GWO Requirements for Training Providers V12

GWO Requirements for Training Providers

Coherence of the learning objectives (what ability we expect to observe in the end of training), the learning activities (what we do to reach the learning objectives) and the evaluation is essential. The purpose of alignment is partly: to ensure learning activities are created and conducted to achieve the relevant learning objectives (directed by action verbs); partly to ensure coherence between the evaluation and the what and how that the participant has practised during the learning activities. 2 Reflection and experiential learning Reflection is an important part of the learning process and must be facilitated in all learning activities. Participants develop a positive attitude towards the subject and enhanced behaviours in the work situation when they succeed through trying things out on their own, bringing their relevant experience into play and using learning points from feedback.

Figure 1, Alignment Triangle

Kolb’s learning cycle 3 illustrate four phases of the learning process: 1) active experimentation; where the participants test their understandings and abilities, 2) experience; where the result of the action is detected, 3) reflection; to what extend the result of the experimentation was expected, and 4) conceptualisation; where participants conclude what worked well or what should be improved in the next experimentation phase. Note. Active experimentation is not only intended for practical training, as reflection and expressing one’s understandings, thoughts and beliefs are also active experimentations. Therefore, the learning cycle is applicable in all the learning domains of knowledge, skills, and ability.

Figure 2, Kolb's Learning Cycle

Feedback The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal 4 . Feedback is by far the most effective way to generate reflection and so learning. 5 At the basic taxonomic learning level, feedback must be provided to correct faults and encourage the participants to engage further. At the advanced level, feedback is more about coaching participants to find their own solutions. Hints to participants helps them figure out how they can do better and how to modify and develop their knowledge and understanding relative to the learning objective.

2 Signe Skov (2015) Læringsorienterede kursusdesign (eng.: Learning oriented Learning Designs) 3 David Kolb (1984). Experiential Learning. Experience as the Source of Learning and Development 4 John Hattie & Timperley (2007). The power of feedback 5 John Hattie & Gregory Yates (2014). Visible Learning and the Science of How We Learn


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