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IMPROVING LEARNING PRACTICES AT CIT

07 April 2023 10:52 AM | UPDATED 11 months ago

IMPROVING LEARNING PRACTICES AT CIT :

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IMPROVING LEARNING PRACTICES AT  CIT
IMPROVING LEARNING PRACTICES AT CIT

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REPORT: IMPROVING LEARNING PRACTICES AT CENTRAL INSTITUTE OF TECHNOLOGY (CIT)

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Executive Summary:

Based on modern adult learning behaviors & current best practices in pedagogical techniques, this report offers suggestions for Central Institute of Technology (CIT) to consider as they strengthen their vocational education and training practices.

The report highlights the importance of learner-centeredness, flexibility, and lifelong learning in contemporary adult learning practices. It recommends that CIT adopts pedagogical approaches tailored to the needs and characteristics of adult learners, such as blended learning, competency-based learning, and project-based learning.

The IMPROVING LEARNING PRACTICES AT CIT report emphasizes the use of learning theories and instructional design principles in creating effective and engaging learning experiences for students, as well as the incorporation of various training techniques and current best practices in designing and managing learning content and objects.

The report suggests exploring emerging technologies and innovative approaches, such as personalized learning, blended learning, gamification, and microlearning, to enhance learning outcomes in vocational education and training.

By continuously evolving its approach to teaching and learning, CIT can provide its learners the knowledge and abilities they need to be successful in their chosen careers.

Table of Contents

Introduction: 3

Overview of Contemporary Adult Learning Practice and Current Best Practice Pedagogical Approaches to Vocational Education and Training: 3

Identification of Learning Theories and Instructional Design Principles Relevant to CIT’s Learning Environment: 4

Various Learner Styles and How Each Style Can Be Encouraged to Learn More Effectively: 4

A description of each of the following training techniques, how they can enhance learning for your given industry area and when they should be used: 5

How learning content and objects can be designed and managed in a way that uses current best practice approaches, promotes engagement, and can be reused, modified, or adapted as relevant at Central Institute of Technology (CIT): 6

Conclusion: 7

Introduction:

Central Institute of Technology (CIT) is a highly-regarded vocational education and training provider located in Newtown, and it is committed to providing students with high-quality education and support that meet their needs and goals. CIT offers a diverse range of courses across various industries, from business and construction to health, hospitality, and trades. To achieve this, CIT must implement effective learning practices that cater to the diverse learning styles and preferences of its students.

Based on modern adult learning strategies and the most recent benchmarks in pedagogical practices to vocational training and education, this paper offers suggestions for enhancing CIT’s instructional techniques. By incorporating learning theories and instructional design principles, vocational educators at CIT can create effective and engaging learning experiences that meet the needs of their students. Moreover, by utilizing a variety of training techniques, such as questioning, practice, group activities, and individual activities, learners can be encouraged to actively participate in the learning process.

Furthermore, incorporating current best practice approaches such as modular design, personalized learning, blended learning, gamification, and microlearning can help promote engagement and facilitate the reuse, modification, and adaptation of learning resources. By using these emerging technologies and innovative approaches, CIT can provide additional opportunities to enhance learning outcomes and prepare students for success in their chosen fields. Overall, implementing these recommendations will enable CIT to provide its students with a high-quality education and support that meet their individual learning needs and goals.

Overview of Current Excellence Pedagogical Strategies to Career Training and Education & Modern Adult Learning Practice:

Contemporary adult literacy practices place a strong emphasis on the need to design educational experiences that are applicable, adaptable, and interesting for adult learners in the present context of job training and education(Luka, 2019). These methods strive to establish a beginner environment that encourages autonomous learning & lifelong learning habits while taking into consideration the different backgrounds, experiences, & learning preferences of adult learners.

To accomplish this, adult learners’ needs and characteristics must be taken into account in the pedagogical techniques used by providers of vocational education and training, like CIT. For instance, blended learning gives students the freedom to study at their own speed and in their own time by combining in as well as online instruction. This strategy stimulates collaborative learning and engagement while giving students the chance to get personalized assistance and feedback.

On the other hand, competency-based learning focuses on building the precise skills and competences needed for a certain profession or sector. This IMPROVING LEARNING PRACTICES AT CIT strategy gives students the chance to concentrate on their weaknesses while also giving them chances to apply what they’ve learned in practical situations.

Finally, project-based learning involves learning through real-world projects and problems(Sudadi Kasran, 2019). This approach emphasizes the development of critical thinking, problem-solving, and communication skills, while also providing opportunities for students to use their expertise and skills in practical settings.

CIT may design efficient and interesting educational experiences that are catered to the needs and tastes of adult learners so this aid them in acquiring the skills and competences required to succeed in their chosen field by using these modern pedagogical methodologies.

Identification of Instructional Design Concepts & Learning Theories Related to CIT’s Learning Environment:

CIT’s learning environment can be improved by adopting instructional design principles that are based on relevant learning theories. Three learning theories that are particularly relevant to CIT’s learning environment are:

  • Theory of Adult Learning: The applicability of learning to the provisional licence experience & context, as well as learner-centeredness and self-directed learning, are all stressed by this approach.
  • Experiential Learning Theory: This theory posits that learning occurs through the interaction between the learner and the environment, and that learners must be given opportunities to apply their learning in real-world settings.
  • Social Learning Theory: This approach places a strong emphasis on the value of social contact & teamwork in the educational process, and suggests that learners can benefit from observing and interacting with others.

To improve learning practices, CIT should adopt instructional design principles that are based on these theories, such as providing opportunities for self-directed learning, experiential learning, and collaboration among learners.

Different Learner Types and How to Help Each Style to Effectively Learn:

IMPROVING LEARNING PRACTICES AT CIT practices can be improved by adopting strategies that cater to different learner styles. The following learner styles are relevant to CIT’s learning environment:

  • Theoretical Learners: These learners prefer to learn through reading, lectures, and other forms of explanation. To encourage these learners, CIT can provide clear and concise explanations of concepts, as well as access to written materials, textbooks, and research articles. CIT can also incorporate lectures, online courses, and webinars to provide theoretical learners with ample opportunities to learn.
  • Pragmatic Learner’s: These students favor experiential learning & practical applications. To encourage these learners, CIT can provide opportunities for practical activities, internships, and work experience. CIT can also incorporate simulations, case studies, and real-world examples to demonstrate the practical applications of concepts.
  • Activist Learners: These learners prefer to learn through group work and discussion. To encourage these learners, CIT can incorporate group activities, team projects, and discussions into training sessions. CIT can also provide opportunities for peer learning and mentoring to encourage collaboration and interaction among learners.
  • Reflective Learners: These learners prefer to learn through reflection and introspection. To encourage these learners, CIT can incorporate reflective exercises, self-assessment tools, and journaling into training sessions. CIT can also provide opportunities for learners to discuss their experiences and share their reflections with others.
  • Kinaesthetic Learners: These learners prefer to learn through touch and movement. To encourage these learners, CIT can incorporate hands-on activities, experiments, and simulations into training sessions. CIT can also provide opportunities for learners to engage in physical activities and movement-based exercises.
  • Audio Learners: These learners prefer to learn through sound and verbal communication. To encourage these learners, CIT can provide lectures, discussions, podcasts, and audio recordings. CIT can also incorporate videos with clear narration and provide audio summaries to enhance the learning experience.
  • Visual Learners: These learners prefer to learn through pictures, diagrams, graphs, and other visual aids. To encourage these learners, CIT can use visual aids such as videos, pictures, diagrams, and infographics. CIT can also incorporate visual elements in presentations and provide written materials with clear formatting and graphics to enhance the learning experience.
  • Tactile’s Learner: These students like tactile and practical learning methods. To encourage these learners, CIT can provide practical activities, experiments, and simulations. CIT can also incorporate hands-on activities in training sessions and provide real-world examples to enhance the learning experience.
  • Left and Right Brain Learners: These learners are characterized as either left-brain dominant (analytical and logical) or right-brain dominant (creative and intuitive). To encourage these learners, CIT can use a variety of teaching methods that cater to both analytical and creative learners. For example, incorporating analytical activities such as problem-solving and critical thinking exercises, as well as creative activities such as brainstorming and role-playing can enhance the learning experience.

The following training methods are described, together with information on how they might improve learning in your specific industrial sector as well as when to employ them:

  • Instruction’s and Explanation: At CIT, providing clear instructions and explanations is essential to introduce new concepts, provide background information, and establish context. This technique should be used at the beginning of a training session or when introducing new material.
  • Questioning: The questioning technique is useful for reinforcing learning and assessing understanding(Long, Blankenburg and Butani, 2015). At CIT, this technique should be used throughout the training session to check comprehension and encourage participation.
  • Practice: At CIT, providing opportunities for learners to practice applying the knowledge and skills they have learned is important for promoting retention and developing mastery. This technique should be used after introducing new concepts and throughout the training session to reinforce learning.
  • Written Information: CIT uses written materials such as manuals, guides, and handouts to supplement the training material. This technique is useful for providing additional information and serving as a reference for learners. It should be used as a supplement to the training material, particularly when detailed information is required.
  • Group, Pair and Team Activities: Assigning learners to groups, pairs, or teams to work on activities together is a useful technique for promoting collaboration and teamwork, as well as providing opportunities for learners to learn from each other. At CIT, this technique should be used throughout the training session to encourage participation and engagement.
  • Individual Activities: Assigning learners individual tasks to complete is an effective technique for promoting independent learning and providing opportunities for learners to focus on their specific learning needs. At CIT, this technique should be used throughout the training session to cater to individual learning styles and needs.
  • Demonstration: At CIT, the demonstration technique is useful for providing a visual demonstration of the material and promoting retention. This technique should be used when introducing new tools or processes, or when a visual demonstration is required.

How learning materials and objects may be created and maintained at Central Institute of Technology to apply modern best practices, encourage participation, & allow for reuse, modification, or adaptation as necessary (CIT):

  • Interactive’s and engaging contents: Video, animation, simulation, & gamification are examples of interactive material that may be used to increase engagement and retention(Ghai and Tandon, 2023). CIT can utilize interactive and engaging content in their online courses and training materials to make learning more enjoyable and effective for learners.
  • Modular design: Breaking down learning content into smaller, manageable modules can help learners focus on specific learning objectives and improve retention(Shail, 2019). CIT can utilize modular design in their course development process to create content that is organized, easy to navigate, and targeted towards specific learning outcomes.
  • Personalized learning: Providing personalized learning experiences through adaptive learning technologies and individualized feedback can help learners to identify their strengths and weaknesses, set their own goals, and track their progress towards achieving them. CIT can implement adaptive learning technologies in their courses to provide learners with a customized learning experience and ensure that their learning needs are met.
  • Blended learning: Combining online and face-to-face learning can provide learners with flexibility in terms of time and place, while still providing opportunities for interaction with instructors and peers(Shu and Gu, 2018). This can help to improve engagement and motivation, as well as accommodate learners with different learning styles and preferences. CIT can offer blended learning programs and courses to cater to the needs of learners who prefer a mix of online and traditional classroom-based learning.
  • Gamification: Incorporating game-like elements, such as points, badges, and leaderboards, into learning activities can increase motivation and engagement among learners. Gamification can also promote active learning, problem-solving skills, and collaboration. CIT can incorporate gamification techniques into their courses and training programs to increase learner engagement and motivation.
  • Microlearning: Breaking down learning content into small, bite-sized pieces can help learners to focus on specific topics or skills and make learning more manageable and accessible. Microlearning can be delivered through a variety of formats, such as videos, podcasts, or quizzes. CIT can develop microlearning modules that can be used as standalone resources or as part of a larger course to provide learners with quick and accessible learning opportunities.

Conclusion:

IMPROVING LEARNING PRACTICES AT CIT plays a critical role in preparing individuals for their careers by providing quality vocational education and training. To achieve this, it is essential that CIT continually improves its learning practices by adopting contemporary adult learning practices and current best practices in pedagogical approaches. By doing so, CIT can offer a personalized and engaging learning experience that caters to the needs and preferences of its students.

One effective way to achieve this is by incorporating learning theories and instructional design principles to create a robust and engaging learning experience. In addition, it is vital to take into account the diverse learning styles and preferences of learners, as this can significantly impact their learning outcomes. Through the use of various training techniques and current best practice approaches to design and manage learning content and objects, CIT can provide an engaging and accessible learning experience. By incorporating emerging technologies and innovative approaches like personalized learning, blended learning, gamification, and microlearning, CIT can further enhance its students’ learning outcomes.

By continually evolving its approach to teaching and learning, CIT can provide students with the skills and knowledge necessary to excel in their chosen careers. In doing so,IMPROVING LEARNING PRACTICES AT CIT can contribute significantly to the growth of the vocational education and training sector, supporting individuals in achieving their career goals and contributing to the growth of the broader economy.

References

Ghai, A. and Tandon, U. (2023) ‘Integrating gamification and instructional design to enhance usability of online learning’, Education and Information Technologies, 28(2), pp. 2187–2206. doi:10.1007/s10639-022-11202-5.

Long, M., Blankenburg, R. and Butani, L. (2015) ‘Questioning as a Teaching Tool’, Pediatrics, 135(3), pp. 406–408. doi:10.1542/peds.2014-3285.

Luka, I. (2019) ‘Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills’, Journal of Education Culture and Society, 10(2), pp. 151–169. doi:10.15503/jecs20192.151.169.

Shail, M.S. (2019) ‘Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature’, Cureus [Preprint]. doi:10.7759/cureus.5307.

Shu, H. and Gu, X. (2018) ‘Determining the differences between online and face-to-face student–group interactions in a blended learning course’, The Internet and Higher Education, 39, pp. 13–21. doi:10.1016/j.iheduc.2018.05.003.

Sudadi Kasran (2019) Project Based Learning. doi:10.13140/RG.2.2.25617.58723.

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For solution: +610482078788

+61482073403

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