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TAELED803
Implement Improved
Learning Practise
Learner Guide
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Table of Contents

Unit of Competency ........................................................................................................................ 4

Application…………………………………………………………………………………………………………………………………4
Performance Criteria ...................................................................................................................... 5
Foundation Skills ............................................................................................................................ 6
Assessment Requirements ............................................................................................................. 6
Unit of Competency ........................................................................................................................ 4
Application ..................................................................................................................................... 4
Performance Criteria ...................................................................................................................... 5
Foundation Skills ............................................................................................................................ 6
Assessment Requirements ............................................................................................................. 7
Introduction ................................................................................................................................. 10
CHAPTER 1: EVALUATE WAYS TO IMPROVE LEARNING PRACTICE ............. 11
1.1 Review advances in learning practice within a given vocational, training,
educational or content area................................................................................................... 28
1.2 Review and challenge existing learning practice to develop, and test,
improved approaches............................................................................................................... 31
1.3 Analyse interests, abilities, relationships and the contextual needs of
relevant individuals, when promoting improved learning practice ......................... 35
1.4 Research how a range of appropriate learning theories and instructional
design principles can improve learning practice ............................................................ 37
1.5 Ensure learning practice reflects the qualification requirements for
nominated qualification/s ....................................................................................................... 40
..................................................................................................................................................... 45
CHAPTER 2: MANAGE AND MONITOR THE MEANS TO IMPROVE
LEARNING .............................................................................................................................. 45
2.1 Observe and assess learner styles with respect to the appropriateness of
current vocational, training and educational learning strategies ............................ 54
2.2 Evaluate the role, and impact of, new technologies on learners and training
techniques .................................................................................................................................... 58
2.3 Plan improved learning practice based on how learners currently learn ..... 60
2.4 Plan improved learning practice based on the experience and personal
interests of the learner ............................................................................................................ 63
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CHAPTER 3: ANALYSE AND ADVANCE THE ADOPTION OF IMPROVED

LEARNING PRACTICE ........................................................................................................ 67
3.1 Develop improved vocational, training and educational (VET) learning
practice, appropriate to learner characteristics ............................................................. 70
3.2 Advocate for improved VET learning practice ......................................................... 73
3.3 Initiate research into improved learning practice ................................................. 75
3.4 Design and test improved learning practice in real-world situations............. 77
3.5 Mentor colleagues to promote improved learning practice ............................... 78
References ............................................................................................................................. 81
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Unit of Competency
Application

This unit describes the skills and knowledge required to initiate, and implement, practices that
support the improvement of learning strategies in an organisational context. It includes:

evaluating ways to improve learning practice, managing and monitoring the means by which to
improve learning, analysing, and advancing adoption of improved learning practice

methods for improving learning practice, including developing individual staff members from the
perspective of the organisation’s needs and imperatives, and enhancing outcomes for learners and
candidates.

It applies to leaders or managers who use research, theoretical analysis and professional
investigation, to identify ways in which to implement learning practices that build organisational
capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large
organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Mapping Information

Supersedes and is equivalent to TAELED703A - Implement improved learning practice.

Pre-requisite Unit

None stated

Unit Sector

Learning & Development

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Performance Criteria

Element Performance criteria

Elements describe the essential Performance criteria describe the performance needed to
outcomes. demonstrate achievement of the element.

1. Evaluate ways to improve learning 1.1 Review advances in learning practice within a given
practice vocational, training, educational or content area
1.2 Review and challenge existing learning practice to
develop, and test, improved approaches
1.3 Analyse interests, abilities, relationships and the
contextual needs of relevant individuals, when
promoting improved learning practice
1.4 Research how a range of appropriate learning
theories and instructional design principles can
improve learning practice
1.5 Ensure learning practice reflects the qualification
requirements for nominated qualification/s

2. Manage and monitor the means to 2.1 Observe and assess learner styles with respect to the
improve learning appropriateness of current vocational, training and
educational learning strategies
2.2 Evaluate the role, and impact of, new technologies
on learners and training techniques
2.3 Plan improved learning practice based on how
learners currently learn
2.4 Plan improved learning practice based on the
experience and personal interests of the learner

3. Analyse and advance the adoption of 3.1 Develop improved vocational, training and
improved learning practice educational (VET) learning practice, appropriate to
learner characteristics
3.2 Advocate for improved VET learning practice
3.3 Initiate research into improved learning practice
3.4 Design and test improved learning practice in real-
world situations
3.5 Mentor colleagues to promote improved learning
practice
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Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Skill Performance Description

Criteria

Reading 1.1, 1.2, 1.3, 1.4, 1.5, 2.2 Ø Sources, analyses and interprets written
information relevant to learning theories,
learning development and continuous
improvement, to develop practice

Writing 1.2, 2.3, 2.4, 3.1, 3.2, 3.4 Ø Produce relevant documentation using
appropriate language, style and format,
appropriate for the audience

Oral Communication 2.1, 3.2 Ø Leads verbal exchanges to elicit

information, explore requirements and to
make recommendations to improve
practice

Navigate the world of 1.4, 3.1 Ø Develops skills and knowledge of self, and
work others, related to the role by researching
and analysing learning practice

Interact with others 1.3, 3.5 Ø Collaborates and shares knowledge, and
experience with others to develop
improved practice

Get the work done 1.1-1.5, 2.1-2.4, 3.1-3.5 Ø Uses systematic, analytical processes in
complex, non-routine situations, gathering
information, and identifying and evaluating
options based on learner needs
Ø Plans, organises and completes work
according to requirements, taking
responsibility for decisions and sequencing
tasks to achieve efficient outcomes
Ø Reviews and evaluates effectiveness of
practice and products to inform strategic
decisions
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Ø Uses information and communications

technology (ICT) based tools to conduct
research, and to complete work tasks

Assessment Requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and
performance criteria of this unit, including:

Ø implementing improved practice in at least one learning environment, including

documentation to show:

Ø an evaluation of ways in which to improve learning practice

Ø how the process was managed and monitored?

Ø how learning was improved

Ø how improved learning practice was advocated for

Ø how colleagues were mentored in order to promote learning practice.

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Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task
outlined in the elements and performance criteria of this unit. This includes knowledge of:

Ø adult learning practice

Ø contemporary policy and approaches to vocational learning and assessment
Ø the content and requirements of the relevant delivery and assessment strategies
Ø the content of learning resources and learning materials
Ø the design and management of learning objects and content
Ø different learning styles, and how to encourage learners, including:
Ø theoretical learners
Ø pragmatic learners
Ø activist learners
Ø reflective learners
Ø kinaesthetic learners
Ø audio learners
Ø visual learners
Ø tactile learners
Ø left and right brain learners
Ø learning strategies, teaching, and assessment methods
Ø research relating to pedagogical theory and practice, learner interests and changing learning
styles, and the application of information and communications technology (ICT) to learning
and teaching
Ø the sources and availability of relevant learning resources, and learning materials
Ø the theory and practice relating to adult learning
Ø training techniques that enhance learning and when to use them, including:
Ø instruction and explanation
Ø questioning
Ø practice
Ø written information
Ø group, pair and team activities
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Ø individual activities
Ø demonstration.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate
the workplace. Conditions must be typical of those experienced in the training and assessment
environment.

Assessors must satisfy the requirements for assessors in applicable vocational education and training
legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet –

https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3
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Introduction
This unit describes the skills and knowledge required to initiate, and implement, practices
that support the improvement of learning strategies in an organisational context. It
includes:

§ evaluating ways to improve learning practice, managing and monitoring the means
by which to improve learning, analysing, and advancing adoption of improved
learning practice

§ methods for improving learning practice, including developing individual staff

members from the perspective of the organisation’s needs and imperatives, and
enhancing outcomes for learners and candidates.

It applies to leaders or managers who use research, theoretical analysis and professional
investigation, to identify ways in which to implement learning practices that build
organisational capabilities within a small to medium-sized organisation, or to a significant
unit of activity in a large organisation.

No licensing, legislative or certification requirements apply to this unit at the time of

publication.

What will I learn?

This learning guide will provide you the skills and knowledge required to:

1. Evaluate ways to improve learning practice

2. Manage and monitor the means to improve learning
3. Analyse and advance the adoption of improved learning practice
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CHAPTER 1: EVALUATE WAYS TO IMPROVE

LEARNING PRACTICE
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Learning

The method of gaining new understanding, skills, practices, habits, capabilities, beliefs,
perceptions, and desires is learning. People, animals, and certain machines possess the
capacity to learn; there is also evidence that some plants may also have developed ways
to use learning. Learning in simple terms is explained as the process to change yourself
(changes or additions to one’s thinking) according to the environment and situation.

Workplace learning

Workplace learning helps workers develop their skills in their business and become better
performers. Many individuals in a company, including skilled trainers and assessors,
organisational development experts, human resources staff and managers, contribute to
the availability of workplace learning.

Learning opportunity

Learning opportunity means any course of study (classroom-based or non-classroom-

based supervised teaching and training activities), training, education or training (such as
distance learning and correspondence courses), professional advancement at the
workplace, made available to the employee by a trained professional;

Learning goals
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The learning goals can be defined as the behaviours, understanding or comprehension

which learners consider to be essential for their learning. They can connect to particular
working practices, particular topics, or areas of learning or a combination of these
activities.

For example, for a trainer or lecturer, the learning goals are associated with how they can
provide the best world-class training and teaching to their students. Trainers can work
hard to achieve this through practice and going through professional learning and training
development.

Learning goals start with the most fundamental question, what do you want to achieve?

The concept of Learning strategy

As academics and professionals become aware of the role of learning in society, the
concept of a learning strategy continues to evolve dynamically (and partially
automatically). Learning isn't limited to the 'Industrial Age' where people are 'empty
vessels' and they need to be filled with skills but not the knowledge to play an active role
in society. In the face of the digital technology revolution and social change, that kind of
belief has eroded, even though educational systems and organisations are still struggling
to evolve and adapt change according to the needs of the time.

Furthermore, learning continues to be influenced and sustained by on-going social

transformations. One such example is the technology and the emergence of the digital
economy. Technology is changing the operational structure of organisations. It also calls
for new learning solutions to improve what can occur, when, where and how. This circular
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relationship between cause and effect places enormous stress on educational providers
and those in charge of leading the implementation of the learning strategy to adapt to
increasing speeds. There is no one-size-fits-all solution available in terms of implementing
the learning strategy. Most processes for the development of learning strategies begin
with client needs assessment, setting learning priorities and objectives that trigger the
design and delivery of learning materials and conclude with an evaluation of how well a
training, education or development solution meets the needs of learners. However, this
process can also be subject to a remarkable range of variations in one organisation.
Variations caused by the individual, group and organisational needs competing with each
other and differences in context and how people learn, use technology and interact with
each other add complexity to the process of implementing the learning strategy.

Learning has always been linked to changing societies, organisations and individuals.
Against the backdrop of accelerated change, it must be realised that the fundamental
nature of learning has to change as well. The shift away from a classroom, public education
and training to a more flexible, responsive, context-centred, personal learning response is
partly evidence of this.

This is supported by trends such as:

● About 70% of what an employee needs to know to do his or her work successfully is
learned outside of formal training, usually from colleagues in informal interaction and
structured work experience. (Kaplan 2002). Kaplan.

● Much of the' high-ranking' knowledge required for work is tacit, not only difficult to
codify into content but deeply embedded in people's context and behaviour, attitude and
culture in this community (Ambrosini & Bowman 2001). Such knowledge is difficult to
teach or move to the workplace in the classroom (Eraut, 2004: 203).

● Over 60 per cent of the learning activity in the Australian industries (e.g. transport,
utility, IT, telecommunications) and over 80 per cent of learning costs come from
recognised and unrecognised training and development sponsored by the employer, rather
than from officially funded formal education and training (Bowles 2012). This has resulted
in the recognition of the importance of a trade market and authentic learning, which is not
only linked to skills but also the way that graduates are thinking and applying knowledge.
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The definition of learning and development strategy

The conception of a learning and development strategy continues to develop dynamically

as academicians and researchers become conscious of the role of learning in society (and
partially automatically). Learning is not confined to the industrial era in which people are
'hollow shells,' and in order to play an active role in society, they have to be loaded with
skills but not knowledge. This form of conviction has been undermined in the face of the
digital media revolution and social change, even as educational systems and institutions
are still trying to develop and adapt change to the needs of the moment.

In addition, learning continues to be impacted and maintained by on-going social changes.

Technology and the rise of the digital economy are one such example of the case. The
organisational structure of companies is being modified by technology. It also calls for new
solutions for learning to strengthen what can occur, where, where and how. This circular
link between cause and effect puts tremendous stress on providers of education and those
responsible for leading the implementation of the learning strategy to adjust to growing
speeds. In terms of applying the learning method, there is no one-size-fits-all practical
alternative. Many learning plan development processes begin with the assessment of
customer requirements, setting learning goals and priorities that activate the design and
delivery of teaching activities and end with an assessment of how well a solution for
training, education or development meets learners' requirements. That being said, in one
organisation, this mechanism may also be subject to a remarkable variety of variations.
Variations created by the conflicting human, community and organisational needs and
variations in context and how people learn, use technology and connect with each other
add complexity to the learning strategy implementation process.
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Learning has always been correlated with changing cultures, institutions and citizens. It
must be understood, against the backdrop of rapid change, that the basic essence of
learning must also change. This is partly demonstrated by the transition from classrooms,
public training and education to a more versatile, sensitive, context-centred, personal
learning approach.

This is backed up by patterns such as:

Outside formal training, approximately 70% is what a staff member learns to do his or her
job successfully, typically from peers in casual contact and organised work experience.

Much of the 'high-ranking' information needed for work is implicit, not only hard to codify
into the material, but deeply rooted in the meaning and actions, attitude and culture of
people in this group. In the classroom, such information is hard to teach or transfer to the
workplace.

More than 60% of the learning operation in the Australian industries (e.g. transport,
services, IT, telecommunications) and more than 80% of the learning costs come from
recognized and unrecognized employer-sponsored training and development rather than
from officially supported formal education and training. This has contributed to the
understanding of the value of a business market and genuine learning, which is not only
related to skills but also to the manner in which graduates think and apply knowledge.

Learning practice

Practice is the act of regularly repeating an action or engaging in an activity for the
intention of promoting or mastering it, as in the expression "practise makes perfect."
Learning practice, therefore, refers to the act of repeating learning until an individual
achieves satisfactory strategic outcomes or objectives.

Learning practice is also referred to as the applicable pedagogy or learning theories and
their relationship to the vocational, training and educational strategies, techniques and
approaches that can be used to improve learning.

Appropriate pedagogy or learning theories

In this section, we will cover the appropriate pedagogy and learning theories.

Action science

Action science is a type of action research in which the aim is to produce knowledge that
people can use to establish behavioural environments that are marked by valid evidence
and experiences, educated opinions and decisions, and internal commitment.
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Applied learning models

Applied learning involves learning experiences that encourage learners to think,

collaborate, and connect in order for them to interact with and contribute to society
surrounding them. These learning experiences occur in a variety of settings, such as the
classroom, the workplace, the community, and on the land, and enable students to apply
and incorporate theoretical knowledge as well as personal, realistic, and professional skills.
The learning exercises should ideally mimic real-world scenarios or be set in a real-world
context.

The Applied Learning Model is based on eight applied learning concepts according to the
National Society for Experiential Education:

1. Intention/ Purpose

2. Curriculum preparation and planning/ Curriculum development and planning

3. Authenticity/ Reliability

4. Reflection/ Introspection

5. Group orientation and training/ Group orientation and preparation

6. Monitoring and continuous improvement/ Tracking and quality improvement

7. Assessment and evaluation/ Evaluation and assessment

8. Acknowledgement/ Recognition
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Behavioural learning theory

The behavioural learning theory, also known as behaviourism, is a common philosophy

that focuses on how students are learning. The theory behind behaviourism is that all
behaviours are acquired by interaction with the environment. According to this learning
theory, habits are learned from their environment and that innate or hereditary influences
have very little impact on actions.

Positive reinforcement is a general example of behaviourism. If a student achieves a

perfect score on their spelling exam, they will be given a small reward. Students will work
hard and prepare for their exams in the future in order to earn the reward.

Behaviourism is important for educators because it affects how learners react and behave
in the learning environment and implies that educators may have a direct effect on how
their learners behave. It also assists educators in understanding how a participant's home
atmosphere and lifestyle can influence their actions, allowing them to see it critically and
work to help with change.

Educators can use relational learning approach strategies in their workshops in a variety
of ways, including:

Drills are performed. Educators may use drill patterns to make the students understand
the repetition and reinforcement that behavioural learning theory employs.

Question and response session To assist students, teachers should use a question as a
prompt and an answer as a response, progressively increasing the difficulty of the
questions.

Work with a guide. Teachers should be actively active in supporting students with issues
in order to include the motivation and action demonstration that you want them to obey.
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Review on a regular basis The significance of reviews in behavioural learning theory cannot
be overstated. Going over content again and again, as well as offering positive
reinforcement, would help students remember knowledge even better.

Encouragement is a good thing. Positive reinforcement is used often in behaviourist

schools. This may include verbal affirmation and praise, incentive programmes, additional
rights, and other methods.

Cognitive learning theory

Cognitive Learning Theory (CLT) is necessary to better understand how the human mind
functions while learning. The theory focuses on how the brain processes knowledge and
how learning happens as a result of the internal processing of information. It is focused
on the premise that people psychologically interpret the information they receive rather
than actually reacting to environmental stimuli.

The Cognitive Learning Theory is a broad theory that describes mental processes and how
they are affected by both internal and external factors to produce learning in a person.
Jean Piaget, an educational psychologist, is credited with developing the theory. He
assumed that information is deliberately built by learners based on their pre-existing
cognitive structures.

Piaget was opposed to behaviourist philosophy, which focuses solely on observable

behaviour. He paid more attention to what was going on inside the learner's head rather
than how they responded.
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Constructivist

Constructivism is ‘an approach to learning that holds that people actively construct or
make their own knowledge and that reality is determined by the experiences of the learner’
(Elliott et al., 2000, p. 256).

In elaborating constructivists’ ideas Arends (1998) states that constructivism believes in

personal construction of meaning by the learner through experience, and that meaning is
influenced by the interaction of prior knowledge and new events.

Constructivism is a key learning theory that educators use to help their learners
understand. Constructivism is founded on the premise that people consciously construct
or create their own knowledge, and that your experiences as a learner decide reality.
Essentially, learners use their prior knowledge as a base and expand on it with new
information. As a result, everyone's individual experiences influence their learning.

Constructivism is important for educators to consider because it affects how all of the
students learn. Educationists who appreciate constructivist learning theory know that each
day, their learners bring their own specific experiences to the learning environment. Their
history and prior experience affect how they learn. Educators should use constructivist
learning theory to assist their learners realise what they already know. If you are a current
or aspiring educator, it is vital that you receive the requisite education and qualifications.
However, it is also important to consider learning theories and how they affect you and
your students. This guide will explain the constructivist learning theory and how it can
benefit you as a teacher.
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Discovery learning

The discovery Learning is a form of inquiry-based learning originally developed by Jerome

Bruner. This influential theory encourages learners to understand and focus on previous
experiences and knowledge, to use their intuition, imagination, and ingenuity, and to seek
out new information in order to uncover facts, connections, and new truths. Learning does
not mean passively absorbing what is said or read, but rather actively finding answers to
problems.

Learners may use their cognitive abilities to learn new concepts through Discovery
Learning. In other words, learners may not always be at the same level of learning; each
student may achieve a different level of knowledge on a subject in his or her own way
while still achieving the instructor's expected outcome. Discovery learning is inquiry-
based; educators may pose a question about a subject to learners, and the students must
work together to uncover the facts and make connections in order to understand the
content. It is essential that educators take active learners and are learning in the right
direction through Discovery Learning; educators must constantly try and see if learners
are collecting misconceptions about a subject and then correct those misconceptions.

What practises do learners participate in during Discovery Learning?

Learners may be:

• investigating facts, manipulating objects, and carrying out experiments

• holding conversations and/or debates

• looking at other points of view and posing more in-depth questions

• conversing with the teacher about new ideas or myths

What are the benefits of Discovery Learning perceived to be?

Discovery Learning has many benefits. This may include:

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• Learners are more actively engaged; they are improving problem-solving skills;
they are taking responsibility for their learning; and they are rising in innovation.

• Learners who are self-motivated gain more details. Students who are autonomous
will have to collaborate with others to explore, interpret, and debate knowledge
and or issues with understanding.

• Learning activities and content can be adapted to the performance of the learners.

Humanistic

Abraham Maslow, Carl Rogers, and James F. T. Bugental founded the humanistic learning
theory in the early 1900s. Humanism emerged as a reaction to the prevailing educational
philosophies of the time, which were behaviourism and psychoanalysis. Abraham Maslow
is regarded as the movement's founder, with Carl Rogers and James F.T. Bugental
contributing to psychology later on.

The humanistic theory of teaching and learning is a school of thought that believes in
educating the "whole" child. A humanist approach will put a heavy emphasis on learners'
emotional well-being and will often consider learners as innately good "at their core."

The teaching approach of a humanist educator will be based on four conceptual

foundations. These foundations will guide the educator's values and, eventually, the way
they educate. These four foundations are as follows:

1. We have the freedom to do and think whatever we want.

2. Emotions have an effect on learning: In order to reach our full potential, we must
be in a healthy emotional state.

3. Intrinsic Motivation: We all have an intrinsic drive to better ourselves.

4. Innate Goodness: Humans are inherently good.

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Information processing theory

Information Processing Theory is a cognitive theory that examines how information is

stored in our memories. The theory explains how our brains process information, from
what we are paying attention to in the present moment to what is stored in our short-term
or working memory and, finally, what is stored in our long-term memory.

The concept of Information Processing Theory is that long-term memory formation occurs
in stages: first, we perceive everything through our sensory memory, which is all we can
see, hear, feel, or taste in a given moment; then, we use our short-term memory to
remember things for very short periods of time, such as a phone number; and finally,
long-term memory is stored permanently in our brain.

The information processing theory, in its most simplistic form, compares the human brain
to a machine or basic processor. The brain, like a computer, is thought to operate in a
predetermined sequence. The sequence is as follows: "receives input, processes
information, and produces output."

According to this theory, humans can process knowledge in a similar manner. The mind
can interpret information through the senses in the same way as a machine does. If the
information is concentrated on, it will be passed to short-term memory. The mind will
address its environment when in short-term memory, also known as working memory.
The information is then encoded and sent to long-term memory, where it is stored. When
required, the information can be retrieved using the central executive. The conscious mind
can be thought of as the central executive. The central executive will transfer information
from long-term memory to working memory for use. This is how our minds are thought to
interpret knowledge in the same way as a machine does. A computer's output can be
compared to the mind's output of knowledge by actions or action.
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Problem-based

Barrows and Tamblyn (1980) coined the term "Problem-Based Learning" (PBL) for use in
medical education. It is very much based on the Constructivist Learning Theory.

Problem-based learning (PBL) is a learner-centered pedagogy in which learners learn and

understand a topic by solving an open-ended problem from trigger content. The PBL
method does not emphasise problem solving with a predetermined solution, but it does
allow for the creation of other valuable skills and attributes. This includes improved
community coordination and connectivity, as well as information acquisition. The PBL
method was created for medical education but has since been expanded to include
applications for other types of learning. The method encourages learners to develop skills
that will be useful in their future practise. It improves critical thinking, retrieval of
literature, and promotes ongoing learning in a team environment.

Situational
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One of the theories advanced to describe the learning process is the situational learning
theory. According to the theory, learning happens unconsciously and is often rooted in an
objective activity, context, and culture. Jean Lave, a leading social anthropologist with a
keen interest in social theory, was the first to advance the theory. She contends that
learning is rooted in individual events, meaning, and history, and that it is learned
unconsciously rather than deliberately. This method of learning is referred to as legal
peripheral involvement by Lave and Wenger. There has been research to see if the
principle of situational learning can be used to enhance human resource development
practise in organisations. The primary aim of this paper would be to examine whether the
situational learning theory can be used to improve HRD in organisations by building on
previous research works and reviewing some of the theory's shortcomings that should be
discussed in order to improve it.

Social learning

Social learning theory is a learning and social behaviour theory that argues that new habits
can be learned through watching and imitating others. According to it, learning is a
cognitive process that occurs in a social context and may occur solely through observation
or direct guidance, even in the absence of motor reproduction or direct reinforcement.

Learning happens not only through observation of actions, but also through observation
of rewards and punishments, a phenomenon known as vicarious reinforcement.

When a specific behaviour is consistently praised, it is more likely to persist; conversely,

when a specific behaviour is continually punished, it is more likely to cease.

The theory builds on conventional behavioural theories, which hold that action is primarily
regulated by reinforcements, by stressing the vital functions of multiple internal
mechanisms in the learning person.
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The ways to improve learning practice

There are a number of ways through which you can improve your learning practice. Some
of these ways and strategies are mentioned below. Please note this is not an exhaustive
list and provided as a reference only purposes.

Change up your learning schedule, environments, and learning materials.

Many learners have a set time and venue for learning. Interestingly, studies have shown
that shifting your learning environment – at home in a different room, at university, or in
a computer lab – will help you learn better. Similarly, adjusting the time of day you
research and the tools you use - laptop, pen and paper, speaking into a voice recorder -
will help you learn more effectively.

Get a required 8 to 10 hours night sleep.

However, your sleep schedule should be adjusted based on what you are studying.

If you want to learn names, formulas, and dates, go to bed early and sleep deeply in the
early evening. Then, wake up early and go over what you learned the day before.

The best sleep for consolidating creative thought and motor skills occurs in the morning
before awakening. So, in order to learn these skills, you might want to go to bed a little
more later than usual and sleep in a little.

Schedule your learning time period.

It is best to split the learning time into two one-hour sessions rather than a single two-
hour session. You will remember more if you work for an hour today and another hour
tomorrow, particularly if you get enough sleep at night.

"Cramming" for an exam can be successful.... for your exam results.

This is a last resort technique that has been shown to work in the short term, so you will
most likely do better on standardised examination tests. But you won't remember anything
in the long run. We do not recommend this strategy either.

Make use of self-testing.

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This is a strong, time-tested learning method. You can put yourself to the test by trying
to recall what you were learning or explaining it aloud to yourself or someone else who is
willing to listen. You can ask your colleagues to challenge you. One of the advantages is
that you will get instant suggestions and advice on whether you are correct or incorrect.

Don't be worried with short breaks or distractions while learning.

Learning scientists realise that taking a short break when attempting to solve a challenge
is one of the most successful skills needed to succeed. When you take a break, the brain
will continue to work on the issue subconsciously, free of any preconceived notions you
might have had.

Create learning sessions that combine different knowledge areas or skills.

When you concentrate on learning one thing at a time, it is the quickest way to learn,
however it can restrict the scope of your learning.

Working on the history of vocational education and training, understanding competency

based learning and assessment, and creating a PowerPoint presentation about vocational
learning through online platforms in a single learning session would sharpen your grasp
on all of them more than if you used the session for one specific information field/
knowledge area alone.

What will I learn?

In this chapter, you will learn about the following:

1. Review advances in learning practice within a given vocational, training,

educational or content area
2. Review and challenge existing learning practice to develop, and test,
improved approaches
3. Analyse interests, abilities, relationships and the contextual needs of
relevant individuals, when promoting improved learning practice
4. Research how a range of appropriate learning theories and instructional
design principles can improve learning practice
5. Ensure learning practice reflects the qualification requirements for
nominated qualification/s.
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1.1 Review advances in learning practice within a given

vocational, training, educational or content area

Learn what has been happening in the vocational education and training sector

Vocational Education and Training (VET) is a broad term that is described in the different
manner across countries and by leading international organisations on an Australian and
worldwide scale.

Over the second half of the twentieth century, the interpretation of VET transformed from
representing a ‘fairly specific training or retraining for particular jobs to a very broad
concept, overlapping with general education and encompassing, at least in theory,
secondary schooling, adult learning both general and in conjunction with active job market
initiatives, most of higher education, and lifelong learning as a wholly separate philosophy.

Defining VET's boundaries and scope is becoming more complicated as our perception of
it evolves.

The two conventional markers used in educational classifications, programmes from the
1970s, such as ‘VET is a terminal programme that does not have access to HE' and ‘VET
focuses on the middle level of schooling,' have clearly lost ground.

Nonetheless, despite major cross-country variations, a recent review of VET concepts in

Thirty European countries revealed that in most countries, VET is viewed as occupations-
specific education and training geared towards securing a supply of skilled labour that
primarily addresses younger generation, offers academic credentials at the middle level of
education, and is financed by education budgets. Other relevant aspects of VET at the
upper secondary level to consider include: First, VET is far more complex than general
education, with students having to select from a far wider variety of programs; second,
learning results are less standardised; and third, there are variations between general
education and VET programs in terms of control, with business interest groups and labour
unions often having a strong say on vocational tracks specific to a given industry.

You can read more information about changes and advancements in the vocational
education and training sector at
https://www.ncver.edu.au/__data/assets/file/0020/2765/china.pdf and The vocational
education and training sector: a quick guide – Parliament of Australia (aph.gov.au)
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Review advances in learning practice

It is critical that you review all advancements happening in the learning sector and learning
practice.

Technological advances in the field of learning

Every industry in the world is rapidly evolving as a result of technological advances, and
learning is no exception. Many face-to-face courses have migrated to online learning over
the last five years in the Vocational Education and Training (VET) market, but as concepts
like gamification and virtual reality gain traction, our education sector is undergoing a
revolution.

In their early stages, online learning systems were mostly used to store digital course
notes rather than to improve the learning experience. As a result, completion rates for
online courses in the VET sector were and continue to be lower than for face-to-face
equivalents. However, as technology progresses, a major change in the opposite direction
is anticipated.

There are many opportunities.

While classroom learning will continue to play a role, it is already giving way to innovations
that allow students to learn where, when, and how they want. I saw this firsthand when
my son showed an interest in studying Chinese. Instead of enrolling in a course, he
downloaded applications to teach himself the basics of the language, and then expanded
his experience by communicating online with native speakers. He also changed the
language on his phone to Chinese as he progressed, immersing himself in it through
technology.

Self-paced and personalised learning is what the digital native generation desires, and it
can benefit employers as well, particularly in rural areas. It is not unusual for a regional
employer to be required to send an apprentice or trainee to a city for training, resulting in
the loss of a resource and the student having to study in an unfamiliar setting, away from
their support network. As things stand now, certain courses are not available in rural areas,
requiring students to migrate to cities or follow a different career path. Online learning has
the ability to make courses and career options accessible to a larger audience.

Artificial intelligence and gamification, in which gaming elements such as point scoring and
token collection are incorporated into tests, provide engaging educational experiences.
When done correctly, they can be used to teach vocational skills while also building
problem-solving and critical thinking skills and improving digital literacy.

Lifelong learning is important.

Digital learning is much more adaptable, enabling people to dip in and out of schooling
during their careers, researching smaller units to help with a project or solve a pressing
issue. It is often said that the only constant in life is change, and this is more true now
than ever before – lifelong learning is important for keeping up with the rapid speed of
technology.

This is a global problem. Christine Lagarde, the head of the International Monetary Fund,
recently addressed the need for the global education sector to reinvent itself, saying, "This
is not just about adding a few more coding lessons." It is about encouraging critical
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thinking, independent problem solving, and lifelong learning in order to help people
respond to change.”

Face-to-face encounters will evolve.

Although technology can supplement classroom experiences, it cannot replace face-to-

face instruction. Face-to-face encounters are crucial for improving communication and
work-related skills, so they must evolve rather than be removed.

Compliance with regulatory and legislative requirements

Learning practice should comply with all of the following requirements and guidelines at
all times.

• Available technologies

• Access and equity guidelines and practices

• Learning systems

• Recording and reporting procedures

• Business and performance plans

• Legal framework and guidelines

• Collaborative or partnership arrangements

• Quality and continuous improvement guidelines

• Privacy requirements

• WHS/OHS requirements

• Defined resource parameters

• Efficiency and effectiveness of supply arrangements with third-party suppliers (i.e.

procurement arrangements)

• Ethical standards

• Strategic, operational and functional needs;

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1.2 Review and challenge existing learning practice to

develop, and test, improved approaches

Challenge existing learning practices

You must review and evaluate all the existing learning and teaching practices in the
academic environments. The review should occur to understand how learner-centred
concepts and principles are followed by the educators and the organisation.

Some of the existing learning practices that should be avoided may include but are not
limited to the following:

• Asking the questions and seeking volunteers to answer them, this is quite common,
where educators ask a question and seek response from anyone who knows the
answers. The learners (most of them) either do not give a response or think about
the question as they know there will be someone in the classroom who will probably
answer it correctly.

• Calling on learners cold when you are in the middle of discussing something and
learners are not mentally ready to answer the questions. Some learners might feel
comfortable with this tactic but others simply do not like it. This practice is very
much like “cold calling” your learners, and putting them in a very uncomfortable
position.

• Turning your learning sessions into a powerpoint show: This happens when an
educator opens a powerpoint and reads sentence by sentence what is written on
the slides and sometimes they have 150-200 slides for each session. These kinds
of sessions are simply a waste of time as learners can not interact with concepts,
educators or fellow learners.
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• Failing to offering a variety in instruction: Nonstop lecturing usually offers very

limited learning at the end. As the powerpoint shows are not very effective, so are
the learning sessions where the educator is not able to offer a variety of instruction
through different learning tools, methods and theories. The educators should also
include visuals, diagrams, animations, photos, video clips and other interactive and
animated content in the training sessions.

Make sure the learning is sufficiently challenging for everyone.

You must also make sure that the learning is sufficiently challenging for each and every
learner. Learners must be given sufficiently demanding work in order to engage in a
constructive challenging environment. The definition of Zone of Proximal Development
(ZPD) by Lev Vygotsky—the difference between what a learner can do without help and
what they can't do—is important for successful lesson design and goal-setting with
students. When students work inside their ZPD, they may use prior experience, skills, and
techniques to help them learn more effectively. Teachers must design learning
environments that are versatile enough to accommodate a wide variety of abilities and
needs in order to insure that all students are working within their ZPD the majority of the
time.

One approach for achieving this versatility is to provide students with learning options.
Academic Choice, a method used to arrange lessons that give students choices in content
or procedure, or often both, is used by teachers in the Responsive Classroom approach.
Students in this Academic Choice math lesson had the option of working alone or with a
partner. The instructor did not have any content options; everyone was practising
measuring the perimeter and area of rectangles. Offering options, as this instructor did, is
one way for teachers to meet a wide variety of learning needs while also ensuring that all
students feel developmentally acceptable difficulty and achievement.

Introduce learners to opportunities that will aid in their autonomy and

exploration.

Begin by assisting learners in imagining what a fruitful struggle could involve. Assist them
in anticipating future obstacles and what it may feel like to be "stuck." Then, invite
students to brainstorm tools they could use if they were in a pinch. During a research
lesson, this might sound like:

“As professional measurers, you are becoming more at ease measuring the area and
perimeter of rectangles. I've noticed how you're all honing different skills and techniques
to get through new tasks, such as making graph paper visuals and using manipulatives to
compute.”

“Before we begin, let us imagine some problems that might emerge during our practise
today and brainstorm tools that people might use to solve them. A common question may
be, ‘Do I need to measure area or perimeter here?' What services may be available to
assist anyone in that situation?”

Teach learners how to understand and use tools that are accessible to them, such as:

• Anchor diagrams (ideally ones students have helped to create, or feel a sense of
ownership of)
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• Manipulatives/ Instruments of manipulation (blocks, beans, counting bears,

toothpicks)

• Library (books, newspapers, magazines)

• Papers of various forms (graph, lined, plain, poster, sticky notes, graphic
organizers)

• Peer assistance (teach language of learning skills such as how to craft an argument,
asking and answering questions, the art of agreeing and disagreeing)

• Tools for the digital age (apps, devices, search engines)

• Methods of learning (outlining, summarizing, ordering, sorting, eliminating,

synthesizing)

• Time management applications (clock, individual agenda, timer, sand jar)

Coach with caution.

Despite our best efforts to instil perseverance and grit in learners, we occasionally disrupt
their practise. Many teachers have a tendency to jump in to "save" a child from a dilemma,
maybe by hinting at the solution or suggesting an "idea" that the student should pursue
instead. Teachers must note that sufficiently demanding work can be difficult. Learners
must learn to navigate struggle in order to persevere.

Years ago, on a bright spring afternoon, one of my wise kindergarten learners taught me
an important lesson: the value of being a cautious coach.

Our discussion took place, ironically, during a lesson intended to help students individually
practise a repertoire of problem-solving techniques in preparation for the year-end math
evaluation. The room was alive with intent and concentrated attention, with each of the
28 children working individually and energetically. As students worked, I went around the
room, reinforcing the different skills and creative techniques I witnessed them employing.
I noticed Kevin across the room, peering skeptical at his manipulatives, his eyes moving
up to a nearby anchor map and back again, as one child finished telling me about their
creative use of graph paper. Assuming Kevin was in over his head, I hurried over to save
him from what I perceived to be impending frustration—or, worse, failure. The interaction
went something like this:

(I scurried over on my knees, dodging kids and materials strewn across the carpet before
landing, a little out of breath, at Kevin's side) "Hey Kevin! You seem to be putting in a lot
of effort over here... Have you tried rearranging the bits in a different order? “Perhaps by
scale rather than colour?”

Kevin: (after a short pause, focusing his attention on the map in front of him and sighing
an annoyed sigh) "But, Ms. Lindsey, I wasn't done worrying about that for myself yet!"

In my hurry to escape pain, I had deprived Kevin of his hard-won learning.

It is not easy to establish environments under which learners can take control of their
learning, but it does not have to be challenging. To begin, consider your own teaching
style, current teaching practises, and potential strengths and opportunities when
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facilitating student-directed learning. Try answering the following questions for yourself to
see where you can start:

How at ease am I with allowing learners to choose what and how they will learn?

What tools in the classroom could support my learner's autonomy and discovery?

How can I teach and model tools so that learners can use them responsibly and
independently?

How comfortable am I with allowing learners to explore and problem-solve for themselves?

Continue to put existing learning methods to the test.

Learning habits become more complex when they are challenged. That is one of the
reasons why you should allow your learners to enter the learning pit—a state of cognitive
conflict that pushes them to think more intensely, objectively, and strategically before
they have their “eureka!” moment.
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1.3 Analyse interests, abilities, relationships and the

contextual needs of relevant individuals, when
promoting improved learning practice

Every learner has their own goals, learning needs, abilities, and interests, and educators
must cater to each learner and their specific characteristics with high expectations for
achievement. One way to do this is to provide personalised learning and tailored
assistance.

Personalised learning consists of four components that reflect the teaching and
learning cycle:

Consultation and collaboration with the learner and/or their parents, guardians, or
caregivers evaluating and determining the learner's needs providing changes to meet the
learner's defined needs tracking and reviewing the effect of adjustments made to ensure
learners receive effective learning and training opportunities.

Consult with and work with the learner, as well as their parents, guardians, or
caregivers.

Consultation and collaboration are critical components of personalised learning and

support. The following measures are taken by educators or training organisations.

• Identify the learner's expectations, interests, abilities, and needs in collaboration

with the learner and their parents, guardians, or caregivers. The training
 P a g e | 36

organisation keeps track of these consultations, including agreed-upon actions and

anticipated outcomes. These should be labelled, dated, and signed off on.

• Seek professional advice on the learner's needs, including medical, personal,

physical, communication, sensory, and learning requirements, if applicable. Ensure
that all relevant workers receive guidance, and that all personal information, as
well as its storage and dissemination, complies with privacy requirements.

• Consult with the learner on an ongoing basis when his or her needs alter.

Assess and recognise the learner's needs and create their individual learner
profile

The next step is to evaluate and define the learner' needs. The following measures are
taken by educators or training organisations.

• Utilise available data, including consultation with the learner and their parents,
guardians, or caregivers, to identify places where the learner requires changes or
additional help (this may include curriculum access, engagement, behaviour
support, medical needs, and/or learning supports). Records of this data's analysis
act as a baseline for ongoing review.

• Identify options, approaches, and other changes to the curriculum, learning

experiences, and atmosphere that meet defined learning or other needs while
capitalising on the learner's strengths.

• When evaluating and designing changes, seek professional guidance if necessary,

such as from inclusive education experts or other appropriate support staff, such
as the learner's therapist.

Make changes for the learner based on their defined needs.

The following measures are taken by educators or training organisations.

• Make changes to enable the learner to participate on the same level as other
learners. The results of the introduced changes are well established.

• Incorporate tailored changes and differentiated learning practise into teaching and
learning systems as well as whole-learning experiences that take place inside and
outside of the learning environment.

Monitor and assess the effect of the given changes.

The following move is carried out by educators or training organisations.

• Evaluate the efficacy of personalised changes, including those made to the climate,
on a regular basis to ensure they are still appropriate and necessary for the learner
and to decide if additional support measures should be implemented.

• Consultation with the learner and their parents, guardians, or caregivers should be
included in the review of changes.
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1.4 Research how a range of appropriate learning

theories and instructional design principles can improve
learning practice

According to research, relevant learning equals effective learning, and this should
encourage us to reconsider how and what we deliver in our learning sessions and lesson
plans. As it turns out, the old drill-and-kill strategy is neurologically ineffective. Related,
meaningful experiences that both emotionally involve learners and interact with what they
already know are what assist in the development of neural connections and long-term
memory storage.

What exactly are learning theories?

According to Harasim (2017), "a theory is an explanation for why or how something
happens." A learning theory, according to her, is one that seeks to "help us understand
both how information is produced and how people learn." According to Lefrançois (2019),
a learning theory seeks to "systematise and organise what is understood about human
learning." He contends that a good learning theory helps to clarify, predict, and even form
or modify learner behaviour.

According to several philosophers, all learning theories fall into one of two classes focused
on epistemology. There are theories founded on objectivist epistemology (Behaviourism,
Cognitivism, and Connectivism) or constructivist epistemology (Behaviourism,
Cognitivism, and Connectivism) (Constructivism and Online Collaborative Learning).
According to Harasim (2017), most theories can be classified into two types: scientific
(hypothesis-driven or experimental theories) and social or critical theories. These
classifications reflect the wider theoretical debate of ‘hard' science (STEM) versus ‘soft'
 P a g e | 38

social science theories, as well as quantitative versus qualitative scientific study. This
divide is still present in educational debate, but attempts are being made to narrow it.

Most learning theories have “an analytical component as well as a formalised method of
testing, interpretation, and conclusion” (Harasim, 2017). They create a vocabulary and
dialogue that has an impact on both educational study and practise. They do, however,
have drawbacks because learning is a dynamic phenomenon. While learning theories
cannot offer full and conclusive answers to pedagogical questions, they can help us better
understand how people learn.

It is also worth noting that these theories did not develop in a linear fashion, and that the
most recent theories do not supplant older ones: “the earliest theories continue to have a
profound impact on existing theories and research” (Lefrançois, 2019).

Theories provide a foundation for understanding how people learn as well as a means of
explaining, describing, analysing, and forecasting learning. A theory, in this sense, assists
us in making more informed decisions about the design, production, and delivery of
learning.

There are several learning theories (behaviourism, cognitivism, constructivism,

connectivism, etc.). These thinkers have given extensive thought to learning and have
contemplated and studied it thoroughly. This awareness can be used by curriculum
designers to think critically about learning and education.

Learning theories provide frameworks for understanding how information is used,

knowledge is generated, and learning occurs. Learning designers may use these structures
to tailor their instructional practises to various learning and learner needs, allowing them
to make more educated decisions about the instructional practises to employ.

There is no single ‘best' learning theory because: each theory provides a specific
perspective on learning and the necessary ingredients that allow learning to occur.
Learning designers can understand and explain the role of the learner, the role of the
instructor/teacher/facilitator, and how learning occurs in various ways by using these
theories as lenses. Each theory has affected and developed instructional practises and
processes, and new theories can do the same.

Different theories include the framework for learning, underlying motivation, and teaching
techniques, all of which have implications for planning and providing instruction.
Furthermore, various theories are ideally suited to different learning results and audience
profiles.

Since theory is made up of facts and assumptions, learning planners must start the training
design process by determining the purpose of the training and then selecting the best
theoretical structure to help achieve those learning outcomes.

The five (5) instructional design principles include:

• Learning is promoted when learners are engaged in solving real-world problems.

• Learning is promoted when existing knowledge is activated as a foundation for new

knowledge.

• Learning is promoted when new knowledge is demonstrated to the learner.

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• Learning is promoted when new knowledge is applied by the learner.

• Learning is promoted when new knowledge is integrated into the learner’s world.
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1.5 Ensure learning practice reflects the qualification

requirements for nominated qualification/s

Qualification requirements

Qualification requirements have two main definitions, in the context of learner enrolment
into a VET course.

Pre-Enrolment

A qualification requirement is a required skill level as a prerequisite, licence, certificate or

other credentials required to enrol or successfully complete a qualification.

The second definition of qualification requirements is:

A qualification requirement sets out the minimum qualification and educator to learner
ratio requirements for learners to successfully complete a qualification according to the
industry needs and expectations.

These requirements are mentioned by the federal or state regulatory body, training
package, training organisation or other stakeholders responsible for delivering and
managing the training delivery. Each state and territory can have their own qualification
requirements.

Ensuring learning practice reflects the qualification requirements

Each qualification has its own requirements and expectations from the learners. The
educators are therefore required to:
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Evaluate course materials are suitable for each qualification level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or
depth of achievement and the autonomy required to demonstrate that achievement. AQF
level 1 has the lowest complexity and AQF level 10 has the highest complexity.

The AQF level summaries are statements of the typical achievement of graduates who
have been awarded a qualification at a certain level in the AQF.

For more information, please refer to https://www.aqf.edu.au/aqf-levels

Your role as an educator is to ensure that all course materials appropriately cover all
summary knowledge, skills, application of knowledge and skills at the appropriate AQF
level. Summary of level 1 criteria is mentioned below for your knowledge purposes.

All criteria such as prerequisite, licence, certificate or other credentials required to enrol
in a course are clearly outlined

You must make sure the learners are aware of all the requirements to enrol and complete
a course in a successful manner. The requirements should be advertised online through
the website of the training organisation or provided as a marketing material to the
prospective learners.
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Validation of learning practice

Learning practice should be validated on a regular basis, including self validation of the
learning practice.

The method of evaluating the quality of your learning practice is known as validation of
learning practice. Validation is the method of ensuring that the learning practice is current,
compliant and according to learner needs and requirements.

Standards for learning practice

Before you can begin evaluating and validating your learning practice, your organisation
or you must first develop observable standards. The performance patterns that educators
must demonstrate before training outcomes can be checked are referred to as standards.
Until assessing learners, the expectations must be clearly explained to them. Expected
pace and accuracy, for example, must be thoroughly clarified. Evaluators must explicitly
clarify to learners how and when they have met the criteria, as well as whether or not
there is a rating scale that recognises adequate or superior results.

Protocols for assessment

To maintain objectivity, training evaluators such as educators adopt a set of standard

assessment protocols. Protocols allow consistent testing any time a training programme
or learning practice is evaluated. Education evaluators are expected to implement
evaluation procedures, which are step-by-step checklists. Consistent training assessment
drives training process progress by finding gaps and inconsistencies throughout training.
The similar ways the gaps can be identified in the learning practices. Consistent
assessment allows training managers to communicate to senior management that training
is being delivered in accordance with expectations or not, what attributes of the learning
practice require to change and why, what is working and what needs to be improved in
the training program.

Processes of validation

Validation is the strategic process that ensures educators have provided training according
to set standards and expectations. These expectations can be set by the Government
body, training organisation or other regulatory bodies. The process of validation also
ensures that the learners have learned the skills and expertise intended by the educators
in a competent and prescribed way. The instructions and guidelines of how training can be
provided is usually available through the organisational policies and procedures, training
materials, written and assumed learning practice protocols, and so on. A session plan is
an important document from the training materials that educators can use to provide
effective and efficient training and learning experiences.

Validation confirms not only the end results of preparation or process, but also that the
whole training curriculum, training approach and training environment is planned
correctly. Learners should be able to move on to the next phase in their education or
succeed in their job after completing a training session.
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Competency based training and assessment

Competency based training and assessment is a relatively recent development in training

assessment and learning systems. Rather than having a written score, this form of training
is more concerned with learners' ability to display or demonstrate specific skills or
expertise over a time period using different assessment methods

Competency based training and assessment establishes expectations that learners should
achieve in a step-by-step fashion. The competency scoring level must be clearly
understood by the learners and easily measured by the educators. This form of training
programme relieves the learners of the tension associated with conventional scoring
approaches, allowing them to focus on learning the skills necessary to succeed in the
learning and training program.
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Self-check assessment

QUESTION 1

What is learning practice?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 2

List various ways to improve learning practice.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 3

What is competency based training and assessment?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________
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CHAPTER 2: MANAGE AND MONITOR THE

MEANS TO IMPROVE LEARNING
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Learning structures

There is one main objective for every learning and development team. They want to make
sure that every learner is provided with the opportunity to learn.

Two contrasting learning styles are formal and informal learning. Pragmatic and structured
is one. Casual and unstructured, the other.

Formal Learning

Formal learning is learning that is "intentionally delivered in a structured format." It is

designed and directed by a teacher and it typically takes place in a face-to-face
environment or, via a learning management system (LMS), through an online learning
platform.

Think about structured training in a work environment in the sense of compliance training
or new recruit onboarding. There are forms of training that require structure, have
deadlines, and there's a definite purpose.

Formal learning involves the type of learning activities in which the training department,
curriculum designer, and/or teacher identify the objectives and goals. Structured learning
or synchronous learning is also called formal learning. Classroom teaching, web-based
training, remote labs, e-learning classes, conferences, seminars, training courses, etc. are
examples of structured learning.

Informal Learning

At the other end of the scale, informal learning is unstructured, most of the times
unexpected, unintentional and accidental, and it happens outside a typical learning
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environment. Importantly, it is self-directed, unpredictable, asynchronous, and does not

have real aims and specific objectives, but it just occurs over time.

It can happen anytime and wherever within your organisation. You can chat with a
coworker, for instance, and they state that they have discovered a more effective system
that can automate a manual process that you can also use. While it was not intentional,
there is still something you have learned.

Informal involves learning that takes place away from a formal, organised classroom
environment. There are many ways of informal learning, including watching videos, self-
study, reading posts, engaging in forums and chat rooms, encouragement for success,
coaching sessions and games. It is known that informal learning is a type of asynchronous
learning. Informal learning is a learning method in which the learner sets their own
expectations and goals.

Formal and informal methods of learning

Both have very different methods of delivery when we compare formal and informal
learning. Here are the most common ways of using each of them in the workplace:

Methods of formal learning

1. Face-to-face

Formal learning takes place face-to-face or in a classroom-like setting, a more traditional

delivery method, but still ubiquitous. However, face-to-face training, such as seminars,
coaching, and on-the-job training, has its drawbacks, as it adds a level of immediate
interactivity. It is costly and time-consuming to run and to do the training, your students
often need to miss full days of work.

2. Training via the world wide web

Online training delivery, done with the help of a learning management system, has become
the new norm for companies looking to deliver a formalized learning strategy. The big
draw is that it's easy and quick. Learners only need to log in to the LMS and train whenever
they need to. There is no work that is missing, no travel. Online training options are also
available, as you can provide a blended learning model with ILT's and webinars and use
social learning through forums.

The holy grail feature of an LMS is that it makes it easily measurable for training. Say, for
instance, your company provides compliance training, which is training that needs to be
formal. With an LMS, to ensure your organisation is compliant, you can track and record
every step of the training.

3. Other formal learning opportunities

• completing set learning work, with or without the assistance of an instructor,

• participating in group learning activities,
• internal training and coaching sessions
• performance appraisals
• Formal goal setting
• Workplace coaching
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Informal methods of learning

Since informal learning is organic and unplanned, the tangible ways in which it is used
within your organization are more difficult to identify. It's important to note, however, that
informal learning is already going on in your company. You just might not be conscious of
it. Every time an employee chooses Google ways to enhance a process or every time there
is a conversation about a task between co-workers, learning occurs.

There are some ways to nurture informal learning within your organisation, having said
that. Firstly, it encourages casual learning to develop a well of resources for your
employees to dip in and out of when needed. Then there's social learning, whether it's
face-to-face chats, through a messaging app like Slack, or a forum in your LMS,
encouraging ways to communicate with your employees increases their learning chances.

The informal learning opportunities

Informal learning opportunities may include:

• On-the-job training

• desktop research

• feedback

• job rotations

• personal research

• mentoring

• employee questioning

• professional development conferences

• observations

• shadowing

• sprint or project participation

When should formal and informal methods of learning be used?

When it comes to learning strategies within a company, one thing about formal and
informal learning is crucial to understand - they are not mutually exclusive. Within your
organisation, each has its own advantages and has a role. It's just a case of knowing which
method to use is suitable.

When deciding which one is appropriate, there are a few rules to follow. It should be based,
most critically, on one question: Does the training need to be measurable? The answer is
yes for such things as compliance training, on boarding, job skills training, soft skills
training and product training. These are all courses that affect the success of your company
and it is an essential metric to be tracked to know that your employees get the information
they need to perform effectively in their role.
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When the material is' nice to know' but not necessarily essential, informal learning typically
comes into practice. What is more important here is to nurture conversations and promote
independent learning so that your staff feel that they can acquire information in a self-
directed manner.

It's up to you to decide what processes of learning fit your organization best. But,
remember: the most successful organizations, regardless of the form it takes, make
learning a priority. So, it's a step in the right direction if your employees feel supported in
learning, no matter the method.

Eager and self-motivated Learners

In the formal learning environment, in the initial phases of the learning course, the
learners are generally motivated and eager to learn. However, the learners start losing
the eagerness to excel gradually and in the absence of any specific activities to keep the
audience engaged. In other words, formal learning requires strategic content to maintain
the level of motivation of students throughout the course.

Informal learners are always motivated, more attentive and eager to learn the skill, in
contrast to formal learning. They are not only interested in acquiring deeper knowledge,
because they learn in a contextual environment and from experiences, but they get a
better understanding of the subject under discussion.

Spontaneous Learning

Informal learning is spontaneous and occurs wherever and whenever. The learner is self-
motivated and eager to learn about any particular subject or can get an impetus to get
acquainted with a new topic. From the point of view of an instructor, the instruction is
conscious of the need to share the skills or knowledge with the learner in a context during
informal learning.

For example, if a new employee has no idea of operating a copy machine, some other
colleague can show it in practice and how to get the job done instantly. For the new worker,
this informal way of obtaining knowledge is a quick help and one of the best examples of
the spontaneous and informal context of learning.

The learning is, however, planned, direct, non-contextual and formulated during a formal
learning situation. Intentionally and with a clear objective in mind, the instructor and
learners take up the learning course. Learning is time-framed and has certain limits,
prohibiting complete control over the framework of learning.
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Process of lifelong learning

Formal learning is not a life-long process, but a pre-defined time frame provides results.
Students who take a certification course for a period of two months, for example. This is
not a process of learning which will continue throughout life. The program is designed for
a period and guidelines to be followed with the set to achieve the targeted goal.

A spontaneous and lifelong learning activity is informal learning. We learn from our parents
at an early age as a child. We learn from peers, friends, a job or from co-workers as we
grow older. The learning process continues as you get old, and you continue to learn from
younger people, for example, using new technology.

It may be said that informal learning keeps people around the world vibrant, interested,
and mentally active. Nonetheless, for intellectual self-development, it is something that is
extremely crucial.

Quantifiable Learning

Formal teaching/learning is always measurable. It can be measured and formulated. In a

proper university or classroom setup, it is a learning or transfer of knowledge, offered by
qualified instructors and up to a certain degree. For example, to gain the required
knowledge, if you need to take a course, you must take the beginner, advanced or master
level courses. The results are measurable, and after taking a certain level of formal
training, you know the skill set that you can achieve.

Nonetheless, informal learning is quite difficult to quantify. In a set time frame, it is not
measurable or pre-designed to accomplish a set of abilities. Therefore, since it is not a
tangible learning approach, there is no monitoring or examinations to measure the skill
set, just like certifications or degree courses. It is hard to measure the results. Indeed,
this is one of the biggest challenges of informal learning, i.e. the validation and recognition
of knowledge acquired informally to make it valid, valuable and visible to others for their
proper use.

Managing and monitoring the means to improve learning

To assess the effectiveness, suitability, and feasibility of learning, all learning sessions
must be comprehensively evaluated. Evaluations help you to assess whether or not your
learning session, time allocated and used, training expenditure was worthwhile.
Evaluations will allow you to assess if your learners benefited from the training provided.
The evaluation must be sufficiently organised so that you can obtain valuable inputs from
the process and outcome. There are a range of assessment scales and basic evaluation
parameters that can be used to assess the success of the training programme in the most
appropriate way.

Evaluation of the learning outcomes

Asking the learners what they think of the training is a vital aspect of the curriculum
assessment and understanding if the learning session addressed or meets their
expectations and learning outcomes. An important method is a training assessment
questionnaire that learners fill out after completing the session. To get a full picture of
training performance, organisations and educators must combine such data with objective
measurements.
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Performance

An objective indicator is an assessment of learners and learning session success and a

reference to standards for analysing and evaluating the knowledge and skills learners had
before learning session and after the learning session. If the issue is, say, a high error rate
in an assessment, the organisation sets a goal for change and implements subsequent
preparation. Following the training, the company remeasures the error rate and compares
it to the goal. If the measurements reach or exceed the goal, the training is accurate.

Behaviour

Learner behaviour issues can have a negative impact on a learning sessions success. In
addition to monitoring performance, the educator and training organisation must identify
the inappropriate behavioural traits, implement training that explicitly addresses the
questionable behaviour, and set realistic success goals.

Understanding

Also learners with a positive attitude may lack the knowledge needed to complete their
assigned tasks. Effective preparation ensures that every learner has the skills and
knowledge necessary to achieve performance goals.

Small assessments conducted by the subject matter experts are one of the popular
methods for assessing such information. Training systems must identify the knowledge
needed for a particular job, assess learners accordingly, and set competency
requirements. The evaluations determine the training's efficacy. Excellent training
programmes ensure that all learners gain the necessary skills and achieve competency in
the enrolled training modules.

Questions That Can Be Measured

When creating an assessment or evaluation system, focus on the observable outcomes,

you must design the questions so that they can be answered with predetermined answers.
Such questions can be multiple-choice answers or a selection of responses from which the
participant could choose. Measuring the training's effectiveness will then include
measuring the number of respondents who selected each answer. The efficacy of the
training can then be measured based on the percentage of respondents who responded
within a given range.

The Likert Scale

The Likert Scale allows for a variety of responses that show whether the training
participant agrees or disagrees with the argument. In general, there are five responses,
each suggesting a different level of agreement or disagreement. The five options are
strongly disagree, somewhat disagree, moderate, somewhat agree, and strongly agree.
Using this scale, you can objectively assess the efficacy of the training based on the
response estimation statistics. Questions must be phrased in such a way that they can be
addressed on this scale.

Kirkpatrick Evaluation

The Kirkpatrick Evaluation assesses the progress and efficacy of the training programme
at different points following completion. The Kirkpatrick method has four stages, starting
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with an assessment performed immediately after training and progressing to the final
level, which evaluates outcomes such as enhanced job performance that resulted as a
direct result of the training. The second level assesses how much experience was obtained
from the training. The third stage assesses behavioural changes that occurred as a direct
result of the training programme for the client.

Open-ended questions

Open-ended questions allow you to elicit non-quantifiable details from training

participants. An open-ended question is one that does not include answer options and
instead invites write-in responses. The use of open-ended questions on training reviews
helps participants to share their thoughts or make suggestions. For example, you might
use open-ended questions to solicit ideas for future training programmes. These responses
cannot be used in a data spreadsheet to display outcomes, but they can be helpful in
designing potential programmes to address the unique needs of trainees.

What will I learn?

In this chapter, you will learn about the following:

1. Observe and assess learner styles with respect to the appropriateness

of current vocational, training and educational learning strategies
2. Evaluate the role, and impact of, new technologies on learners and
training techniques
3. Plan improved learning practice based on how learners currently learn
4. Plan improved learning practice based on the experience and personal
interests of the learner.
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2.1 Observe and assess learner styles with respect to

the appropriateness of current vocational, training and
educational learning strategies

You must observe and assess the learner styles and their preferred learning styles to
participate and get benefitted from the learning sessions.

The learner style may include but are not limited to the following:

• activist

• auditory

• global, analytical

• kinaesthetic

• left and right brain

• pragmatist

• theoretical

• reflective

• visual

To understand learner styles, we will be required to understand learning styles.

The concept of different learning styles first gained attention in the mid-1970s, and it has
since transformed how education and learning are viewed. Many people assume that there
are different ways to learn and understand new information, just as there are different
learning methods.

Despite criticism, many people began studying various methods of learning and evaluating
their own learners' preferred learning experience.

Everyone's approach to learning is formed by a particular combination of abilities and

interests. And, at various times, we learn and apply new ideas, abilities, and knowledge
in different ways.
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So, as useful as it would be to learn how each of us does it "best," there are many
explanations why even asking the question is challenging.

After all, how we learn is heavily influenced by what we learn. And our favourite learning
strategies cannot be the most efficient. Regardless, several scientists, psychologists, and
educators have attempted to recognise distinct, inherent "learning styles."

However, significant concerns have been raised about some of the more common models,
especially how they have been implemented. There are also worries that the "labels" they
build would hinder people's ability to learn.

Many parents of struggling students who are considering home schooling as an educational
choice for the first time typically begin by learning more about the various types of learning
styles and how children learn best.

The Seven Learning Styles

• Visual (spatial): You choose to use photographs, pictures, and spatial awareness.

• Aural (auditory-musical): You choose to use music and sound.

• Verbal (linguistic): You tend to express yourself through words, both verbally and
in writing.

• Physical (kinesthetic): You tend to communicate with your body, hands, and sense
of touch.

• Logical (mathematical): You are more comfortable with logic, reasoning, and
structures.

• Social (interpersonal): You learn best in groups or with others.

• Solitary (intrapersonal): You tend to work alone and research on your own.

What is the meaning of Learning Styles? Recognize the fundamentals of learning

styles

Your learning styles have a greater effect than you can know. Your prefered learning styles
guide how you learn. They also alter how you internally represent memories, remember
facts, and even the words you use. This chapter delves further into these features.

According to study, each learning style engages various sections of the brain. We recall
more of what we learn as we involve more of the brain during learning. Using brain-
imaging technology, researchers were able to define the main areas of the brain
responsible for each learning style.

As an example:

The visual sense is managed by the occipital lobes in the back of the brain. The occipital
and parietal lobes both regulate spatial orientation.

Aural material is handled by the temporal lobes. For music, the right temporal lobe is
particularly critical.
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Verbal: The temporal and frontal lobes, especially two specialised areas known as the
Broca and Wernicke areas (in the left hemisphere of these two lobes).

Physical activity is regulated by the cerebellum and the motor cortex (located at the back
of the frontal lobe).

Logical thought is driven by the parietal lobes, especially the left side.

Social: Most of our social interactions are conducted by the frontal and temporal lobes.
The limbic system (shown separately from the hippocampus) affects both social and
solitary behaviour. The limbic system is strongly involved in thoughts, moods, and
violence.

Visual learners are those who learn by sight. These students benefit from:

• Diagrams and photos

• Graphics and photos

• Maps and charts

• Mind Maps are visual representations of ideas.

• Cards with images

• Auditorium

These students benefit from:

• Paying attention

• Speaking,

• Discussions in groups

• Repetition of words

• Recordings of sounds

• Tools for Memorization

Read and write

Learners who read and write gain awareness by reading and writing. These students
benefit from:

• Reading and writing

• Take careful notes

• Notes are being rewritten in order to be revised.

• Viewing data in written form

• The word kinaesthetic refers to the sense of touch.

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Kinaesthetic learners are those that learn by touch. These students benefit from:

• The act of moving

• Tactile simulations

• Materials and models

• Interactions with real structures

• Hands-on methods

• Experimentation and practise

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2.2 Evaluate the role, and impact of, new technologies

on learners and training techniques

Technologies can make learning more immersive and collaborative, which can help
learners communicate with course content more effectively. The learners get the
opportunity to learn by doing rather than memorising information and facts. This may be
as easy as taking an interactive quiz in an online classroom or engaging in tech-enabled
community discussions, or as complicated as playing educational games, conducting
scientific experiments in a virtual or simulated assessment environment, or going on a
virtual field trip.

However, if you require your training session to be genuinely entertaining, it must be truly
interactive. Doing math on a machine is the same as doing math with a pencil and a pad
of paper. However, using augmented reality to animate math problems is a completely
different story. Interactivity increases the learning environment for certain students.

The possibilities for educators are limitless, ranging from using modelling software to show
how a hurricane grows to using virtual reality to perform medical procedures. “When more
medical schools incorporate virtual reality into the classroom, students are discovering
that it is an important way to learn complex subject matter, such as anatomy, that is much
easier to understand with hands-on practise,” writes Chris Hayhurst for EdTech Magazine.

Technology has the potential to broaden the scope of the classroom.

The classroom no longer has walls, due to technical advances. There are no longer any
barriers in the learning world. In addition to the individual teaching the course, guidance
may be offered by any number of subject matter experts.

“Students in a rural classroom, for example, can learn about the Arctic by following the
exploration of a team of scientists in the area, reading the scientists' blog postings, viewing
images, emailing questions to the scientists, and even talking live with the scientists via
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videoconference. According to a Purdue University report on technology in education,

“students will share what they are studying with students in other classrooms in other
states who are tracking the same expedition.”

Technology has the potential to promote self-paced learning.

Students who struggled to learn new concepts in a typical classroom would easily fall
behind their peers. Online assignments, on the other hand, encourage students to progress
at their own speed. Those that need additional time or assistance will practise outside of
class by supervised exercises or additional coursework. Learners who want a greater
challenge will do so as well.

Since technology is always available, students can access resources online whenever they
need to, and teachers can see which students can require additional assistance. Self-paced
learning also teaches students digital literacy and 21st-century skills that will be useful as
they join the workforce.

Technology may help to encourage new teaching methods.

Technology alters not only how we receive knowledge, but also how we are taught that
information. The teacher transitions from being a "sage on stage" to a "guide on the side."
Technology allows for teaching creativity, from interactive community work to flipped and
hybrid classes, from viewing course materials online to watching video-recorded lectures.
Classroom response systems may also be used by instructors to evaluate students'
comprehension of course material and change the speed or content as required in real
time.
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2.3 Plan improved learning practice based on how

learners currently learn

You must be able to plan improved learning practice based on how the learners require
training programs or learning sessions to be delivered.

For this, you will be required to focus on a number of learning and training aspects,
including but not limited to the following parameters:

What is the intention for students/learners to enrol or complete the course?

It is one of the main parameters for you to understand how well you can meet the learner
needs and requirements. If the intention is to find job/employment at the end, for
example, you can improve your learning practice by offering more employment based
examples, scenarios and real-life scenarios for them to understand what and how
employment opportunities should be looked for.

Interactive learning or traditional learning methods

Another most important aspect is to review and understand if the learning practice includes
interactive methods of providing training or they just include traditional, boring methods,
where learners learn less and get frustrated more.

Active learning

Active learning refers to any learning activity in which the learners actively participates or
engages with the learning process, as opposed to passively consuming knowledge.
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Improve memory

There are a lot of things you can do to help learners improve their memory. Simple ways
like improving their concentration, preventing cram sessions, and formulating their
learning time are a good starting point, although there are more psychological lessons that
can significantly increase your learners' academic performances.

Continue to learn and practise new skills.

Simply continuing to learn is one sure-fire way to become a more successful learner.
According to one Nature article, people who learned to juggle increased the amount of
grey matter in their occipital lobes, the region of the brain associated with visual memory.
This grey matter disappeared when these people started practising their new abilities.

Learning through a variety of ways

Another effective method of learning is to concentrate on learning in more than one way.
Rather than just listening to a podcast, which includes auditory learning, students should
find a way to practise the knowledge both orally and visually. This may include telling a
friend about what they've heard, taking notes, or creating a mind map. They are further
cementing their expertise in their minds by studying in more than one way.

Teach it to someone else if you can.

Educators have long observed that teaching anything to someone else is one of the best
ways to understand it. Begin by rephrasing the details in your own words. This mechanism
alone aids in the consolidation of new information in your brain. Next, figure out how
you're going to share what you've heard. Instruct the learners to do the same.

Rational learning

Relational learning, which includes applying new knowledge to things you already know,
is another excellent way to become a more successful learner.

For example, when you're learning Romeo and Juliet, you could connect what you're
learning about the play to prior knowledge you have about Shakespeare, the historical
period in which the author lived, and other related details.

Gaining hands-on experience

Many learners learn by reading textbooks, attending classes, or doing study in the library
or online. While seeing and writing down information is valuable, putting new knowledge
and skills into practise can be one of the most successful ways to enhance learning.

Ask the learners to stop multitasking.

For several years, it was believed that people who multitask (do more than one thing at
the same time) had an advantage over those who did not. However, recent research
indicates that multitasking can potentially decrease the efficacy of learning.
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Participants in the study lost large amounts of time switching between different tasks, and
they lost even more time as the tasks became more complex. You can learn more slowly,
become less effective, and make more mistakes if you move from one activity to another.
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2.4 Plan improved learning practice based on the

experience and personal interests of the learner

Interest is a powerful motivator that energises learning, directs academic and career
paths, and is critical to academic performance. Interest is both a psychological state of
focus and affect towards a specific object or subject, as well as a long-term proclivity to
re engage.

Defining the term "Interest"

The word interest can refer to two distinct (though often co-occurring) experiences: an
individual's brief experience of being captivated by an object, as well as longer-lasting
feelings that the object is enjoyable and worthy of further investigation. Thus, interest is
both a psychological state marked by increased focus, effort, and affect encountered in a
specific moment (situational interest) and an enduring proclivity to re-engage with a
specific object or subject over time. This duality not only illustrates the richness of the
interest term, but it also adds to the difficulty of precisely identifying interest. Situational
interest incorporates affective qualities such as feelings of pleasure and enthusiasm with
cognitive qualities such as concentrated attention and perceived importance, both of which
are fostered by situational features. For example, a learner can be entertained by a lecture
about tsunamis, become intrigued by their power, become more engaged in the class, and
appreciate the subject's personal relevance. Thus, being in a state of interest implies that
affective responses, perceived meaning, and cognitive functioning all interact, and that
focus and learning are effortless. Self-regulation, mission commitment, and persistence
are all linked to situational interest.

Experiencing situational interest can boost learning directly by growing focus and
interaction. A student seeing a Monet painting for the first time in an art history class may
be captivated by the bright colours and unique brushstrokes, and as a result, pay more
attention and engage more deeply. If that curiosity grows into a personal interest, the
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student is more likely to return to the material and delve deeper into the subject. As a
result, interest predicts conventional indicators of educational achievement, such as
potential course enrolment and performance.

Individual interest highlights people's consistent tastes for unique material. In this case,
the immediate experience of interest represents a well-developed personal preference to
appreciate and respect a specific topic or activity in a variety of contexts. Individual
interest is therefore a stable, underlying disposition that is triggered in unique
circumstances. Students interested in geophysics, for example, will be more likely to be
engaged during a lecture on tsunamis, whether the lecture is exciting or not, since their
curiosity is more mature and less reliant on situational factors.

Engagement = Readiness + Interest

The power of student interest in a subject is enormous. When a subject is related to

something that students enjoy doing, their interest grows as they enthusiastically spend
time thinking, dialoguing, and generating ideas in meaningful ways. Making learning
applicable to real-world situations is an important learning strategy for differentiating
student interests. The core material and principles are often portrayed in the environment
outside the classroom or school building in ways that students cannot see, as if they were
walking through life blindfolded. When teachers prepare for information, processing, and
product, differentiating by interests helps eliminate the blindfold, allowing students to see
those previously invisible concepts rendered visible.

Incorporating student preferences into instructional preparation that is focused on

readiness and learning profiles works well. Readiness coupled with interest results in
students doing work of a fair difficulty level with knowledge of a subject to which they can
relate. Students may, for example, write persuasive reviews about games or things they
are familiar with, or they could explore science concepts using LEGO Robotics. Matching
learning profiles to student interests helps students to process concepts across various
modalities based on their own experiences. One example is students watching videos,
listening to speakers, and journaling to draw parallels between historical social injustices
and types of bullying in today's schools and communities.

The first step in differentiating for interests is to discover what students are interested in
and enjoy doing. Data collection tools include student surveys and learning profile cards.
Parents and students who provide this information send a message that their experiences
are important. That is a strong message to begin the school year or semester.

Providing students with options allows them to choose their own path.

Allow students to choose from a range of options based on their interests. Many students
can share a mutual interest, implying that there is always something for everyone. For
students who are severely disengaged, I've organised activities based on their interests,
either as a focused readiness activity or as something the whole class can participate in.
The advantage is that disengaged students will make the connections they need, while the
others will see the learning goal in a new light. Differentiating goods are a popular location
for preferences to be embedded. As a result, some students choose a product choice that
is more difficult than anything they would usually choose, but the subject makes the tasks
worthwhile. Among the methods for structuring choice alternatives are:

• Think dots
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• Task cards

• Worksheets

• Menus for learning

• Learning centres

• Menus with tic-tac-toe

Empowering learners’ contribution to training design

Having learners present their own ideas for goods and events generates a higher degree
of triggering interest. This constructivist approach encourages students to do more difficult
work and devote more time to the challenge than they would usually. Some teachers are
also concerned about how to quality control the wide range of products that students can
create. That's a problem worth getting, in my view, but here's a realistic two-step solution:

Establish specific learning objectives and ensure that students understand them.

Determine which academic skills and concepts must be included in the product. Keep an
eye out for evaluation fog. Once students grasp the objectives, they can effectively develop
their own goods – with coaching assistance for some but not all.

Reduce the number of choices to a reasonable number.

Begin cautiously by offering two standardised choices. Then, based on the learning
requirements, invite students to develop their own alternative. When a suggestion is not
feasible, the teacher listens to it and proposes improvements, or sends students back to
the drawing board. When plans are accepted, set a deadline. Students who miss the
deadline must choose one of the original two choices.

Caring Makes a World of Difference

We are all inspired by tasks that we find important. When we care, we, like our students,
happily spend hours studying, crafting, and revising our work. Learners are less
intimidated by tackling challenging work with daunting challenges if the subject concerns
them and they have a say in how the work is completed. If this method works for
practitioners, why not apply it to our learners?
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Self-check assessment

QUESTION 1

What is formal learning?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 2

What is informal learning?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 3

When should formal and informal methods of learning be used?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________
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CHAPTER 3: ANALYSE AND ADVANCE THE

ADOPTION OF IMPROVED LEARNING
PRACTICE
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Traditional learning environments are giving way to more modern, collaborative, creative
and immersive approaches. Learners have the freedom to learn in the way they want
thanks to the variety of formats and individualised learning available on e-platforms and
in the workplace. Technology-enhanced learning is becoming increasingly relevant in
educational institutions and corporate training.

Many people have disagreed about the efficacy of technology-enhanced learning, and
others are worried that it is just a fad in training and education. Nonetheless, because of
its versatility, cost-effectiveness, and relevance, companies and educators are rapidly
embracing technology-enhanced learning.

Autonomy is particularly important in training and adult education because it allows adult
learners to select their desired time and speed of learning to accommodate other
commitments from work and family. Furthermore, what makes blended learning appealing
is its ability and promise in creating an authentic learning environment. If correctly
developed and implemented, it has the ability to increase learner involvement and
participation, resulting in improved learning outcomes.

For businesses, blended learning can broaden the scope of training in terms of accessibility
and versatility by incorporating a variety of formats and elements to insure that all learning
styles (visual, auditory, kinaesthetic) are met in order to keep workers engaged in learning
and give them easy access to learning at any time and from any place.
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What will I learn?

In this chapter, you will learn about the following:

1. Develop improved vocational, training and educational (VET) learning

practice, appropriate to learner characteristics
2. Advocate for improved VET learning practice
3. Initiate research into improved learning practice
4. Design and test improved learning practice in real-world situations
5. Mentor colleagues to promote improved learning practice.
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3.1 Develop improved vocational, training and

educational (VET) learning practice, appropriate to
learner characteristics

You will not have all learners at the same skill and expertise level to enrol or successfully
complete a course or learning session. Some learners you will find, learn more easily
through reading. Others learn more easily by practically doing activities. Others learn more
effectively when they communicate or talk about the things. You may also find learners
that are unable to speak or read. Some might not have worked in the industry. Others
might have performed several job roles. Some learners have very short attention spans.
They might be dealing with memory issues or other health related matters. Some learners,
on the other hand, can focus for hours on learning topics. Some learners cannot sit still
and must be very busy to find time for the learning activities. Others are unable to stand
at all. Hopefully, you get the picture of what we want to say, all learners are different,
with their unique characteristics and we must recognise these and respect the differences
and plan, prepare and deliver the learning sessions accordingly.

Learners can learn in a variety of ways, and they may have a variety of needs. The learning
requirements are determined by their other characteristics. This is because individual
learners can:

• Practice learning concepts in a number of ways

• Learn at their own pace.

• Have various backgrounds (educational, ethnic, employment, etc)

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• Have various reasons for studying

• Are driven in various ways and by various things

• Responding to problems posed in learning programmes in a number of ways

We often discover that the training we are preparing is targeted at a specific community
of learners who share at least some characteristics. This is not to suggest that they are all
the same or that they have the same learning requirements. It does, however, suggest
that we can need to prepare for a limited range of learning needs.

We often encounter the following types of learners:

• Employees

• School leavers

• New entrants to the workforce

• Trainees and apprentices

• Individuals who want to better their own abilities

• People who are unemployed

• New migrants to Australia

Employees who need to satisfy ethical and legal obligations and criteria

The actual characteristics of the learners themselves are the third aspect we consider
before developing our learning programme. These are the factors that will have a
significant impact on how each learner responds to every aspect of your learning
programme.

You need to make sure that the training program or course that you develop should meet
all the learner characteristics and needs.

Let’s understand this concept using a table, highlighting the learner characteristics and
the best ways to manage, evaluate and adjust your learning and training program.

Learner Best ways to manage, evaluate and adjust your learning and
characteristics training program

Poor vision providing the required enrolment details in enlarged text to a

learner with low vision

Intellectual providing additional teaching and mentoring sessions planning

disability the key words and key concepts

New migrant offering English language sessions before commencing the main
course
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Please note this is not an exhaustive list and provided for reference purpose only.

You must focus on the following aspects of learner to understand and assist the with their
needs and requirements:

• Writing

• Speaking

• Reading

• Hearing

• Communication with others

• Getting ideas and thoughts across

• Moving or manipulating objects

• Focussing on particular concepts or paying attention in general

• Staying on track

• Sitting for long periods of time

• Moving around the learning environment

• Remembering of facts and information

• Retention of facts and information

• Managing frustration, anger and confusion

• Asking for help and assistance

Even with adequate accommodations, a learner can struggle to meet the course's inherent
requirements. For example, Workplace Health and Safety regulations can prohibit learners
from participating in certain core course activities.

Even after all necessary modifications have been made and professional assistance has
been obtained, the course may still be unsuitable for the learner. RTOs should raise these
questions explicitly with learners in order for them to make educated decisions regarding
enrolment and participation. RTOs may also provide guidance on alternative preparation
and career paths.
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3.2 Advocate for improved VET learning practice

Defining leadership: roles; relationships and responsibilities

It is very important that you have defined roles, responsibilities and relationships
established. Aside from any legal grounds for providing job descriptions, practical reasons
outweigh the legal ones. Job descriptions, for instance, can be powerful communication
tools for educating employees of the tasks a training organisation expects them to
complete. Job specifications can also provide information about the consistency or quantity
of performance requirements, as well as work rules that apply to a specific job. Employees
may fail to meet your standards if their performance is not measured against the set
benchmarking standards and guidelines. If a training organisation requires their educators
to perform the advocacy role or have leadership capabilities, they must describe and
include them in the position description. This would assist the educators and other job
roles to respect the decisions and job requirements set by an organisation.

Advocating improved learning practices

As an educator it is critical for you to advocate improved learning practices. You can
participate in the advocacy through making sure:

• Learners are participating in the courses that meet their individual needs and
requirements

• Course materials are suitable and appropriate for the learners

• Fostering strong communication and relation between learners, educators and

management of the organisation
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• Thinking creatively about the systems and processes

• Being vocal to understand, communicate and recognise learner needs,

requirements and choices

• Providing the best possible state-of-the-art technologies and programs for learners

• Ensuring suitable training support system is in place to manage learner inquiries

and issues

• Participate in ongoing professional development sessions

• Participation in management meetings

• Participating in trainer meetings and conferences

• Understanding the changes in the education and training sector and communicating
them to all stakeholders

• Ensuring the learning programs are delivered according to the best standards and
practices in the education and training industry
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3.3 Initiate research into improved learning practice

It is in everyone's best interests to scale up successful learning initiatives, practices and

services. Who says learning practices should not be improved? And research results also
highlight areas where changes are possible and learning can be more successful.
However, scaling up research results—having the findings contribute to larger-scale
actions—is a challenge.

The results of research on learning practices are seldom clear and immediate. There are
few conclusive studies, as there are in other areas, but rather a systematic accumulation
of information drawn from overlapping studies in many fields of study, performed over a
long period of time, punctuated by the occasional breakthrough.

Initiating the research

The research can be initiated by:

• State the objectives and significance of the research

• Create a mind map or outline

• Start broadly and then narrow down

o Understand the current practices

o Receive and evaluate the stakeholders feedback

• State the objectives and significance of what, where, why, how and when
improvements are required in learning practices

• Cite thoroughly but not excessively

• Avoid giving too many citations for one point of reference

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• Gather all information

• Read information carefully

• Add the beginning and end

• Write the central points and main ideas

• Proofread

• Edit

Research may be compiled through:

• Evaluations of existing products

• Focus groups

• Informal discussions

• Internet

• Interviews

• Literature reviews

• Questionnaires

• Workshops

The research should include all stakeholders and relevant individuals, such as:

• Employers
• Employees, staff
• Government agencies and departments
• Industry associations, employer bodies
• Industry representatives
• Learners/students
• National industry skills councils
• Professional associations
• Regulatory, licensing, compliance authorities
• Research agencies
• State and territory industry training advisory bodies
• Subject or technical specialists and experts
• Unions
• Universities
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3.4 Design and test improved learning practice in real-

world situations

You will be required to design and test improved learning practice using the real-world
scenarios.

Your learning practices should be able to:

• Support and assist you to provide effective and efficient learning experiences and
opportunities

• Demonstrate the knowledge and skills needed in the real world at large

• Prepare learners to roles, responsibilities, tasks, skills, performance sets as

required

• Assist with problem-solving, and decision-making skills

• Assist through the real-world contingencies

• Interpersonal and communication skills

• Team-based competencies
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3.5 Mentor colleagues to promote improved learning

practice

Educators have a major impact not only on the success of learners, but also on the
performance of other educators and work colleagues. For several, peer-to-peer best
practises and action studies have much more effect than reading journal papers or even
undergraduate or graduate courses.

This confirms what has previously been stated: direct observation of educator' professional
activities by educators must become the new basis of professional growth.

Encouragement of educator mentors: When educators have a concern about education,

testing, teaching, or classroom management, they would like to ask first a peer rather
than the management or the administration.

The skills and knowledge requirements

To be a mentor, you must ensure, you demonstrate the following skills, understanding and
knowledge:

• Ability and willingness to listen

• Empathy

• Be empathetic

• Be supportive
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• Demonstrate good communication skills

• Experienced educator

• Active learner

• Build effective, trusted, positive relationships

• Be able to provide honest and constructive feedback

• Demonstrate role modelling skills

• Be patient

Above all, in order to foster respect and challenge in the learning environment, educators
must trust their colleagues and have confidence that they will be assisted in making the
required changes and improvements to ensure the best learning practices.

Mentoring colleagues

Mentoring involves demonstrating your colleagues, why, how, where, when and what
should be changed, improved or implemented. Mentoring is a vital component of what we
"do" as educators. It has a huge influence whether we serve as a mentor to a colleague
or a learner, or whether we seek out a mentor to help us with problems or simply to
provide a system of support in our personal and professional lives. We are all mentors to
another, whether we know it or not at times.
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Self-check assessment

QUESTION 1

What is a traditional learning environment?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 2

How can you advocate improved learning practices ?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

QUESTION 3

List various skills and knowledge required to mentor your colleagues.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________
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References

1. Learning Theories Knowledgebase (2011, April). Discovery Learning (Bruner) at

Learning-Theories.com. Retrieved April 14th, 2020 from http://www.learning-
theories.com/discovery-learning-bruner.html
2. Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a Big
Difference. New York, NY: First Back Bay.
3. Tomei, L. (2004, October 20). Learning Theories -- A Primer Exercise An
Examination of Cognitivism: The Psychology of Knowledge and Strategies.
Retrieved April 14, 2020, from
http://academics.rmu.edu/~tomei/ed711psy/c_bruner.htm
4. Reeves, D. B. (2008). Reframing Teacher Leadership to Improve Your School.
Alexandria, VA: Association for Supervision & Curriculum Development.
5. Timperley, H. (2011). Realizing the Power of Professional Learning. New York, NY:
Open University Press.