Training systems
Instructor Qualification Training Standard / V2 10032026
Intervention (Instructor’s)
We need to facilitate the learner’s process and yet know when to stop if the situation becomes dangerous. The instructor must intervene as soon as a risk of an incident is detected, or in case of the participants practising and learning in a wrong direction. The balance between “learning from mistakes” and the participants exposing themselves to risks or danger when practising must always be unquestionable
Learners
In this training standard, “learners” refer to the future course participants to be trained by the present IQT participant
Learning
In the GWO Taxonomy Framework, learning is defined as:
1) Learning is individual and personal constructions of experiences. Experiences are the results of reflections on impressions from acting 2) Acting includes listening, reading, observing, discussing, and trying to solve a task. To act always involves more than the individual itself, and therefore experience, and thus learning, is a social construction 3) To learn, we have to act, and the more motivated, involved, and active we are in the process, the more we learn Learning activities aim at supporting the learner in reaching the knowledge, skills, and abilities defined in the learning objectives, so that the participants’ progress can be observed and supported on an ongoing basis in relation to the learning objectives In the GWO Taxonomy Framework, the suggested learning activities are the minimum standard of learning activities for each learning domain and level. Training providers and instructors with a flair for creativity and focus on excellence may go above the listed activities The participants learn the most when they try on their own and by so doing create their own learning experience. Hence the learning process should allow for risks of failing, and the instructor must maintain the balance between safe experimentation and the need for intervening, when necessary The participants may use a learning log to capture learning experiences, learning points, good ideas, warnings, inspiration and other relevant reflections from the training
Learning Activities
Learning From Mistakes
Learning Log
Learning Objectives
GWO uses the term learning objective in training standards to describe what the participant should be able to do after successfully completing the training
The domains of knowledge, skills and ability are used to describe learning objectives. Definitions of knowledge, skills and ability are presented in three levels: basic, Intermediate, and Advanced level. On each level, it is implicit that learning objectives at lower levels are met. Thus, a learning objective indicates the specific knowledge, skills, and abilities a person with a given certification is expected to possess as the result of a learning process
Global Wind Organisation / www.globalwindsafety.org
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