Delivering Education and Training
1Be able to use inclusive training and learning approaches in accordance with internal and external requirements
Analyse the effectiveness of training and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
Inclusive learning and training, recognises learners’ rights to a learning and experience that compliments diversity, enables participation, removes barriers and anticipates and considers a selection of learning needs and preferences without directly or indirectly excluding anyone. A trainer is not training a subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be acknowledged and respected.
Features of inclusive training and ways to promote inclusion includes:
Consider individual needs, learning preferences and goal
Being approachable and to hand to make the learners feel comfortable
Differencing activities to suit all capabilities and needs
Provide opportunities for group work to allow learners to integrate
Provide an accessible environment to all
Involving the learners, for example by using their first name, using eye contact and ask learner nominated questions
Use a wide range of training, learning and assessment approaches based upon the learner needs.
Benefits of inclusive training includes:
The trainers can connect and engage with a selection of learners
Learners will connect with course materials which are pertinent to them
Learners feel comfortable to ask questions or share ideas and thoughts
Learners are more likely to experience success in the course through activities that support their learning styles, abilities and backgrounds.
Create an inclusive learning environment
Inclusive learning is about ensuring all learners have the opportunity to be involved, to contribute and to be included in the learning process. It’s also important to treat everyone fair and equal without directly or indirectly excluding any individuals. Teachers don’t teach to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected.
During my sessions, I try to create and inclusive teaching and learning environment for my learners in the following ways:
I check the group’s booking form beforehand to ascertain any individual learning or support needs and will incorporate these into the session.
Being approachable to the learners by introducing myself at the start of the training event and being friendly which will make them feel comfortable
At the beginning of the training event, I will explain briefly to the learners what activities we will be doing and what they will learn during the session.
Differentiate activities to allow all learners to succeed.
Provide opportunities for group work to allow learners to integrate
I make sure the environment i.e. outdoor training location, is suitable for the session being undertaken and accessible to all learners. Then by picking a suitable location for the learners I carry out a site check prior to the session, write a risk assessment and method statement and giving a site briefing to all learners at the beginning of the practical training session.
Involve all learners during the session by using their first name, communicating, asking regular questions during the training session and provide them with group work opportunities.
Recognise and value the importance of the learner’s individual contributions to the session
Use a wide range of teaching, learning and assessment approaches based on the learners individual needs.
Use resources and materials that promotes aspects of community and society, equality and diversity.
Treat all learners with respect and treat them fairly and equally.
Encourage the learners by being positive and enthusiastic.
By implementing these steps during the training events, it is possible for effective teaching and learning to take place.
Demonstrate an inclusive approach to training and learning in accordance with internal and external requirements
Evidence provided in lesson plan attached (Abrasive Wheels).
Be able to communicate with learners and other learning professionals to promote learning and progression
Analyse benefits and limitations of communication methods and media used in own area of specialism
Face-to-face communication is a lot more flexible and immediate as well as enabling fast and easy communication of instruction, acquiring feedback, discussions, division of tasks and cooperation, as well as important social processes related to mutual familiarizing, understanding of other people, support, development of trust, creating a feeling of community, establishment of group behaviour norms, leadership and social rewards.
In educational communication, it is recommended to combine media in a way that uses their advantages well and compensates for shortcomings . One of the best ways to combine media in e-education is the so-called blended (hybrid) learning where one part of the educational interaction takes place in a classroom (i.e. in a group consisting of a lecturer and students in immediate mutual face-to-face contact), while the other part of the educational communication takes place online.
Distance education uses different media: books, mail, radio, gramophone records and audiocassettes, film, television, cable and satellite television, video, multimedia systems, CD-ROM media, e-mail, Internet/web . It also uses two-way media for communication between the instructor and students such as radio, telephone, voice mail, instant messaging, chat, mailing lists and web forums. Each of the mentioned media has specific advantages and shortcomings. Since multimedia computers in combination with Internet/web technology and a fast Internet connection can simulate/emulate most of the other media , we recommend that you examine how can the advantages of other education and communication media be included into the design of an LMS.
When selecting a certain medium and its application in distance education, bear in mind the following media characteristics:
Synchronicity related to the possibility of a more or less same-time message exchange between the sender and the receiver. When using a telephone synchronicity is entirely present since the sending and reception of the message are practically instant. With instant messaging and chat there is usually a second or two delay in the reception of a message.
Asynchronous communication does not require that the sender(s) and the receiver(s) be on the opposite ends of the communication channel at the same time. For example, when using an SMS message on a mobile telephone, a more significant delay in receiving and sending a message is possible, as is the case with e-mail or discussion forums which are good examples of asynchronous communication.
If eLearning is not based on solid instructional design theories and models it may lead to the following limitations:
It may be a “solo” act.It is true that, although online learning might be convenient and flexible, it is also a solo act. It will not be easy for all of your learners to feel comfortable when participating in online discussions and engaging more actively with their online instructors or their virtual classmates. Furthermore, some people absolutely need personal contact with their educators or trainers in order to learn successfully. Constructive feedback can be very effective, but if not given properly or in time, it might also be limited. In addition, some types of learning problems may be difficult to be addressed online, and some questions can be lost in a sea of requests and inquiries. This sometimes makes learners feel they lack support and reassurance.
It may be impersonal.No matter how hard we try to fully transfer human communication to online platforms, no matter how natural it seems to form relationships behind computer screens, a virtual environment is just not human. Nothing can replace human contact.
Too much time spent in front of a computer screen may be harmful.Being constantly online is the new reality, but the truth is that using a computer or a tablet all the time can cause poor vision, strain injuries, and other physical problems. Consider sending guidelines about right sitting posture, desk height, etc. along with your eLearning course; it might be very useful to your audience.
It requires self-discipline.If your eLearning audience lacks self-discipline, it is unlikely that they will be motivated to self study. Traditional learning and training have the benefit of easily tracking both progress and falling behind; this works for many learners as well, as some people prefer their progress to be closely monitored in order to perform.
Possible lack of control.No matter how carefully you design your eLearning course, there is no guarantee that your messages will get across. You offer your learners control over their eLearning experience and this is great, but are they going to use it effectively? There is always the risk of your learners just going through the material without paying any attention.
If your eLearning content is not built to make the most of the medium it will easily become disengaging. Furthermore, unless you know exactly what you’re doing with new technologies, it is very likely that you overwhelm or distract your audience. Creating effective online learning courses requires knowledge, time, experience, talent, commitment, great communication skills, and a true passion for learning. Have you got all that? If the answer is yes, then be sure that the advantages of your online training, outweigh its limitations.
Use communication method and media to meet individual learner needs
Media richness is related to the number of different communication channels which can be present in a certain medium (e.g. text, image, sound). E-mail without audio visual content and attachment is an example of communication channel of low richness, since only textual messages are exchanged, while two-way videoconference is a characteristic example of a communication channel of very high media richness. Media of higher richness are more successful at attracting the attention and transferring non-verbal messages (such as facial expressions and timbre), the verbal content being supplemented with picture, sound, movement, animation or other additional characteristics, so the use of such media enables a design of more complex messages.
Interactivity is related to the possibility of two-way message exchange. For example, press, radio and television are media of a very low interactivity level, while telephone, videoconferences, e-mail and web are interactive media. With interactive media, feedback is much more present and is used much more successfully, which makes the communication process more flexible and better adapted to the needs and characteristics of the users (personalised).
Social presence degree is related to the possibility of an individual to use a certain medium to start interaction with other people, about who they are receiving information through that medium. Exchange of textual messages enables a relatively low level of experiencing a social presence of another person, while videoconference will create an impression of the other person’s immediate presence. Thus, the instructor’s textual message on the web will cause a far lower degree of their social presence, than an audio-visual record or web casting of a verbally presented message with visible facial expressions and gestures.
Media privacy is related to the possibility that people other than the sender and receiver of a message and who are not included into the communication have authorized or unauthorized access to the message content. Examples of private communication media are postal letter and telephone calls to a direct telephone number of another person, while mailing lists and discussion forums are examples of public media. Privacy of the Internet communication is relatively low, as there is a possibility of tracking the sender’s and the receiver’s activities, password abuse and unauthorized use of other people’s information resources, as well as easy dissemination of private information. Apart from that, discussion forums are often saved for months and years, and are sometimes even indexed and saved by Internet browsers like Google.
Media sensibility is an important skill for effective use of electronic media in communication. This skill is connected to the ability to select the appropriate communication medium having in mind the sender’s goals, the content of a message and the level of relationship between the sender and the receiver. Media characteristics such as synchronicity, richness and the presence of non-verbal signs, interactivity level, social presence and availability of the medium to the message receiver, as well as the privacy level in communication, affect the regularity of the choice and the success in the use of communication media in distance education.
Communicate with other leaning professionals to meet individual learner needs and encourage progression
Be able to use technologies in delivering inclusive training and learning
Analyse benefits and limitations of technologies used in own area of specialism
Use technologies to enhance training and meet individual learner needs
Be able to implement the minimum core when delivering inclusive training and learning
Analyse ways in which minimum core elements can be demonstrated when delivering inclusive training and learning
Apply minimum core elements in delivering inclusive training and learning
Be able to evaluate own practice in delivering inclusive training and learning
Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others
Identify areas for improvement in own practice in meeting the individual needs of learners