Design Learning with Reference to a Particular Unit of Competence - Essay Example

DESIGNING LEARNING Disclaimer UNITS OF COMPETENCES USED TADES402A and TAEDES401A. Most of the answers are quoted from these two books becausethe requirement of this assignment is to design learning with reference to a particular unit of competence ACTIVITY 1 – PAGE 105 Step 1 Analyse the elements and performance criteria Analyse the elements and performance criteria of the units. Consider how these apply in the context of the target leaner group (use the range statement to help you do this). Potential program content as suggested by the elements and performance criteria as well as range statement for the units chosen include Develop vocational competency Developing language and literacy skills Develop numeracy skills Develop general education Meet legislative, licensing and registration requirements Link the requirements of the competency standard to the work environment Read and interpret qualification rules Determine suitable electives that meet client needs and job role Document analysis of unit Confirm training and assessment needs of client Identify and source training packages and/or accredited course which could satisfy client needs Step 2 Analyse the required knowledge Some required knowledge for the unit selected include: Australian qualification framework (AQF) guidelines, including characteristics of AQF qualification levels: This knowledge is needed to ensure training is delivered within the specified requirements of regulatory agency, which is the AQF. This is particularly important because the training is going to take place in Australia and that is where knowledge training acquired is going to be used. Dimensions of competency: It is important to be able to measure the dimension of competency. This serves as delimitation for the training course and ensures that training is delivered within certain boundary and that learner d not receive what may not be necessary for his preferred field. Format and structure of accredited courses: A knowledge about the format and structure of accredited courses ensures that the trainer masters the course content and show good command and mastery on it when delivering it. Format and structure of competency standards: Knowledge about the competency standards also ensures that the course is delivered within a range needed by the learner and that training does not fall outside the scope of learning. Functions of training package: It is important to know what the function of each training package entails so as to specify what to look out for in each package. Without knowledge on the function of a particular training package, the learner may not have any benefit from the package because he would have not basis for undertaking the training. Methodology relating to analysing and using competency standards for a range of applications and purposes: Knowledge on the methodology to use in delivering training package is very important. This is because the success of the whole program depends on how the instructor goes about his training program. A poor or unsuitable methodology would result in a situation where the learner will find it very difficult to grasp concepts being taught. Language and terminologies: Appropriate use of language and terminologies is very important. The instructor must use language and terminologies that are at the level of the learner to facilitate comprehension. Sources of training package information: Knowing the source of the training package directs instructor to the right place to acquire materials for the training program. Different delivery modes and methods: Once the instructor has different modes and methods of delivery, it is easier to change from one methodology to another if it is detected that one method is not working well for the trainee. Relevant policies, legal requirements, codes of practice and national standards: A good knowledge on policies and standards ensures efficiency because the instructor will not be giving training that is sub-standard. Relevant OHS knowledge relating to the work, and OHS considerations that need to be included in the learning program: This is important to ensure that the safety and health of both learner and trainer are not compromised with. Step 3 Analyse the Required Skills Skills necessary for the training or course include: Organisational skills: A trainer needs organisational skills perform a number of activities. These include: to put together his research materials, content of course, resources at hand, lesson delivery, assessment, as well as feedback system. Evaluation skills: According to Tufo 2002, “Evaluation is assessing and judging the value of a piece of work, an organization or a service.” Without evaluation, it is almost impossible to know the outcome of a learning process. Cognitive skills: Cognitive skills show a trainer’s mastery over course areas. This skill is needed if a trainer can positively impact skills to a trainer. Language ad literacy skills: Language and literacy skills allows for easy communication and understanding between the trainer and the trainee Communication and interpersonal skills: A good communication and interpersonal skills has the potential of creating a welcoming and conducive working environment where learning will take place with ease. Planning skills: Proper planning prevents poor performance. Research skills: A good research skill equips the trainer with in-depth knowledge; one that is more than what he finds in course books and makes his training well informed. Step 4 Analyse the evidence guide: Anything else? To gain evidence of competency, assessment must be undertaken. Assessments must be taken in the scope of each unit and this must reflect the requirements of each unit. In this direction areas that needs critical assessment under the unit include an evidence of the ability to design, develop and review learning programs within the VET context, evidence of ability to prepare and develop a minimum of two learning programs. All evidence must be collected at the place of work. Step 5 Consider employability Skills Note an additional program content or requirements of delivery or assessment suggested when you consider the employability skills Employability Skills Additional content or other implications for training? Communication An ability to interact with learners in a language that learners understand and in a manner that is not offensive to learners Teamwork An ability to work in a group without any feelings of uneasiness. This should be characterised by willingness to learn from team members Problem solving Should be capable of handling problems that arise and even those that arise impromptu Initiative and enterprise Should be highly initiative, bringing on board new ideas on how to get things done and how to improve the training program Planning and organising Planning and organisation is needed at the pre-delivering stage. A good planning and organisational skills ensures proper performance Self-management Should be highly self-controlled and managed. Should not always depend on others for instructions before getting things done. Learning Should have the ability to learn easily and readily. Should also be able to do self learning Technology Should be abreast with technological changes and make full use of the phenomenon. Step 6 Consider the dimensions and competence 1. Consider the tasks outlined in each of the two units of competence that will form the benchmarks for your learning program and the workplace in which the target leaners will perform these tasks 2. Discuss the questions noted below and use the space to note ideas for additional program outcomes or content that arise from your discussion. Task skills Responds Task management skills How efficiently/quickly must the tasks be performed? What other tasks do the learners have to complete and manage in conjunction with the tasks? As much as possible, the tasks must begin immediately. However, it is important not to rush the learners through the tasks once it begins. This is because of the competency level of learners who are barely beginners. Effective outcome must not be compromised with finishing many course areas at a short time. Learners need to complete other tasks such as building on their personal ego, curriculum specifications, product specification and induction needs. Contingency management skills What challenges will commonly arise when performing the tasks? 1. Language barrier if learners are not native speakers. 2. Constant supply of resources including time and human resource 3. Rate of learners progression. Unusually slow learners may draw the progress level far back. Job/Role environment skills What workplace procedures must be followed when performing the tasks? Who must the learners work/collaborate with or report when performing the tasks? Learners should work with instructor or training during instructional periods but can fall on friends and other colleagues for supplementary learning after instructional periods. Workplace procedure include: 1. Planning volume of subject content according to size and type of group 2. Making good use of face-to-face interaction when teaching. 3. Open up to the use of technological tools such as the internet to promote research and supplementary learning after instructional periods. 4. Blending several delivery methods to cater for the different needs of different learners. 5. Making learning interactive, involving and activity based. Transfer skills Learners need previous knowledge in areas such as 1. Literacy and language 2. Numeracy skills 3. Basic oral communication skills 4. Basic knowledge on the everyday use of learning materials and tools 5. Knowledge on use of supplementary data base like the internet and library. 6. Basic writing and reading skills. ACTIVITY 2 – PAGE 157 Delivery Mode Delivery Mode Rationale Face-to-face This will ensure that the teacher has personal observation of the learning progress and learning attitude of the learner so that she can suggest any changes and make necessary recommendations for improvement. On-line learning This will be used outside the normal instructional period to serve as a supplementary platform for learners Assessment Approach Assessment Option/Method Rationale Continuous Assessment This will ensure that the learner is assessed both during and after the training. Once learners are aware they are going to be assessed on a constant basis, they are motivated to put in their best during the entire training section. verbal questions, written questions, project third party report Verbal questions would be used very frequently, especially during lesson delivery. This allows for quick assessment. Written questions will be used once a while (at least twice a month) to make the learners produce written accounts of how they are progressing with training The learner will be required to undertake an end of course project. Third party feedback will be solicited from people around the learners to confirm if they have noticed changes in the learners’ abilities. Learning Resources Resources needed include manuals, handouts, on-line learning Manuals and handouts will be used the learner. These are handy an can be carried everywhere the learner goes. On-line learning will not be used directly in the classroom but at home by the learner to enhance extra instructional learning. Can we purchase or obtain the resources? Yes If purchased, would they need to be customised? if so how? No, customisation is not needed Venue and Equipment Where will training take place? Training will take place in the training room. This is to make the learning atmosphere highly official. This is believed to promote effective learning. What equipment is needed? The major learning equipment to be used will be a flip chart stand and paper. This is because the flip board would give the teacher and learner the opportunity to refer back to concepts taught that need to be revisited for clarity. OHS implications of venue and equipment selected Occupational health and safety shall be observed by adopting correct use of equipment such as felt-pens. Good sitting posture shall be observed as well as good vision by allowing enough light into the room. ACTIVITY 3 – PAGE 181 1. Confirm the program content (a) Review the program content - Develop vocational competency Developing language and literacy skills Develop numeracy skills Develop general education Meet legislative, licensing and registration requirements Link the requirements of the competency standard to the work environment Read and interpret qualification rules Determine suitable electives that meet client needs and job role Document analysis of unit Confirm training and assessment needs of client (b) Review the activity in which you determined training needs. Training needs were determined through observation and question and answer section with learners. (c) Prioritise program content Essential content – develop general education, determine suitable electives that meet client needs and job role, document analysis of unit. Highly desirable content – develop vocational competency, develop language and literacy skills, link the requirements of the competency standard to the work environment, confirm training and assessment needs of client ‘Would be good if we have time’ content – meet legislative, licensing and registration requirements, read and interpret qualification rules develop numeracy skills 2. Organise the contents into ‘chunks’ Chunk Content Legal concerns Meet legislative, licensing and registration requires; read and interpret qualification rules Theoretical learning Developing language and literacy skills, develop numeracy skills, develop general education, document analysis of unit Practical learning Develop vocational competency, link the requirements of the competency standard to the work environment, determine suitable electives that meet client needs and job roles, confirm training and assessment needs of client. 3. Decide the order of delivery 1. Theoretical learning 2. Practical learning 3. Legal concerns 4. Learning outcomes for each session Session (chunk) Learning outcome Theoretical learning By the end of the session, learners should be able to have a strong command over basic skills that need to apply during practical teaching sessions. Practical learning By the end of the session, learner should be able to have hands-on knowledge on how to undertake certain vocations. Legal concerns To instil in the learner an awareness of the legal system in the application of their vocation. 5. Develop activities and allocate a time frame for each session Session Delivery: Method and Timing Activity: Description and Timing Intro, Conclusion and Contingencies Total time Theoretical Lecture method. 1 hours Reading lesson areas and explaining them. 2 hours Introduce by Reflecting on learners’ previous knowledge. Conclude with assessment test 3 hours Practical Demonstration and hands-on participation. 1 hours Involving in hands-on practice with learners. 4 hours Introduce by relating concept to theoretical ideas learnt earlier. Concluding with practical assessment 5 hours Legal Lecture method. 1 hours Reading lesson areas and explaining them. 1 hour Introduce by Reflecting on learners’ previous knowledge. Conclude with assessment test 2 hours ACTIVITY 4 – PAGE 202 Develop a strategy for how the draft of your learning program could be reviewed. Name of learning program Bakery Principal developers ScHoly Developers Focus of the review Designing the learning program Implementing content Fathering resources Data to be collected Learners previous knowledge Learners’ level of competency Learners’ progress with training Post training impact Method for gathering feedback Scores from written test Personal observation of learner’s improvement levels Stakeholders who will provide feedback Clients: Apprentices in baking Expert: Experiences barkers Method for reviewing, collating and summarising feedback Through face-to-face review on 2nd March, 2011 Recommended improvements to be approved by How baked products can be preserved for longer periods Version control considerations Draft program – Version 1 Ongoing review strategy Program to begin after three (3) pilot projects have successfully ended. CITED WORKS Tufo, S. D. "WHAT is evaluation?" http://www.evaluationtrust.org/evaluation/evaluate, Evaluation Trust, 13th March, 2002. Web. 16th February, 2011 Read More