Training systems
Instructor Qualification Standard / V1 2023-12-04
Didactic considerations are focused on reaching the learning objectives. Factors to be considered may include: learning content, facilities and conditions, evaluation and assessment strategy, available time, supportive activities and structures, participants prerequisites, participants preparedness and capabilities, culture and traditions, and motivation. Evaluation is a specific and judgemental process that aims to determine to what extend the learning outcome at the end of a training or a learning activity is sufficient in relation to the overall learning objectives. Various assessments provides the data and feedback needed to make informed judgement during evaluation. The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. Feedback is by far the most effective way to generate reflection and so learning. Advice and examples of types of feedback in relation to taxonomic levels are described in the GWO Taxonomy Framework included in the GWO Requirements for Training. Fidelity is about creating training environments that are realistic and as similar to reality as possible. By focussing on creating fidelity in the training environment, the transfer of knowledge, skills, and abilities from the training situation to the actual work reality is facilitated. The level of fidelity should be a balance between, on the one hand, a supportive learning environment and, on the other hand, the need for realism in the learning situation. Therefore, fidelity may be lowered in learning activities at the basic learning levels, where the focus should be on both safety and a learning environment that supports the participants development. When moving to the intermediate or advanced levels of learning, fidelity should be adjusted towards the actual work environment. Simply put, instructional design is the creation of instructional materials and plan focused learning activities. Though this field goes beyond simply creating plans and teaching materials, it carefully considers how participants learn and what materials and methods will most effectively help individuals achieve their academic goals
Didactic and Didactical Factors and Consideratio ns
Evaluation
Feedback
Fidelity
Instructional Design
Also see “Didactic”
Instructor Led Training
An instructor has the ability to demonstrate a skill, lead the practice activity, observe the participants’ progress as well as assess when the participants are mastering the skill sufficiently well. Furthermore, the instructor must decide to intervene in the practice activity should there be a deviation in the form of safety or error learning. (The instructor must balance the intervention between ensuring the participants’ safety and the value and benefit of learning from mistakes).
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