Training systems

Requirements for Training / V13 2023-05-02

2) Practicing the skill in a simulated environment where it should be possible to adjust the difficulty and fidelity of an exercise - e.g. waves or wind, working at heights, flames and heat. 3) Answering questions on the topic facilitates the necessary participant reflection. Examples of questions: How does this knowledge about an action fit with other or similar actions? What other knowledge does this key into? Which new actions can this new understanding support? 4) A test or quiz on the topic can also trigger participants’ reflection. By assessing a peer’s test results both participants revisit and reconsider the questions and answers. 5) Feedback is the strongest learning accelerator provided it is focused on what should be corrected and where or how improvement can be made. The participant must commit to the proposed improvements. 6) Working in small groups, where all participants are active and learn by creating new experiences, intensifies learning processes as participants must concentrate on both individual and collective achievements.

Evaluation methods in coherence with learning objectives and activities

1) In order to assess participant skills, these must be demonstrated and observed. 2) The participant must perform their skills in relevant cases or task-solving in an environment that simulates as closely as possible the work reality. 3) Evaluation activities must be as similar as possible and coherent to learning activities. Content-related surprises should be avoided in evaluation activities.

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