Learning to Learn
Sep21

Learning to Learn

Learning to Learn Pinterest board

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Learning Design
Sep21

Learning Design

Learning design model I designed the Double Loop Self-Regulated Learning cycle to assist myself and my teaching team develop a blended learning delivery for Learning to Learn units from the Foundatrion Studies Training Package.  Background Several factors converge to create the context for this e learning design model. The challenges to TAFE teaching sections by the  introduction of the Smart and Skilled Vocational Education and Training Strategy in NSW  in 2015; the increasing trend in providing flexible and personalised learning ;  the introduction of the Foundation Skills Training Package amidst the release of several damning reports into the level of foundation and employability skills of Australian workers. In Vocational Education and Training the focus has been on competency with courses built around units of competency making up industry specific training packages. However, while students may gain competency in a range of specific technical skills, it does not follow that they will also gain professional competency or a framework for learning how to learn, (Dryen, 2003). While the “shelf life of many technical skills is decreasing”, (Chappell, Hawke et al, 2004), learning to learn has become a very desirable attribute for employees to manage change and contribute to innovative work practices.  Who are the Stakeholders? 1.     Learners The learners in Northern Sydney Institute (NSI) Foundation Education Faculty are: ·        Developing prevocational language, literacy, numeracy, digital and learning skills ·        Accessing job readiness programs ·        Vocational students requiring language, literacy, numeracy, digital and learning skill development to successfully complete their qualification.  Many have limited exposure to technology. Some are fearful of technology. Some young people, ostensibly digital native, have very limited understanding and experience of the range of technological learning experiences in a training or work context. Technology is an integral part of learning and work in the 21st century. 21st century literacy includes the capacity to search, refine, discard, and creatively use information for a variety of purposes. In many vocational and work contexts, professional knowledge is subject to fast and continual change and learners require strategies to keep current and embrace change. Being able to source, assimilate, use, reinvent, repurpose, review and update skills and knowledge and work with others are crucial skills for current learners and current and future workers. Adaptable and well-designed blended learning programs can develop learning to learn skills which could be accessed ‘in the workplace, in a Campus Learning Centre, or anywhere an individual learner requires access to it.  2.     Teaching staff Most Northern Sydney Institute Foundation Education Faculty teaching staff are unfamiliar with teaching using a blended learning approach. With little experience of online learning in their own lives or professional development, they...

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