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Designing. Learning Programs. Topics. Definition Components of a learning program Defining the purpose and focus Specifications of a learning program Scope and breadth Identifying the target audience Learning styles Pedagogical approaches Delivery models Learning Design

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Designing

Learning Programs


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Topics

  • Definition

  • Components of a learning program

  • Defining the purpose and focus

  • Specifications of a learning program

  • Scope and breadth

  • Identifying the target audience

  • Learning styles

  • Pedagogical approaches

  • Delivery models

  • Learning Design

  • Resources

  • Assessment strategies

  • Reviewing a learning program


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Case Study

  • A local business needs to develop the skills of its office admin team. There are 10 staff and you have been asked to design & develop a learning program for them. The manager cannot release staff members to attend classroom delivery. The company has identified that they require the following content in the program:

    • Business computing

    • Customer service

    • Green skills

  • They also would like this program to align to a qualification or a traineeship. After a needs analysis you are told that their needs may be best met by aligning the training to Business Services Training Package.


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Definition

Learning programs document a cohesive and integrated learning process for the learner.

  • learning outcomes or the learning objectives

  • outline the content,

  • sequence and structure of learning and the delivery and assessment method/s


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What are the components of a

learning program?


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Components of a learning program

  • Purpose

  • Competencies to be addressed

  • Learning outcomes

  • Content

  • Learning resources and activities

  • Number and duration of training sessions

  • Delivery methods

  • Assessment

  • Program evaluation


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Defining the purpose and focus

  • How would you define the purpose (reason for the program) and

  • focus (main point) of a learning program


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Specifications of a learning program

  • The National Training Information Service (NTIS)

  • Course Information Documents Online

  • Other sources?


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Scope and breadth – Discrete or part of a qualification

  • the number of competencies to be achieved

  • the vocational or generic skills to be developed

  • the subject or technical knowledge and/or theory to be learned

  • the work activities to be encompassed

  • the specific organisational learning needs to be addressed


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Learning and assessment pathways

  • the number of competencies to be achieved

  • Professional conversation

  • Existing qualifications

  • Informal learning

  • Individual Learning Plan

  • Work based project

  • Learning activities


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Target audience What do you have to know?

  • Sector - Vocational, Enterprise or Tertiary

  • Job role

  • Characteristics

  • Sources of information


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Analysing the target audience

  • age range

  • gender mix

  • cultural backgrounds

  • ability/disability

  • access to technology

  • educational experience

  • related work experience

  • full or part time study: part time

  • employment status: mainly employed fulltime

  • language, literacy and numeracy levels

  • technology literacy


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Analysing the target audience

  • age range: 16 to 55

  • gender mix: 30% Male 70% Female

  • cultural backgrounds: 60% Australian, 20% Chinese, 10% Lebanese, 10% Indonesian

  • ability/disability: no significant disabilities

  • access to technology: all have access to PC/laptops

  • educational experience: 20% have a certificate 111 or higher

  • related work experience: 40% more than 10 years experience

  • full or part time study: part time: Need to study part time

  • employment status: mainly employed fulltime

  • language, literacy and numeracy levels: average levels, some issues with literacy

  • technology literacy: most are component.


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Learning Styles

  • What are the different way people learn?

  • Auditory

  • visual

  • kinaesthetic

  • left/right brain

  • global/analytical

  • theoretical

  • activist

  • pragmatist

  • Reflective

  • Go to Learning Styles for more information


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Adult Learning

  • adults have a need to be self-directing

  • adults have a range of life experience, so connecting learning to experience is meaningful

  • adults have a need to know why they are learning something

  • training needs to be learner-centred to engage learners

  • the learning process needs to support increasing learner independence


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Pedagogical approaches

  • Learning has moved for the theories of behaviourism to constructivism and connectivism

  • Facilitating the learning experience

  • Learning by doing


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Delivery strategies

  • Focus eg group / individuals

  • Context e.g. Workplace, Simulated,

  • Mode e.g.Face-to-face, Online, blended

  • Method eg work based, coaching, guided facilitation


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Learning design

  • Sequence of collaborative of learning activities

  • Can incorporate single learner content, but also collaborative tasks such as discussion, voting, small group debate, etc

  • Can be stored, re-used, customised


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Resourcing a learning program

  • Operational

  • Learning materials

  • Need to be a aware of what is available

  • Available resources


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Assessment methods

  • Direct observation

  • Structured activities

  • Questioning

  • Recognition Portfolios

  • Product review

  • Third party feedback


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Reviewing a learning progam

  • Questionnaire

  • Mapping tool

  • Checklist

  • Focus group

  • Structured interview

  • Who should be involved?


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How do you do it?

  • Preparation and research

  • Chunk the content of a program into a learning sequence/s

  • Design the learning activities

  • Develop the assessment


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Activity

  • Working in groups and using the template provided develop a learning program for the proceeding case study.


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Summary

  • Components of a learning program

  • Defining the purpose and focus

  • Specifications of a learning program

  • Scope and breadth

  • Identifying the target audience

  • Learning styles

  • Pedagogical approaches

  • Delivery models

  • Learning Design

  • Resources

  • Assessment strategies

  • Reviewing a learning program


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