Implement

improved
learning practice

TAELED803
CHAPTER 1: EVALUATE WAYS TO
IMPROVE LEARNING PRACTICE

• Review advances in learning practice within a given vocational,

training, educational or content area
• Review and challenge existing learning practice to develop,
and test, improved approaches
• Analyse interests, abilities, relationships and the contextual
needs of relevant individuals, when promoting improved
learning practice
• Research how a range of appropriate learning theories and
instructional design principles can improve learning practice
• Ensure learning practice reflects the qualification requirements
for nominated qualification/s.
 The method of gaining new
understanding, skills, practices, habits,
capabilities, beliefs, perceptions, and
desires is learning.

People, animals, and certain machines

possess the capacity to learn; there is
Learning also evidence that some plants may also
have developed ways to use learning.

Learning in simple terms is explained as

the process to change yourself (changes
or additions to one’s thinking) according
to the environment and situation.
Learning goals

• The learning goals can be defined as the

behaviours, understanding or
comprehension which learners consider to
be essential for their learning.
• They can connect to particular working
practices, particular topics, or areas of
learning or a combination of these
activities.
 The
definition of
learning and
developmen
t strategy
 Practice is the act of regularly repeating an action or
engaging in an activity for the intention of promoting or
mastering it, as in the expression "practise makes perfect."

Learning Learning practice, therefore, refers to the act of repeating

practice learning until an individual achieves satisfactory strategic
outcomes or objectives.

Learning practice is also referred to as the applicable

pedagogy or learning theories and their relationship to the
vocational, training and educational strategies, techniques
and approaches that can be used to improve learning.
 Action science

Applied learning models

Behavioural learning theory

Appropriate Cognitive learning theory

pedagogy or Constructivist

learning Discovery learning

theories Humanistic

Information processing theory

Problem-based

Situational

Social learning
 Change up your learning schedule, environments, and learning
materials.

Get a required 8 to 10 hours night sleep.

Ways to Schedule your learning time period.

improve "Cramming" for an exam can be successful.... for your exam

learning
results.

practice Make use of self-testing.

Don't be worried with short breaks or distractions while

learning.

Create learning sessions that combine different knowledge

areas or skills.
 1.1 Review advances in learning practice within a
given vocational, training, educational or content area
What is
VET?
 Review advances in learning practice

Technological advances in the field of

Changes and learning

advancements There are many opportunities.

in the
vocational Lifelong learning is important.
education and
training sector Face-to-face encounters will evolve.

Compliance with regulatory and legislative

requirements
1.2 Review and
challenge existing
learning practice to
develop, and test,
improved approaches
 Challenge existing learning practices

The review should occur to

You must review and
understand how learner-
evaluate all the existing
centred concepts and
learning and teaching
principles are followed by
practices in the academic
the educators and the
environments.
organisation.
 Existing
learning
practices that • Asking the questions and seeking volunteers to answer
them
should be • Calling on learners cold when you are in the middle of
discussing something and learners are not mentally ready
avoided to answer the questions
• Turning your learning sessions into a PowerPoint show
• Failing to offering a variety in instruction
1.3 Analyse interests,
abilities, relationships and
the contextual needs of
relevant individuals, when
promoting improved
learning practice
 Four
components
that reflect
the teaching
and learning
cycle
1.4 Research how a
range of appropriate
learning theories and
instructional design
principles can improve
learning practice
 According to Harasim (2017), "a theory is an
explanation for why or how something happens."
What
A learning theory, according to her, is one that seeks to
exactly are "help us understand both how information is produced
and how people learn."
learning According to Lefrançois (2019), a learning theory seeks
theories? to "systematise and organise what is understood about
human learning."

He contends that a good learning theory helps to

clarify, predict, and even form or modify learner
behaviour.
 Haviourism
Types of Cognitivism
learning
theories Constructivism

Connectivism
 Learning is promoted when learners are
The five (5) engaged in solving real-world problems.

instructional Learning is promoted when existing knowledge

design principles is activated as a foundation for new knowledge.

include: Learning is promoted when new knowledge is

demonstrated to the learner.

Learning is promoted when new knowledge is

applied by the learner.

Learning is promoted when new knowledge is

integrated into the learner’s world.
1.5 Ensure
learning
practice
reflects the
qualification
requirements
for nominated
qualification/s
 Qualification
requirements
 • A qualification requirement is a required skill level as a
prerequisite, licence, certificate or other credentials
required to enrol or successfully complete a qualification.
Pre- • The second definition of qualification requirements is:

Enrolment • A qualification requirement sets out the minimum

qualification and educator to learner ratio requirements for
learners to successfully complete a qualification according
to the industry needs and expectations.
CHAPTER 2:
MANAGE
AND
MONITOR
THE MEANS
TO IMPROVE
LEARNING
 There is one main objective for every
learning and development team.

They want to make sure that every learner

is provided with the opportunity to learn.
Learning
Two contrasting learning styles are formal
structures and informal learning.

Pragmatic and structured is one.

Casual and unstructured, the other.

 Formal Learning

It is designed and directed by a

Formal learning is learning that
is "intentionally delivered in a
structured format."
teacher and it typically takes
place in a face-to-face
environment or, via a learning
management system (LMS),
through an online learning
platform.
 • At the other end of the scale, informal learning is
unstructured, most of the times unexpected, unintentional
and accidental, and it happens outside a typical learning
environment.

Informal • Importantly, it is self-directed, unpredictable,

asynchronous, and does not have real aims and specific
Learning objectives, but it just occurs over time.
• It can happen anytime and wherever within your
organisation.
• You can chat with a co-worker, for instance, and they state
that they have discovered a more effective system that can
automate a manual process that you can also use.
• While it was not intentional, there is still something you
have learned.
 Methods of formal
learning

Training via Other formal

Face-to-face the world learning
wide web opportunities
 Informal
methods of
learning
2.1 Observe and assess learner styles with respect
to the appropriateness of current vocational, training
and educational learning strategies
 The learner
style may • activist
include but are • auditory
not limited to • global, analytical
• kinaesthetic
the following: • left and right brain
• pragmatist
• theoretical
• reflective
• visual
 • Visual (spatial): You choose to use photographs,
pictures, and spatial awareness.
• Aural (auditory-musical): You choose to use music
and sound.
The Seven • Verbal (linguistic): You tend to express yourself
through words, both verbally and in writing.
Learning • Physical (kinesthetic): You tend to communicate
with your body, hands, and sense of touch.
Styles • Logical (mathematical): You are more comfortable
with logic, reasoning, and structures.
• Social (interpersonal): You learn best in groups or
with others.
• Solitary (intrapersonal): You tend to work alone
and research on your own.
What is the
meaning of
Learning
Styles?
2.2 Evaluate the role, and impact of, new
technologies on learners and training
techniques
• Technologies can make learning more immersive and
collaborative, which can help learners communicate
with course content more effectively.
• The learners get the opportunity to learn by doing
rather than memorising information and facts.
• This may be as easy as taking an interactive quiz in an
online classroom or engaging in tech-enabled
community discussions, or as complicated as playing
educational games, conducting scientific experiments
in a virtual or simulated assessment environment, or
going on a virtual field trip.
 Different • Technology has the potential to broaden the scope of the
classroom.
benefits of • Technology has the potential to promote self-paced
learning.
technology • Technology may help to encourage new teaching
methods.
2.3 Plan improved learning practice based on how learners currently
learn
• You must be able to plan improved learning practice based on how the learners require training
programs or learning sessions to be delivered.
 What is the
intention for
students/learner
s to enrol or
complete the
course?
 Active learning
Interactive Improve memory
learning or
Continue to learn and practise new skills.
traditional learning
methods Learning through a variety of ways

Teach it to someone else if you can.

Rational learning

Gaining hands-on experience

Ask the learners to stop multitasking.

2.4 Plan improved learning practice based on the
experience and personal interests of the learner
Defining the term "Interest"

• The word interest can refer to two distinct (though often co-occurring)
experiences: an individual's brief experience of being captivated by an
object, as well as longer-lasting feelings that the object is enjoyable and
worthy of further investigation.
• Thus, interest is both a psychological state marked by increased focus,
effort, and affect encountered in a specific moment (situational interest)
and an enduring proclivity to re engage with a specific object or subject
over time.
 Establish specific learning objectives
and ensure that students understand
Empowering them.
learners’
contribution Reduce the number of choices to a
to training reasonable number.

design
Caring Makes a World of Difference
 CHAPTER 3:
ANALYSE AND
ADVANCE THE
ADOPTION OF
IMPROVED
LEARNING
PRACTICE

3.1 Develop improved vocational, training
and educational (VET) learning practice,
appropriate to learner characteristics
• You will not have all learners at the same
skill and expertise level to enrol or
successfully complete a course or
learning session.
• Some learners you will find, learn more
easily through reading.
• Others learn more easily by practically
doing activities.
• Others learn more effectively when they
communicate or talk about the things.
• You may also find learners that are
unable to speak or read.
• Some might not have worked in the
industry.
• Others might have performed several job
roles.
• Some learners have very short attention
spans.
Learners can • Practice learning concepts in a number of ways
• Learn at their own pace.
learn in a • Have various backgrounds (educational, ethnic,
variety of employment, etc)
• Have various reasons for studying
ways • Are driven in various ways and by various things
• Responding to problems posed in learning programmes in a
number of ways
3.2 Advocate
for improved
VET learning
practice
 Defining • It is very important that you have defined roles,
leadership: roles; responsibilities and relationships established.

relationships and • Aside from any legal grounds for providing job descriptions,
practical reasons outweigh the legal ones.
responsibilities • Job descriptions, for instance, can be powerful
communication tools for educating employees of the tasks
a training organisation expects them to complete.
• Job specifications can also provide information about the
consistency or quantity of performance requirements, as
well as work rules that apply to a specific job.
Advocating
improved
learning
practices
3.3 Initiate research into
improved learning
practice
• It is in everyone's best interests to scale
up successful learning initiatives,
practices and services.
• Who says learning practices should not
be improved?
• And research results also highlight areas
where changes are possible and learning
can be more successful.
• However, scaling up research results—
having the findings contribute to larger-
scale actions—is a challenge.
 • The research can be initiated by:
• State the objectives and significance of the research
• Create a mind map or outline
• Start broadly and then narrow down
• Understand the current practices
Initiating the • Receive and evaluate the stakeholders feedback
• State the objectives and significance of what, where, why, how and
research when improvements are required in learning practices
• Cite thoroughly but not excessively
• Avoid giving too many citations for one point of reference
• Gather all information
• Read information carefully
• Add the beginning and end
• Write the central points and main ideas
• Proofread
• Edit
Research
may be
compiled
through:
3.4 Design
and test
improved
learning
practice in
real-world
situations
 Support and assist you to provide effective and efficient learning

Your learning
experiences and opportunities

Demonstrate the knowledge and skills needed in the real world at

practices should large

be able to:
Prepare learners to roles, responsibilities, tasks, skills, performance
sets as required

Assist with problem-solving, and decision-making skills

Assist through the real-world contingencies

Interpersonal and communication skills

Team-based competencies
3.5 Mentor colleagues to promote improved learning practice
Educators
 • To be a mentor, you must ensure, you demonstrate the
following skills, understanding and knowledge:
• Ability and willingness to listen
• Empathy
• Be empathetic
The skills and • Be supportive
knowledge • Demonstrate good communication skills

requirements • Experienced educator

• Active learner
• Build effective, trusted, positive relationships
• Be able to provide honest and constructive feedback
• Demonstrate role modelling skills
• Be patient
Mentoring
colleagues
Any
Question's?