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TAEDES401 Design and develop learning programs

Part of a suite of support materials for the

TAE Training and Education Training Package

1st Edition 2016

Acknowledgement Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the development of the resource for TAEDES401A. TAEDES401A writer: Precision Consultancy Revised by IBSA for TAEDES401 (2016) Copyright and Trade Mark Statement © 2016 Innovation and Business Industry Skills Council Ltd All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without written permission from the publisher, Innovation and Business Industry Skills Council Ltd (‘IBSA’).

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Use of this work for purposes other than those indicated above, requires the prior written permission of IBSA. Requests should be addressed to the Product Development Manager, IBSA, Level 11, 176 Wellington Pde, East Melbourne VIC 3002 or email [email protected]. ‘Innovation and Business Skills Australia’, ‘IBSA’ and the IBSA logo are trademarks of IBSA.

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Care has been taken in the preparation of the material in this document, but, to the extent permitted by law, IBSA and the original developer do not warrant that any licensing or registration requirements specified in this document are either complete or up-to-date for your State or Territory or that the information contained in this document is error-free or fit for any particular purpose. To the extent permitted by law, IBSA and the original developer do not accept any liability for any damage or loss (including loss of profits, loss of revenue, indirect and consequential loss) incurred by any person as a result of relying on the information contained in this document.

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The information is provided on the basis that all persons accessing the information contained in this document undertake responsibility for assessing the relevance and accuracy of its content. If this information appears online, no responsibility is taken for any information or services which may appear on any linked websites, or other linked information sources, that are not controlled by IBSA. Use of versions of this document made available online or in other electronic formats is subject to the applicable terms of use.

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To the extent permitted by law, all implied terms are excluded from the arrangement under which this document is purchased from IBSA, and, if any term or condition that cannot lawfully be excluded is implied by law into, or deemed to apply to, that arrangement, then the liability of IBSA, and the purchaser’s sole remedy, for a breach of the term or condition is limited, at IBSA’s option, to any one of the following, as applicable: if the breach relates to goods: (i) repairing; (ii) replacing; or (iii) paying the cost of repairing or replacing, the goods; or

(b)

if the breach relates to services: (i) re-supplying; or (ii) paying the cost of re-supplying, the services.

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Published by: Innovation and Business Industry Skills Council Ltd Level 11 176 Wellington Pde East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 Email: [email protected]

www.ibsa.org.au

ISBN: 978-1-925379-52-5 Stock code: TAEDES4011W

First published: 2016 1st edition version: 1 Release date: 2016

Table of contents Participant Workbook Welcome Introduction......................................................................................................................1 Sections in this workbook ..........................................................................................1 Using this workbook ...................................................................................................2 Recommended reading..............................................................................................3 Undertaking assessment ...........................................................................................3

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Learning Topic 1: Overview of the Learning Program Design Process .......................................7 What is a learning program? .....................................................................................7

Where does the learning program fit? ......................................................................9

What skills and knowledge do you need?.............................................................. 11 Steps in designing and developing learning programs ......................................... 14 Topic 2: Defining the Parameters of the Learning Program ..................................... 17 What a learning program looks like ....................................................................... 17 The purpose of the learning program .................................................................... 18

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The training specification........................................................................................ 19 Language, literacy and numeracy requirements of the program ......................... 20

Australian Core Skills Framework (ACSF) .............................................................. 22

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The target learner group ......................................................................................... 23 The learning environment ....................................................................................... 26

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The legal, regulatory and organisational requirements ........................................ 26

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The timeframe ......................................................................................................... 27 Topic 3: Developing the Content ................................................................................ 28

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Collaborating with others for learning program content ....................................... 28 Using existing resources ......................................................................................... 29 Developing new resources and materials ............................................................. 32 Specifying assessment requirements .................................................................... 33

Topic 4: Ensuring a Safe Learning Environment ....................................................... 35 Hazard and risk control ........................................................................................... 35 What your learners should know about WHS ........................................................ 41 Topic 5: Designing and Reviewing a Learning Program Structure ........................... 45 Considering policies and procedures ..................................................................... 46 Learning principles, styles and theories ................................................................ 47

Learning theories: a brief overview ........................................................................ 50 Determining delivery strategies.............................................................................. 56 Determining assessment strategies ...................................................................... 59 Structure the learning program .............................................................................. 60 Sequence the learning experiences ....................................................................... 61 The learning program timeframe ........................................................................... 61 Implementation requirements................................................................................ 62 Document the learning program for implementation ........................................... 65 Review the learning program.................................................................................. 65 Application Activity 1: Research Existing Learning Program Samples ......................................... 71

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Activity 2: Skills of a Designer ..................................................................................... 73

Activity 3: Designing and Developing a Learning Program........................................ 76

Part A: What is your learning program? ................................................................. 76 Part B: The parameters of your learning program ................................................. 78 Part C: Researching and evaluating existing learning resources ......................... 80 Part D: Developing learning program content ....................................................... 82 Part E: Specifying assessment requirements ........................................................ 82

Part F: Developing the program.............................................................................. 83

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Activity 4: LLN Skill Requirements of a Training Specification ................................. 85

Activity 5: What Does the ACSF Mean for My Learning Program? ............................ 86

Activity 6: Ensuring a Safe and Healthy Learning Environment................................ 88

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Part A: Typical hazards in your industry area......................................................... 88 Part B: Categorise the hazards ............................................................................... 89

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Activity 7: Your Obligations Under the National Standards for RTOs ....................... 90

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Part A: The role of national standards ................................................................... 90 Part B: The national standards and your RTO ....................................................... 91

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Activity 8: Exploring the AQF ........................................................................................ 92 Activity 9: Keeping up-to-date with VET Policy ........................................................... 93 Activity 10: Exploring Theories of Learning ................................................................ 94 Part A: Adult learning............................................................................................... 94 Part B: Learning styles ............................................................................................ 94 Part C: Learning theories ........................................................................................ 94 Appendices Appendix 1: Learning Program Plan............................................................................. 97 Appendix 2: Trigger Words to Identify LLN (ACSF) Skills ........................................... 104 Appendix 3: Identifying LLN (ACSF) Skills in a Unit of Competency ......................... 106

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Welcome

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Participant Workbook

Introduction This Participant Workbook supports TAEDES401 Design and develop learning programs, a core unit in the TAE40116 Certificate IV in Training and Assessment. Learning is an internal, personal process and there are many different ways to learn. We all have unique approaches to learning and learning means different things to each of us. Learning can involve the growth of knowledge, the development of skills and changes in personal attributes. Learning can be cultivated through regimented and systematic learning or through hands-on experience.

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This workbook focuses on designing programs that support systematic learning within the vocational education and training (VET) context, using specifications such as units of competency as a basis for the learning program. It covers conceptualising, designing, developing and reviewing learning programs to meet an identified need for a group of learners. This unit will help you develop the skills and knowledge to enable you to: ● define the parameters of the learning program ● work within the VET policy framework ● develop program content

● design the structure of the learning program

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● review the learning program.

This workbook provides activities to help you work through the design and development of a learning program and achieve these outcomes.

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Sections in this workbook

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This Participant Workbook consists of the following sections.

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This section provides background information to support this unit of competency, and where to go for further information. It also includes some case studies to illustrate the unit of competency in practice. Throughout this workbook, you will notice small text included at the sides of some pages. This side text provides definitions, notes, resources or it pinpoints the best time to carry out a learning activity. The activities referred to are included in the following section of the workbook, titled Application. Sometimes the side text refers to video clips to demonstrate information referred to in the workbook. The video clips can be downloaded from IBSA’s YouTube channel at .

TAEDES401 Design and develop learning programs © Innovation and Business Industry Skills Council Ltd

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Introduction

Application This section provides activities to help you develop your skills. Your facilitator may also add some extra activities to support your learning as you are working through this unit. Some of the activities may contribute to assessment.

Appendices The Appendix section of the workbook may provide templates, examples or other sample documents to help illustrate some aspects of the unit of competency. These templates are also available in Word format online at .

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Using this workbook Templates

Helpful templates from the appendices of your Participant Workbook are available in Word format online at .

References

Throughout the workbook you will be directed to websites for additional information. Given that web addresses can change you may need to check the link and use search tools to find updated links.

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Glossary

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A glossary of terms is included on the Learner Resources website at . Use the glossary to clarify the meaning of terms used in this workbook.

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Context

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To complete this unit you need a learning and assessment environment where you can access information and apply your skills. This environment is called the practice environment. If you are already employed in an organisation that delivers training and assessment, your workplace will most likely be your practice environment. If not, your facilitator can help to find you a suitable practice environment. If you do not have direct access to a practice environment your facilitator may need to help you by providing simulations or case studies that meet the assessment requirements for this unit. For example, you could practise applying your competencies on fellow learners in the classroom or your facilitator may set up a virtual learning community online. Throughout this workbook these environments will be referred to as your practice environment.

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Participant Workbook

Compiling your own resources As you work through this book, compile a resource kit (electronic and/or paper-based) to add to, use for your work and assist with your learning. This could include, for example, information that you print out or ‘bookmark’ from websites, resources you download, newspaper articles about your industry, or specific policies or procedures. What you decide to put in your resource kit is up to you. Over time, it can become your resource companion containing information about current work practice and ideas. The resource kit is for your own professional development and is different to any portfolio or file that you might keep for assessment purposes, although some resources may be included in both.

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Recommended reading

Some recommended reading for this unit includes:

● Australian Qualifications Framework (AQF), 2013, available online,

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● Australian Skills Quality Authority, 2015, ‘Guide to developing assessment tools’,

Australian Skills Quality Authority, .

● Australian Government, Department of Industry and Science 2015, Australian Core

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Skills Framework (ACSF), . ● Training.gov.au, ‘TAE Training package details’,

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. To access the companion volumes, click on the link to companion volumes in the Summary section.

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Please note that any URLs contained in the recommended reading, learning content and learning activities of this publication were checked by IBSA and correct at the time of publication. Note, however, that IBSA cannot vouch for the ongoing currency of URLs.

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Every endeavour has been made to provide a full reference for all web links. Where URLs are not current we recommend using the reference information provided to search for the source in your chosen search engine.

Undertaking assessment Assessment of this unit must demonstrate that you can design, develop and review learning programs within the VET context. You need to show that you have the skills and knowledge to: ● define the parameters of a learning program that is based on an agreed training

specification and meets the needs of a target learner group ● work within the vocational education and training (VET) policy framework when

designing a learning program

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Introduction ● develop and document learning program content, including identifying and

evaluating existing learning resources, contextualising existing resources and designing new resources ● design the structure of a learning program including determining delivery strategies

and assessment requirements, developing a risk control plan, and reviewing the program with key stakeholders and make adjustments as required. You must provide evidence that you have: ● designed, developed and reviewed learning programs within the vocational

education and training (VET) context ● prepared and developed a minimum of two learning program that contain

differentiated learning program designs:

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○ to reflect particular needs, contexts and timelines

○ at least one of which must be based on competency standards or accredited courses, and must cover at least one entire unit of competency or accredited course module.

This unit may be assessed individually or together with other units in the TAE Training and Education Training Package.

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Much of the information and materials you add to your resource kit while working through the Participant Workbook will help you for these assessments. Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Using a portfolio approach you will gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio.

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Activities to be undertaken as assessment for this unit of competency are located in a separate document.

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Learning

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Participant Workbook

Topic 1: Overview of the Learning Program Design Process This topic will examine the aims of learning programs and effective processes for the design of learning programs. Before we begin examining the aims of learning programs it is important to take the time to reflect on your own aims. Why you are starting a career in training and what it is about learning that interests you?

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The aim of any learning program is to engage learners in meaningful and productive activity that results in the desired learning outcomes. Engagement is critical to the learning process. If the content of the learning program does not engage the learner, then they will not be motivated to absorb the information. Disengaged learners will be thinking about other things – their home, their weekend, their next meal – anything but learning.

Activity in itself doesn’t guarantee effective learning; activity needs to be relevant to the learner and the work context. This does not mean that every activity in your learning program needs to be hands-on; useful knowledge and conceptual frameworks presented in an interesting way can also engage and inspire learners to apply new skills and knowledge in the workplace. An effective learning program actively engages learners by helping target learners to achieve meaningful learning objectives.

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This unit and the Participant Workbook focus on designing programs that support systematic learning within the vocational education and training (VET) context. This topic gives a broad overview of learning program design, including:

Learners must be active and productive in a meaningful way, in order for the learning program to be effective.

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● the definition of a learning program

strategies

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● how learning programs relate to the broader focus of learning

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● the design skills you need to develop a learning program

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● the steps in the design and development process.

What is a learning program? A learning program provides the basis for a cohesive and integrated learning process and experience that enables the learner to achieve the desired learning outcomes. The desired learning outcomes can be based on a range of different training specifications or benchmark performance criteria. For example, learning outcomes may be related to the ability to perform certain job-specific tasks within an organisation or to follow vital safety procedures for the use of machinery. Learning outcomes may also reflect the skills and knowledge required for the award of nationally recognised qualifications in vocational education and training (VET). TAEDES401 Design and develop learning programs © Innovation and Business Industry Skills Council Ltd

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Training specifications

detail what a learner needs to know and be able to do as a result of the learning process. Training specifications are also sometimes referred to as ‘benchmarks’.

Topic 1:

Overview of the Learning Program Design Process

The learning outcomes in vocational education and training (VET) are the units of competency in endorsed training package qualifications, or units and modules in accredited courses. Training Package qualifications and accredited courses do not come with prescribed delivery and assessment programs or strategies. They provide the mandatory benchmarks for workplace outcomes, but leave decisions about the processes of delivery and assessment up to you – the facilitator and/or assessor. You need to meet the training specifications but you have the freedom and choice to decide the best ways to do this.

As the facilitator and/or assessor, you will need to design or source the learning program. You have the freedom to design whatever is required to deliver the training specification outcomes while meeting the needs of learners and enterprises. This is an exciting and rewarding part of being a trainer in VET.

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Note:

Training Packages specify the skills and knowledge required to perform effectively in the workplace, but do not prescribe how an individual should be trained. They support nationally consistent, portable qualifications, so that Australian learners can use their skills and training anywhere. Training can be delivered in the workplace, in a training environment, as part of a school-based VET program or an Australian Apprenticeships program. You can also design and develop learning programs for a range of other training purposes such as: ● delivering short courses to develop a skill required in the workplace or

community

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● providing workplace learning that is not endorsed or accredited but

fulfils purposes such as induction training, legislative, licensing and registration requirements or other professional development

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● developing language, literacy and numeracy (LLN) skills.

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Even though these programs may not have formal assessment in some contexts, you still need to consider what you want the learners to know and what they are expected to achieve at the end of the learning program. It is also important to consider how you will determine whether learners have reached the level of skills and knowledge you have deemed necessary.

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Language, literacy and numeracy (LLN) skills are often referred to as the ‘core skills’, particularly as part of the Australian Core Skills Framework (ACSF).

A learning program should identify: ● its purpose ● the target group, their needs and characteristics ● the training specifications and the outcomes to be achieved, such as

the units of competency or other specifications ● the content of materials and the learning activities involved

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Participant Workbook

● learning and assessment approaches and strategies, including

context, mode and methods of delivery and assessment methods and tools ● the structure and sequence of learning, including timeframes ● any required resources and other implementation requirements,

including methods of ensuring a safe learning progression.

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Where does the learning program fit? Training and Assessment strategy (TAS)

Learning programs

Session plans for each learning program

Figure 1: The bigger picture

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This diagram shows the relationship between training and assessment strategies, learning programs and session plans in the wider context of the learning design process. In this unit you will be focusing on the learning program.

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VET terminology is often technical. What is a learning program? A training and assessment strategy? A session plan? How do these planning documents relate to one another?

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In short, a training and assessment strategy (or TAS - also known as a learning and assessment strategy or LAS) is a more general and overarching planning framework than a learning program. A TAS is a standard requirement for registered training organisations (RTOs) for the delivery and assessment of AQF qualifications. As such, a TAS may provide the basis for multiple learning programs to meet different needs of learner groups or specific enterprises or workplaces. While a TAS is a macro-level document, learning programs and session plans are medium and micro-level documents. A learning program provides more specific detail than the TAS on the delivery and assessment of a qualification, for example, for a specific learning context or group of learners. A session plan provides even more detail and at the level of individual activities and timings. Another point of difference is that learning programs (the focus of this unit) and session plans are more likely to be developed or adapted by the people responsible for the actual delivery of the program and assessment. Training and assessment strategies, on the other hand, are usually developed by training organisations wishing to document their overall approach to delivering and assessing qualifications in their scope of registration. TAEDES401 Design and develop learning programs © Innovation and Business Industry Skills Council Ltd

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Australian Qualifications Framework (AQF) The agreed national framework for qualifications in the school, vocational education and training (VET), and higher education sectors in Australia.

Topic 1:

Overview of the Learning Program Design Process

Training and assessment strategy The training and assessment strategy (TAS) is an organising framework for the delivery and assessment of a full Australian Qualifications Framework (AQF) qualification.

For further information on the VET Quality Framework and ASQA, go to the ASQA website. For further information on the AQTF, visit the Department of Industry and Science, national standards webpage.

The training and assessment strategy provides an outline of the approach the RTO intends to use in its delivery and assessment for a particular qualification.

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RTOs that are not regulated by ASQA may use the AQTF as the relevant quality standard.

A TAS is developed by an RTO to provide guidance to trainers and assessors responsible for delivery and assessment. It is also developed to demonstrate their organisational capacity to implement delivery and assessment to the relevant regulator.

This outline may specify such aspects as:

● the focus of target groups and their characteristics

● the selection of particular units of competency available for the

qualification, within the packaging rules set by the AQF

● options for structuring delivery including broad content structure ● pathways for clients

● delivery and assessment strategies

● staffing policies and their necessary qualifications

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Registered training organisations that are regulated by the Australian Skills Quality Authority (ASQA) must comply with the requirements set out in the VET Quality Framework, including the Standards for RTOs.

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National quality standards for RTOs

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● operational requirements.

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Learning programs provide the means by which training and assessment strategies are implemented. A training and assessment strategy is usually based around a whole qualification. In order to implement this strategy, the qualification’s components need to be broken down further into units of competency or groups of units for delivery and assessment, and a more detailed plan must be developed. This detailed plan is called the learning program.

Have a look at a range of learning programs by completing

Activity 1: Research existing learning program samples.

However, there are many situations where learning programs are developed as distinct and separate programs to support the learning process and meet particular learning needs, such as developing skills to work in a particular context or to support a change process.

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Session plans Using the learning program, you will be able to develop detailed session plans for each segment of the learning program. This may include: ● objectives for the session ● details of activities and learning processes ● details of related materials and resources required to support each

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activity ● timelines

● work health and safety (WHS) issues

● evaluation or assessment processes for the session ● operational requirements.

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Session planning is covered in more detail in the field of Delivery and Facilitation, through the units: ● TAEDEL401 Plan, organise and deliver group-based learning

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● TAEDEL402 Plan, organise and facilitate learning in the workplace

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● TAEDEL403 Coordinate and facilitate distance-based learning.

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What skills and knowledge do you need? Vocational competence

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Your vocational competency refers to your expertise, relevant to a specific industry. Vocational competence may be gained through qualifications and experience in a particular subject or technical area, for example, plumbing, grave digging, accounting, cooking or mining. Vocational competence is a regulatory requirement for delivering and assessing nationally recognised training. If, for example, you wish to deliver and assess training in an RTO, you will need to possess both the relevant training qualification and vocational competence in a specific industry, subject or technical area.

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Topic 1:

Overview of the Learning Program Design Process

Skills and knowledge of a designer Have a look at some of the skills and knowledge a designer needs, whether they are designing learning programs or any other product or service. As the designer of effective learning programs that meet individual needs, you need to be innovative and creative and be able to reflect upon and review your designs. A good designer will ensure their work is not becoming stale and that it suits the requirements of the client’s brief.

Communication and interpersonal skills

You need effective interpersonal and communication skills to listen to clients and gather information from them to determine their needs. In some instances you will need to use negotiation skills, for example when negotiating the program with the client and articulating its benefits.

Problem solving

Problems may arise in any design process. For example, in the context of developing a learning program for a client of a training organisation, you may need to make modifications to the delivery or assessment to meet the needs of learners with language or literacy needs or to suit operational or safety constraints at a particular workplace.

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Creativity

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You will need to identify and analyse problems, generate options for possible modifications, and negotiate practical solutions for the design of learning programs to satisfy learning objectives, the needs of clients, the needs of your training organisation, if applicable, and regulatory requirements.

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Planning and organising

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You will need to plan the delivery of program components in coordination with clients, learners and other stakeholders. You will need to organise ways for relevant people to provide input into the program. You will also need to plan the order of the program and when and how to assess. You will need to consider the specific training context and learner needs and plan how to effectively implement training and assessment strategies through your learning program. Finally, you will need to follow organisational requirements (such as policies and procedures) as well as regulatory requirements to complete your learning programs.

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Participant Workbook

You must be able to perform analytical and research tasks, such as interpreting specifications, relevant workplace documents, etc.

Researching

You will need to be able to gather information relevant to the learning program or its specific implementation. Such information could include the program content itself, as well as methods to deliver and assess content effectively, given the specific conditions of the learning program delivery and needs of the target group of learners. For example, you may research effective methods for incorporating literacy and numeracy requirements into program delivery.

Writing

You must have well-developed writing skills to design effective learning programs. Where required by organisational policies and processes, you will need to use planning templates appropriately to record delivery and assessment information. You may also need to write online or use software tools.

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Interpreting and analysing information and documents

What tone or style is appropriate for the organisational context and your audience?

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Whatever technology or format you use, you will need to describe a coherent approach to covering required learning content and to gathering evidence. Take care to ensure you consider both the purpose of each document you create and the audience who will receive it. Ask yourself the following questions:

What information is required for the program to be useful to yourself or others?

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How do you make that information clear?

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Who will read the program or learning content?

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What information will they need?

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What is their level of expertise or language ability?

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You will need a combination of all of the skills listed above when designing learning programs. As you move through this Workbook consider where you are using these skills and how to improve them.

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Reflect on your skills by completing

Activity 2: Skills of a designer.

Topic 1:

Overview of the Learning Program Design Process

Steps in designing and developing learning programs

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1. Define parameters

3. Design and review structure

2. Develop content

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You need to design and develop learning programs that meet identified training specifications, are logical and engage the learners. To do this, you should:

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1. Define the parameters of the learning program in consultation with the client. In other words, work with clients, or the target learners themselves, to determine the purpose of the training, set clear benchmarks, identify language, literacy or numeracy (LLN) needs and other learner needs.

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2. Design and develop the learning program content with these parameters in mind. 3. Continually review the structure and content of the learning program and make improvements as required.

Remember design and development is an iterative process: the cycle of defining parameters, development and review not only repeats, it may repeat many times before the process of program development results in a usable program. You may need to consult with clients, design some options, review and then consult with clients again several times before getting the program fit for purpose.

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