INTRODUCTION
IV.INSTRUCTIONAL FRAMEWORK
The teaching, learning and assessment model of the programme is premised on Vygotsky’s time–honored notion of the Zone of Proximal Development (ZPD). Vygotsky’s ZPD encompasses two learning dimensions: The first dimension refers to learners’ current academic level and the second refers to the performance level learners are expected to reach by the end of the educational programme. The Zone of Proximal Development represents the distance between learners’ ability to un- derstand and apply a given competence and its affiliated skills and the level instructors ex- pect them to reach – defined by their capacity to demonstrate these competencies collabo- ratively within a scaffolded, engaging and dynamic learning environment. Vygotsky’s concept of ZPD necessitates a scaffolded learning environment focused on six core elements referred to as ADDIAE model: Analyzing trainees’ entry-level proficiency to ensure alignment with the programme’s requirements, typically assessed by a pre-test. Designing teaching, learning and assessment strategies that accommodate partic- ipants’ different learning styles. Developing instructional materials that embed the necessary knowledge, skills and attitudes for competence development. Implementing instructional strategies in a dynamic and interactive learning envi- ronment. Assessing participants’ learning outcomes through in-class activities and group projects. Evaluating the programme through perception surveys, focus groups, interviews and analysis of end-of-workshop assignments and projects. V. THE ADDIAE MODEL
The six elements of the instructional framework are encapsulated in the acronym ADDIAE .
13
Building Competencies for Sustainable Learning | Introduction
Made with FlippingBook Digital Proposal Creator