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Cameron Bezuidenhout
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16 views

CH 4 Slides

Uploaded by

Cameron Bezuidenhout
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Chapter 4

Outcomes-based workplace learning


design
Chapter 4: Key points of outcomes-based workplace
learning design

• This chapter focuses on the design of work-based learning programmes and other
short learning programmes that are generally contained in the annual workplace
skills plan.
• The effective L&D professional recognises that few (if any) of the desired learning
outcomes will be reached unless learners are actively involved in the learning
process and perceive the learning as valuable to them. This implies moving away
from a content-driven approach to a learner-centred approach in learning design.
• The effectiveness of the learning process depends on developing learning outcomes
that are meaningful and appropriate to the needs of learners and the organisation.
• The L&D facilitator guide contains guidelines on how to enable learners to achieve
the learning outcomes. It also facilitates quality assurance in respect of learning
design, delivery, assessment and the evaluation of value added.
Chapter 4: Outcomes
• Evaluate the benefits of adopting a learner-centred approach to learning design.
• Explain the ‘design down and deliver up’ approach to outcomes-based learning design.
• Explain the ten stages of outcomes-based work-based learning design.
• Differentiate between programme objectives and learning outcomes.
• Discuss how learning taxonomy levels guide the formulation of learning outcomes.
• Develop a learning delivery and assessment strategy for a learning programme.
• Develop a course outline for a learning programme.
• Explain the characteristics of well-designed learning activities.
• Discuss the aspects to be considered when choosing training/learning methods.
• Discuss the elements of well-designed outcomes-based learning materials.
• Describe the process of selecting sources of and sequencing learning content.
• Discuss the function and content of the L&D facilitator guide in outcomes-based learning
design.
The dynamic learning cycle
Steps in outcomes-based learning programme
design

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5


Job/occupational L&D needs and Job/occupational Learner profile Learning programme
requirements & job/occupational tasks purpose & tasks analysis objective and
stakeholder analysis Knowledge/practical outcomes
expectations skills/workplace
experience

Stage 6
Stage 7 Stage 8 Stage 9 Stage 10
Learning content
Learning activities Learning delivery and Training and learning Learning support
development
design assessment strategy methods materials
The LARF tool for aligning work-based learning
programmes to the appropriate NQF level
Process questions in What are the predominant Verb + noun
using the LARF tool common things people routinely
do?

What is the purpose of these To … verb + noun +


typical tasks? [adverbial phrase]

The people or things with which Noun


the person is expected to interact
or deal
Analyse participant profile
• Demographic information

• Language level

• Educational/experience level

• Motivation for learning

• Previous learning experience

• Skills programme information


Learning outcomes
Verb

Noun
Learning
outcome

Qualifier
Learning outcome
classification

Affective
domain

Learning
outcome
classifi-
cations

Psycho-
Cognitive
motor
domain
domain
Link between learning need, learning outcome &
learning content
Learning need Learning outcome Learning content

• A number of • After training • Reading


employees are these material on how
not able to employees, she to interpret a
make a garment will be able to pattern
(such as a dress) make (verb) • Examples of
according to garments different types
specific (noun) from of pattern
measurements patterns • Instructions on
taken from a (qualifier). how to measure
pattern. with a
measuring tape
Categories of
content

Essential Helpful Peripheral


Learning
resources
• Printed matter • Professionals, practitioners &
SMEs
• Visual and audio resources
• Interest groups
• Websites and OERs
• Colleagues & work contexts
• PowerPoint slides, photographs &
graphics • Blogs & Vlogs

• Departmental procedures &


checklists • E-books & publications
Sequencing learning
content
• Chronological • Unknown-to-known

• Step-by-step • General-to-specific

• Whole-to-part • Specific-to-general

• Part-to-whole • Concrete-to-abstract

• Known-to-unknown
How to sequence
content
• Start out with information that is easy to learn.
• Start out with broad terms and technical concepts or cover them as
early as possible in the learning experience.
• Practice new concepts immediately after you introduce them.
• Link new knowledge and skills by placing previous knowledge and skills
just before the new material.
• If certain knowledge and skills are essential for mastering later parts of
the work, allow enough time and opportunity for practice.
• Use sequencing that makes sense to you and will make sense to the
learners.
• Complex tasks and tasks that need a lot of new knowledge should be
placed later in the sequence
Learning activities
should:
• Allow the learner to take information (descriptions, rules,
guidelines, advantages and disadvantages, definitions and so on) and
apply it to practical situations.
• Help learners to practise what they have learnt.
• Allow learners to make mistakes, and guide them to deal with or
correct them.
• Refine knowledge and skills so that learning outcomes can be
achieved.
• Allow learners the opportunity to practise new knowledge, skills
and attitudes in a safe, non-threatening environment and in
different contexts and situations.
Learning
methods
• Lectures • In-basket exercises

• Discussions • Demonstrations

• Case studies • Sensitivity training

• Role play • Self-directed/independent


learning
• Management games
• Technology-based methods

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