

Describe the following learning styles and how each style can be used to
encourage learners:

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Learning Explanation How to encourage learners
style

Theoretical These learners understand the theory behind any These learners like to read theories, quotes and
learners action. They seek to enjoy following and reading stories along with the background information.
models and facts as a learning process.

Pragmatic These learners want their learning to be practical in These learners like to experiment with ideas,
learners real world. They don’t get involved in abstract techniques and theories which enables them to think
knowledge but rather seek real world practice. to assimilate it with reality

Activist These learners learn by actions they do. They need These learners like to get involved in group activities
Learners to perform and experience whatever knowledge they and discussions, brainstorm and problem solving
have learned. They have open mind and don’t sessions.
consider bias in situations.

Reflective These learners tend to learn by observing and do the These learners like to get involved in learning
Learners analysis of the situation as their learning process. sessions where thing are visual and demonstrated by
They observe from the sidelines and gather the tutor.
information and compare it with the experiences
they perceived to find a conclusion.

Kinaesthetic These learners tend to learn through their body and These learners like to get involved in practical
Learners sense of touch. When they try to learn, they prefer demonstrations and session when learning.
to work on the physical part of it.

Audio These learners learn better through the auditory These learners like to do learning through rhythm,
Learners input i.e. sound and music. They are more inclined sound and music. They can focus better when sound
towards learning through the audio and use their is used in visualisation and association.
imagination to perceive the learning.

Visual These learners learn better through the sense of These learners tend to learn better through the
Learners sight. They like to incorporate the imagination in the visualization such as graphics, diagrams, maps charts.
visualisation.

Tactile These learners tend to learn through their body and These learners like to get involved in practical
learners sense of touch. When they try to learn, they prefer demonstrations and session when learning.
to work on the physical part of it

Left and These learners learn through reading and writing. They learn better by taking notes and rewriting to
Right Brain consolidate the learning.
Learners

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In what part of the learning experience would you use the following training
techniques?

 Instruction and explanation

Instruction and explanation are commonly used in teaching when teachers use instructional
methods consisting of principles to relate and enhance training to students/learners. (Honary,
2019)
It is a formal style of teaching style and a knowledge based learner style. The most common
example of it is a lecture that states clear instructions and covers details explicitly.

 Questioning
Questioning is a significant training technique in any learning experience. Question can range
from lower level to higher level based on the information needed. According to Redfield and
Rousseau, as cited in Hattie, lower level questions just aim for suface level information whereas, a
mix of lower and higher level questions aim for the deeper understanding and information.
Effective questioning can play a vital role in learning experiences such as
1. It reinforces the learning goals and objectives
2. It connects previous and new learning
3. Provides feedback on students learning helping teachers to modify their teaching
4. Help students to understand better and understand the increased level of challenge in
lesson
5. Promotes speculation and hypothesis for students
6. Encourages students to pool in their ideas and opinions

 Practice
Practice technique in any learning experience counts for the success of that experience as it helps
consolidate learning through repetitive and persistent performance that enables a learner to
become an expert. Practical knowledge and awareness is a key of understanding a lesson or a
task by a learner.

 Written Information
Written information has been a part of training technique for centuries. The communication by
teacher is not only through reading but also by writing. The best example can be the handout
provided by the teacher which is not pages out of a textbook rather a document that teacher
writes containing summary of important points for learners. (Prozesky, 2000)

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 The most common examples are the textbooks which contain masses of written information and
written information can nowadays be presented digitally and electronically.

 Group, Pair, and Team Activities

Group, pair and team activities is a highly effective training technique. It helps learners to work in
a group and break complex huge tasks into simpler small ones. It teaches them the sense of
responsibility, planning and time management. Group member schedule meeting and sessions to
discuss and explain complex topics to each other and gain feedback regarding the work. It helps
learns to consolidate their communication skills and team work skills.

 Individual Activities
Individual activities are knowledge based activities which require learning demonstration and
assess the autonomy of the learner as well. Students elaborate their personal motivations and
initiative by demonstrating their strong learning.

 Demonstration
Demonstration is the activity performed by trainer/teacher that is to be mimic by learner for a
task. For understanding a lesson or complex topic demonstration can be of any graphics, image,
chart or diagram. It grasps the learns attention and keep them concentrated on the topic.

Assignment Assessment Task 2

 Scenario 
You have recently taken on the role of Senior Trainer/Assessor for a vocational education and training provider
ABC Institute.

After observing two Training sessions, you have decided that you will do an evaluation on the training
department and come up with ways on how to improve the training in a way that is effective and engaging for
students.

Part A (Review and Recommendations Documents)

For this task you will be required to consider how to improve the learning practises in the training department.
Document the following:

Review and document the effectiveness of the existing training and assessment
practices.
Review The Two Trainers Style of Training. Identify the issues that could be:
Trainer 1
Following are the areas where the training needs improvement.

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The trainer was reading out the slides from the PowerPoint presentation which lacked the preparation
beforehand for the presentation. The audience can understand and read the slides and reading the slides
slows down the presentation dynamics and affects the persuasive power of the presenter. It also contributes
towards the lack of attention and interest from the audience. When there is too much text on the slides, the
learners lose motivation and attention which caused learners disengagement and making regular trips for
bathroom. When there are less graphics and images in presentation, it is harder for the audience to visualise;
full paragraphs and no images make presentations boring. The use of too many text words make it harder for
learners to absorb the information and less memorable.(Anon 2020)
The trainer allowed only half hour lunch break in a six hour session which made the audience disturbed and
less conscious about the presentation.

Trainer 2
Following are the areas where the training needs improvement:
The trainer jumped between topics and session plan was not followed as the trainer did not prepare for
seminar well enough. Another reason for not following session plan can be that the session plan was not
formed accordingly. The information was not delivered adequately which caused confusing amongst students
and trainer’s method of delivery was not appropriate. The trainer kept going off topic which wasted a lot of
session time causing students to stray away from the topic. The trainer portrayed lack of preparation and the
involvement in debate showed lack of responsibility. The wastage of time and resources also let to financial
loss. The unit of study lost learning time and focus and compromised students time and efforts.

Make recommendations on how to improve the current training practices. In

your recommendations include.

a) A range of appropriate learning theories and instructional design principles that can improve
learning practice

The following theories can improve the learning practice in the above two scenarios:

 Behaviourism

This theory states that all behavior learning is done through interaction with environment
through a process of conditioning. The behaviour of the learner is the response to the
environmental stimuli. Behaviourism considers behaviours that are only observable stimulus-
response, as they can be studied systematically.(McLeod, 2017)

In case scenario of tutor 1, the students are less conscious and less interested in the seminar. The
tutor can recognise the behaviour of the students and apply the positive reinforcement such as
appreciating the response input from students and praising their attentiveness towards the
seminar. Tutor can apply negative reinforcement for those who don’t involve in providing input
during seminar. According to behaviourism theory, the environment of the seminar should be
tailored in a way that help students to absorb as much knowledge as they could such as
illustrating graphics in presentation and providing auditory input to the seminar.

Whereas, in case scenario of tutor2, students seem to go off topic and tend to get involved in
debate. With recognising the student’s behaviour and their interests, tutor can adapt some
changes in teaching styles as well as apply positive and negative reinforcement. Positive
reinforcement can be praising and appreciating questions and feedback from students about the
understanding of the topic. Negative reinforcement can be giving students behavioural warnings
who get involved in debates and try to stray away off topic.

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 Cognitivism

Similar to Behaviourism, the theory of congnitivism focuses on the mental structures but It rather
focuses on more complex learning such as reasoning, information processing and problem solving
than of a behavioural perspective. (Schunk, 1991).

In case of tutor1, there should be an emphasis on the involvement of the students by performing
monitoring and revising techniques. There should be a structure approach to optimize processing
of information by learners such as provision of summaries, outlines and handout. In addition,
tutor can create an atmosphere that helps learners to adhere to the previously learned material
by recalling relevant examples and analogies.

In case of tutor 2, there should be consideration of performing monitoring and revising

techniques on the students as they tend to stray away from the topic. There should be
sequencing and organisation of information for the ease of information absorption by the
students.

 Connectivism

This theory focuses on the opportunity of connectivity that gives learners a choice of learning by
performing group collaboration and discussion, allowing flow of different perspectives and
enabling complex problem solving and decision making.

Tutor 1 can use the theory of connectivism by allowing the students to form groups during
seminar to make them more involved and attentive during the session and allowing better
learning. The formation of groups or allowing discussion amongst the groups can lead to better
learning and problem solving in the seminar. Along with that, the creating of a group or a
discussion platform on social media can encourage the students to be involved in the learning as
well.

Similarly, tutor 2 can form groups in their respective seminar to discourage students from
straying away from the topic. They can be more interested in the seminar if they are provided
with learning infused with technology such as simulation. Tutor can perform simulation of
practical knowledge and can perform gamification of subject being learned. The students can be
provided with games related to the subject to make it look more appealing.

 Andragogy

This theory emphasises on the adult learning and states that adult value learning when there is a
need, of immediate value, is problem solving and experiential.

In both cases of tutors, they can apply this theory similarly as they can explain to the students the
need for the topic being taught. They can instruct the students regarding the topic by considering
the wide range of diversity and background of students as well as learning material should allow
different level based on the experience of students. Since all the students in both cases are adults
and adults are self-directed, there is no need to provide detailed instruction rather; they can
discover things for themselves through instructions. Guidance and help is only needed when
mistakes are made by the students.

b) How the learning practice reflects the qualification requirements in the organisation.

Training and assessment quality depends on the trainers and assessors knowledge and skills. The stA
andards set by AQSA specify that trainers must be skilled VET practitioners with current knowledge
and skills. This standard is a guarantee that students receive a qualification that is ensured by proper

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 assessment. The trainer must maintain current knowledge and skills in both vocational education and
training and their industry area.
According to AQSA, following are the requirement for a trainer from 01/07/2019:-
 Must hold certificate IV in training and assessment TAE40116 or
 Must hold certificate IV in training and assessment TAE40110 plus TAELLN411 or TAELLN401A,
and TAEASS502A or TAESS502B or TAEASS502 or
 Must hold a higher level qualification in adult education

https://www.asqa.gov.au/standards/training-assessment/clauses-1.13-to-1.16
Skills and experience vary for every trainer. However, following skills are deemed essential for
trainers:
 Facilitator

A trainer must have skills to facilitate his/her students for their needs during the course

 Presentation

A trainer must be good at presentation for its student to follow and get interested in the
lesson

 Communicator

Be a good communicator to create a strong relationship with students where opinion and
ideas are welcomed

 Creative

A trainer must know how to be creative with the teaching techniques

 Active listener

Being able to hear and help wtih the challenges that are being faced by the students, trainer
must be a good listener.

 Organizer

A trainer must organised to help students with learning.

 Time management

A trainer must have time management skills.

 The cohort of learners and their needs.

The credentials of the individuals who apply for leadership and management experience variety of
industry and business contexts.

Even though, students who are enrolled in such course have different skill sets but to become a manager
and a leader, it is ideal for them to have skills that help them excel in both as a manager and a leader. As a
manager they need to come up with innovation and unconventional strategies along with their regular
responsibilities. They should motivate and inspire their employees to be a good leader. In addition, as a
leader they need some additional management skills such as recruitment, delegating responsibilities,
budgeting and handling employees for the success of business. The program will help the student to
improve their approach to develop communication skills and strategies. (LSBF Staff 2019)

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 The student’s cohort can apply for career outcomes such as business manager, branch manager, retail
manager, team leader or supervisor, business owner and project manager.

Part B

Learning style Questionnaire

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10
11
Student Feedback

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13
14
15
Colleagues Feedback (2)

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Report

Introduction
Students learn best when they see value and importance of the presented information. When students are not
presented with the material of their interest, they will choose not to learn it. In order to attain the goal of
student learning, it is crucial that such a combination of teaching methods are used to make atmosphere of the
classroom interactive and stimulating. Students tend to learn in different ways. Some are auditory, while
others are kinaesthetic or visual learners.
(Gilakja 2012)
Learning Styles
Learning styles are defined in multiple ways based on the perspective. According to Brown (2000), learning
styles are the manners in which information is perceived and processed by an individual in learning situations.
There are three core learning styles which are:

Visual
These learners think and learn best through pictures and images. They depend on the trainers’ body
language which are non-verbal cues to help understanding the lesson. They prefer sitting in the front
of the classroom and take notes over material being presented. (Ldpride,n.d.)

Auditory
These learners learn through listening and interpreting the information they heard by the means of
emphasis, pitch and speed. These learners learn from reading out and may not understand
information written fully.

Kinaesthetic
These learners learn with hands-on approach. They prefer interaction with physical world. They suffer
hard time focusing on the target and can be distracted easily.

Role of technology in class

Technology in class can be as basic as data recording tools to as complex as learning management system.
Technology being incorporated in student learning plays a vital role in education system. We cannot deny the
opportunities that technology offers to the students such as accessibility to information.
There is an imminent need for changing the current education paradigm in classroom from industrial age and
factory model to learning focused and information based paradigm. Based on several researches, one possible
vision stated that technological tools are necessary for the significant improvement in new paradigm of
learning. To further explain this, we currently focus on four major and four minor roles that are all integrated
into one single powerful system known as Learning Management System (LMS). This tool is integrated and
comprehensive for paradigm of information age education. (W. R. Watson, S. K. Lee, & C. M. Reigeluth, 2007)
its major roles are recordkeeping, planning, instructions and assessment of learning. Whereas, the secondary
roles include general data, communication, personnel information and administration.
Interactive Class
Interactive class can be created through interactive teaching which involves instructing students in such a
manner that they become actively involved in the process of learning. There are several ways to form such an
environment. It can be done through teacher-student interaction, student-student interaction, usage of
visuals, video and audio and demonstrations and exercises.
Tutors can encourage students to become active members by using their own brain and thinking on their own
which results in long-term memory retention. This improves knowledge, interest, strength, team spirit and
freedom of expressing opinions.

There are three teaching strategies that can encourage class involvement by students which are
 Think, pair and share: involving pairing up students and assigning them a problem for which they do
problem solving and share their result
 Brainstorming: involves pairing up students in groups to work and learn together to come up with ideas
 Buzz session: involves forming session groups that focus on single topic, encouraging discussion
In addition, there are several activities that can increase class involvement and make it interactive such as:-

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 Checking misconception
 Exit slips
 Circle the questions
 Ask the winner
 Pair-share-repeat
 Forced debate
 Peer review writing
 Board rotation
There is another way to make class interactive which is through the process of gamification. It involves the
creation of interactive games that boost learning in class based on the age group of the students. Most basic
games are:-
 Crossword puzzles
 Scrabble
 Bingo etc. (Knapen 2018)

Improvement areas for Business course

To improve the business course, the tutor has to be proficient enough. There are several tips for tutors to
overcome the challenges during the course delivery of Business studies. They include:-
 Finding the real definition of business in their state
The business subject can purely cover the knowledge behind owning, running and working in a
company or can be computer applications to the business standards. It is recommended that tutors
become aware of the state’s business standards.
 Planning to manage classroom
There are certain challenges in teaching a class where there are students from various backgrounds
and to overcome it, tutors must come with a solid plan to teach, assess and grade students. They also
have the choice of choosing the learning style and to which extent they want their class to be
interactive.
 Design a curriculum
 Collect classroom resources
 Talk to colleagues
 Reach out to professionals through networking
 Line up technical support (Zook 2018)

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 Part C

Training Session

VET Topic: HOW TO MAKE A GOOD PRESENTATION

Planning the Training Session

- The delivery and assessment strategies

The delivery of the session will be online through Zoom meeting. The students will be sent an
invitation email mentioning the scheduled time and date in advance.
The assessment will be done through assignment which will contain questions regarding the
session.

- The learning resources and materials that will be used

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The Session Plan

TASK START END DURATION

Introduction 9am 9:10am 10 minutes
Steps to make good 9:10am 9:15am 5minutes
presentation
Where to start 9:15am 9:20am 5minutes
Preparing 9:20am 9:30am 10minutes
Parts of presentation 9:30am 9:35am 5minutes
Attention 9:35am 9:45am 10minutes
Practical Tips 9:45am 9:50am 5minutes
Conclusion 9:50am 9:55am 5 minutes
Questions and feedback 9:55am 10:05am 10minutes

In -Class Presentation

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The assignment Given to Students

1. What steps do a good presentation have?

2. Where do we need to start to make a presentation?

3. What are the parts of a presentation?

4. Does attention of audience matter?

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 5. How do we gain audience attention back?

6. Should the presentation be limited to number of words and slides?

Feedback from Students (Training Evaluation)

QUESTIONS RESPONSE (y/n)

Was the presentation interesting?

Was the presentation well delivered?

Were the graphics and images used in presentation

suitable?

Was the information delivered correctly?

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 Part D

Mentoring session with colleagues: A report

Mentoring session plan for Trainer 1 and 2:

Objective The objective is to develop an environment for
students to optimize the learning

Review Improvement of learning style

Issues Lack of preparation

Lack of audience interest and interaction

Plan/ideas To adapt a learning style where the sessions are

more interactive and according to the interests of
the audience
Mentor/ Mentee Feedback Adequate training is required along with a change in
session environment
Follow-up Checklist to be provided to tutors to engage the
students in the session

With Trainer 1

Issues identified

 Trainer was reading from the slides

 Learners were distracted and lost interest
 Learners were making trips to the bathroom frequently
 The session was too long with only half an hour break
 Trainer went through too many slides with a lot of information
 No interaction with students
 Too much text with no visualization on slides
 No questions were asked after the session by the tutor

Recommendations/Suggestions given

 Preparation for session to be done beforehand

 The slides must not have too many text words
 Slides must have visualizations
 In-class activities need to performed in the session to engage the students
 Opinions and ideas are to be encouraged by the tutor
 Session must have adequate breaks such as coffee break and lunch break for students to keep calm
and have steady conscious

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  Questions must be asked from students to clear any uncertainty
 Clear information which is divided into chunks must be delivered in session for students to absorb
easily

With Trainer 2

Issues identified

 Trainer jumped from one topic to another

 No session plan was followed
 Students were confused
 Trainer frequently went off topic
 Too much irrelevant information was passed
 Time wastage through off topic debate occurred
 No focus on the target topic

Recommendations/Suggestions given

 Trainer needs appropriate training

 Seminar sessions must be prepared well before delivery by tutors
 Clear information is to be delivered by tutors
 Trainers need to perform in class activities to keep students from being distracted
 Discourage the off topic discussion to avoid wastage of valuable time
 Encourage thoughts and ideas related to the subject
 Engage students in activities that help them in learning

REFERENCES

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 Alfieri, Louis & Brooks, Patricia & Aldrich, Naomi & Tenenbaum, Harriet. (2011). Does Discovery-Based
Instruction Enhance Learning?. Journal of Educational Psychology. 103. 1-18. 10.1037/a0021017.

 Anon 2020, Never Read from Your PowerPoint Slides | PresentationLoad Blog, viewed 13 December,
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 Brown, H. D. (2000). Principles of language teaching and learning, (4th ed.). White Plains, NY:
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 Honary, E., 2019. Instructional Methods | Skills Converged. [online] Skillsconverged.com. Available at:
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 Knapen, R 2018, 20 interactive teaching activities for in the interactive classroom, viewed 13
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 LdPride,n.d. (2009). What are learning styles? Retrieved from

http://www.ldpride.net/learningstyles.MI.htm.

 LSBF Staff 2019, Why should you study leadership and management?, viewed 13 December, 2021,
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 Prozesky D. R. (2000). Communication and effective teaching| Community eye health, 13(35), pp. 44–
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