1. Presented by: Fiona McQuie Hanna Koren – Ryan Geraldine Edar - Ralph

2. Overview of delivery units Plan and organise group based delivery

3. Learning Principles Learning needs to be learner-centered The learning process need to support increasing learning independence The emphasis must be on experiential and participative learning Learning need to involve modeling The 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 it’s benefits Adults need to be self - directing

4. Learning Theories Behavioral learning Learning is defined as the acquisition of new behavior through conditioning

5. Cognitive Learning Learning is defined as the active mental process of acquiring, remembering and using knowledge

6. Constructivist Learning Learning as the process in which learners actively construct knowledge from their own experiences

7. Information Processing Learning is defined as the use and application of short term memory

8. Situational Learning Defines learning as the act of membership in a community of practice

9. Problem Based Learning Encourages learners to become independent and creative thinkers, closely connecting them with the learning content

10. Pedagogy Teachers direct the learning process and take responsibility of what is to be learnt and how it is to be learned

11. Andragogy Is the process of engaging adult learners in the learning experience

12. Instructional Design structuring information in a way that encourages learning participation Presenting material in a logical order and sequence Presenting material in order of increasing difficulty Providing opportunity for learners to practice the skills that they are learning

13. Establishing the learning context When planning a group based delivery it is important to identify where the learning will occur, for example: In the workplace In a simulated work environment In a training room In a specialist environment In an external venue In an internal venue In a community setting

14. Identify the needs and characteristics of learners Their existing generic, underpinning and technical skills The LLN requirements Past learning and work experience Personal development and growth Physical and physiological needs Preferred learning styles and employment status Maturity level Cultural background and needs Level of formal schooling Length of time as a Australian resident

15. How to identify the needs and characteristic of learning Ask the learners Refer to enrolment information or employment records Access to organizational training needs analysis or RPL accessment

16. Types of VET Learners Existing industry or enterprise employees School leavers or new entrants to the workforce Those seeking new skills and knowledge Those seeking to upgrading existing skills and knowledge Those changing careers Unemployed Learners with a disability Members of indigenous communities or background Recent migrants or overseas students Individuals or groups seeking to meet licensing or other regulatory requirements

17. How would you ensure your delivery ideas suit the learners Discussions with the learners themselves Analysis of any information that they provide to you Must identify cultural, disability, LL&N needs of individual learners Source: Shea Learner Guide – Delivery and Facilitation Field TAADEL401B