Training systems
Instructor Qualification Training Standard / V2 10032026
6) Adults bring valuable experiences. They can share experiences and learn from one another and are thus a valuable learning resource for their peers. This is facilitated through interactive and collaborative learning activities
7) In general, adults learn better through problem-solving, practical, hands-on approaches
8) As adults we are motivated to learn when challenged at a suitable level (feeling achievable and relevant), enough to stretch their ability without becoming overwhelming
9) Two of the most important aspects to adult learning are:
a. Realizing the need to learn (intrinsic motivation)
b. Building on already obtained knowledge and skills (experiences)
Teaching adults effectively means using learner-centred, engaging and interactive approaches that link directly to their work and life, encourage collaboration, allow and facilitate reflection, and provide constructive feedback. These are common instructional design based on didactical considerations for adult learners and a means to facilitate intrinsic motivation, among others. Teaching adults also means considering learning styles, communication, cultural awareness, conflict management, and learning transfer. In general, if the characteristics of adult learning are not considered and facilitated in training this may lead to barriers to learning In the conduct of GWO training sessions, an approach based on adult learning principles is expected as this effectively facilitates learning progression aiming to reach expected learning outcomes An aim describes what the intention of the activity, lesson, module and standard is; why should resources be allocated to conduct the activity; what is the gain for the industry or for the course participant The main focus of assessment is to gather data to determine the learning outcomes of an individual learner or groups of learners, and inform instructional decisions to support a participant’s learning journey
Aim
Assessment
Assessment can be both formal and informal and may take various forms, such as:
1) Formative assessment. This type of assessment is ongoing and occurs during the learning process. Its primary purpose is to provide feedback to both the participant and the teacher, helping identify strengths and weaknesses and guiding instructional adjustments to enhance learning 2) Summative assessment. Summative assessments occur at the end of a specific period, such as a unit, semester, or school year. They aim to evaluate the overall learning outcomes and determine a participant's level of achievement or proficiency
Global Wind Organisation / www.globalwindsafety.org
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