Designing
Learning Programs
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
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.
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
What are the components of a
learning program?
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
Defining the purpose and focus
/ How would you define the purpose (reason
for the program) and
/ focus (main point) of a learning program
www.sit.nsw.edu.au
Ambition in Action
Specifications of a learning program
/ The National Training Information Service
(NTIS)
/ Course Information Documents Online
/ Other sources?
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
Target audience What do you have to
know?
/
/
/
/
Sector - Vocational, Enterprise or Tertiary
Job role
Characteristics
Sources of information
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
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.
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
Pedagogical approaches
/ Learning has moved for the theories of
behaviourism to constructivism and
connectivism
/ Facilitating the learning experience
/ Learning by doing
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
Resourcing a learning program
/
/
/
/
Operational
Learning materials
Need to be a aware of what is available
Available resources
www.sit.nsw.edu.au
Ambition in Action
Assessment methods
/
/
/
/
/
/
Direct observation
Structured activities
Questioning
Recognition Portfolios
Product review
Third party feedback
www.sit.nsw.edu.au
Ambition in Action
Reviewing a learning progam
/
/
/
/
/
/
Questionnaire
Mapping tool
Checklist
Focus group
Structured interview
Who should be involved?
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au
Ambition in Action
Activity
/ Working in groups and using the template
provided develop a learning program for the
proceeding case study.
www.sit.nsw.edu.au
Ambition in Action
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
www.sit.nsw.edu.au