Presented by:

Fiona McQuie Hanna Koren – Ryan

Geraldine Edar - Ralph

Overview of delivery units

Plan and organise group based delivery

Learning PrinciplesLearning needs to be learner-centeredThe learning process need to support increasing

learning independence The emphasis must be on experiential and

participative learningLearning need to involve modelingThe learning process needs to reflect individual

circumstances and needsAdults have a range of life experience which they can

connect to learningAdults need to know why they are learning something

and it’s benefitsAdults need to be self - directing

Learning Theories

Behavioral learning

Learning is defined as the acquisition of new behavior

through conditioning

Cognitive Learning

Learning is defined as the active mental process of

acquiring, remembering and using knowledge

Constructivist Learning

Learning as the process in which learners actively construct knowledge from their own

experiences

Information Processing

Learning is defined as the use and application of short term

memory

Situational Learning

Defines learning as the act of membership in

a community of practice

Problem Based Learning

Encourages learners to become independent and creative thinkers, closely connecting them with the

learning content

Pedagogy

Teachers direct the learning process and take

responsibility of what is to be learnt and how it is to be

learned

Andragogy

Is the process of engaging adult learners in the learning

experience

Instructional Designstructuring information in a way that

encourages learning participationPresenting material in a logical order and

sequencePresenting material in order of increasing

difficultyProviding opportunity for learners to practice

the skills that they are learning

Establishing the learning contextWhen planning a group based delivery it is

important to identify where the learning will occur, for example:

In the workplaceIn a simulated work environmentIn a training roomIn a specialist environment In an external venueIn an internal venueIn a community setting

Identify the needs and characteristics of learnersTheir existing generic, underpinning and technical

skillsThe LLN requirementsPast learning and work experiencePersonal development and growthPhysical and physiological needsPreferred learning styles and employment statusMaturity level Cultural background and needsLevel of formal schoolingLength of time as a Australian resident

How to identify the needs and characteristic of learningAsk the learnersRefer to enrolment information or

employment recordsAccess to organizational training needs

analysis or RPL accessment

Types of VET LearnersExisting industry or enterprise employeesSchool leavers or new entrants to the workforceThose seeking new skills and knowledgeThose seeking to upgrading existing skills and

knowledgeThose changing careersUnemployedLearners with a disabilityMembers of indigenous communities or backgroundRecent migrants or overseas studentsIndividuals or groups seeking to meet licensing or

other regulatory requirements

How would you ensure your delivery ideas suit the learnersDiscussions with the learners themselvesAnalysis of any information that they provide

to youMust identify cultural, disability, LL&N needs

of individual learners

Source: Shea Learner Guide – Delivery and Facilitation Field TAADEL401B