A personal process, which occurs internally Learning can involve:

Growth of knowledge Development of skills Change of attributes

There is no one way to learn We all approach learning in different ways Learning means different things to different

people We can refer to learning as either

The process – how we go about it The outcome – what is achieved

Definition – “Assisting people to learn” Involves a relationship between the

learners, content and facilitator (that needs to be managed)

Requires Considerable preparationA clear planAn understanding of how people learnAn increased awareness of the part you

play

Visual, auditory, kinaesthetic Left/right brain (hemisphere) Pragmatists, activists, reflectors,

theorists Global/analytical

P.26 – p.37 (TAADEL401A)

Recognise:People learn in different waysWhat works effectively for one learner may

not be effective for anotherThe need for variation of approaches and

ways for presenting information and ideasThat all learners will not enjoy the same

kinds of activitiesLearners engage in learning in different

ways (some will be loud and active, while others will sit back – which may not mean they are not participating, they may be engaging differently)

Pedagogical – traditional, teacher-centred, based on instruction from the teacher to the student

Andragogical – learner-centred, helping adults learn

The need to know The learner’s self-concept The role of learners’ experience Readiness to learn Orientation to learning Motivation

Active participation Meaningful and relevant Holistic learning Multi-sensory learning Concerned with first and last

impressions Practiced and reinforced Regular and useful feedback Reward

Behavioural learning theory Information processing theory Cognitive learning theory Constructivist learning theory Situational approach to learning Problem-based learning

Focus on observable behaviourLearning is better when the learner is activeFrequent practice is necessary for learningPositive reinforcements, like rewards and

successes are encouragedObjectives need to be clear – i.e.

performance criteria

Uses the computer as a model for human learningTakes in informationChanges the form and content of this

informationStores and locates itGenerates responses to it

Approached primarily through the use and study of memory

Based on the cognitive process we use to acquire knowledge

Knowledge based on:Perception IntuitionReasoning

An active mental process of acquiring, remembering and using knowledge

Learners construct knowledge for themselvesEach learner individually and socially

constructs meaning as they learnFocus is on the learner, rather than the

subject or the lesson taught – the key to the learning lies in the learner’s thinking about the learning

Situation based – placed in a social context (i.e. the workplace)

Through relationships between people and the conditions that bring people together, allowing for particular pieces of information to take on relevance and meaning

Based on the need to develop problem-solving skills in order for learning to take place

Learning goals are the learners’ abilities to solve the problem, present solutions and revise solutions when presented with additional information

Learner-centred Learning process needs to support

increasing learner independence Emphasis on experimental and participative

learning Use of modelling Learning process needs to reflect individual

circumstances and needs Adults have a range of life experience

which they can connect to learning Adults need to know why they are learning

something and its benefits Adults have a need to be self-directing

Identify learning objectives, performance criteria and assessment methods (where required) and refine them

Identify, evaluate, select, modify and contextualise existing published learning resources and support materials

Develop an outline of the structure of each session

Develop specific session-based learning resources and activities

Identify specific facility, technology and equipment needs for each session

Identify and organise additional resourcing to meet identified learner support needs, where required

Sometimes referred to as a session plan – it may cover a series of sessions

May include: Duration of each activity or exercise Individual or group objectives Formative assessment opportunities Location of training Number of learners Activities to be used Resources, for example, a whiteboard, overhead,

handouts, etc Additional requirements (catering for special needs,

OHS considerations

Clarify the learning objectives Sequence the content – identify the

content requirements, including the introduction and conclusion

Choose facilitation methods and learner activities – confirm timelines and resource requirements

Develop learning resources Review the plan – confirm it meets the

requirements