Question 1 (Essay)
As an adult learner, how have you benefitted from peer learning experiences at your university or workplace?
Note for writer: In Uni, most of the time there are 6 lessons per module. 3 face to face sessions and 3 online lessons. Workplace, it’s a normal workplace setting with quite a number of times having to do work outside of the offices as well. Overseas trip included for work.
Write a 1000-word essay as a personal response to the question above.
You should also describe relevant learning theories and illustrate your understanding with clear examples from your personal experiences. Critically review relevant extant research from peer reviewed journals to justify your answer. (40 marks)
LEARNING THEORIES
- Reinforcement Theory (Positive and Negative)
- Social Learning Theory
- Information Processing Theory
- Adult Learning Theory
- Expectancy Theory
- Need Theories
- Kolbs Learning Cycle (Learning by Experience) (4 stages: Concrete Experience, Reflective Observation, Abstract Conceptualisation, Active Experimentation)
Question 2: (Report)
Apply appropriate learning theory(s) and relevant course concepts to construct a training plan that focuses on utilising peer learning to enhance creative thinking skills.
The training plan should be targeted at a group of employees in a work setting of your choice. Evaluate the effectiveness of your training plan by proposing an appropriate evaluation approach.
The word limit is 1500 (excluding references and appendices) and your training plan report should contain the following components:
- Description of organisation (industry) and target employees (main job responsibilities) (5 marks)
- Definition of “Creative Thinking” and justification of relevance (5 marks)
- Choice of learning theory(s) and detailed explanation of how the theory will be applied in the training design (10 marks)
- Lesson Plan: Description and explanation of Lesson Plan (See Table 5.6 in Noe textbook for an example). All tables and figures should be in the appendix. Should you have developed other materials, e.g. storyboards, pictures or sample handouts, please include these in the appendix only if you have also referenced them in your main report. (30 marks)
- Proposed evaluation plan (10 marks)
What is a lesson plan?
Lesson plans are typically more detailed than the design document. They include the spe- cific steps involved in the lesson, instructor and trainee activities, and the time allocated to each topic included in the lesson.
Lesson plans can be designed for programs lasting a day, a week, or several hours. If training takes place over several days, a separate lesson plan is prepared for each day.
The detailed lesson plan translated the content and sequence of training activities into a guide that is used by the trainer to help deliver the training. That is, lesson plans include the sequence of activities that will be conducted in the training session and identify the administrative details. See image for example. The lesson plan provides a table of contents for the training activity, which helps ensure that training activities are consistent regardless of the trainer. Lesson plans also help ensure that both the trainee and the trainer are aware of the course and program objectives. Most training departments have written lesson plans that are stored in notebooks or in an electronic database. Because lesson plans are documented, they can be shared with customers of the training department (i.e., man- agers who pay for training services) to provide them with detailed information regarding program activities and objectives.
Image 2 shows the features of an effective lesson plan. The lesson plan includes the learning objectives, topics to be covered, target audience, time of session, lesson out- line, the activity involved, any required preparation or prerequisites, how learning will be evaluated, and steps to ensure transfer of training.
A storyboard is useful for course and lesson design and determining sequencing. A storyboard is a group of pictures that tell a story. You can story board using pencil-and- paper or markers on notebooks, erasable marker boards, flip charts, or using Powerpoint slides.
It is also important to consider the target audience. Any information about their train- ing and experience, their motivation for taking the course, and their interests, learning styles, and background (e.g., education and work experience) will be useful for choosing meaningful examples, determining program content, deciding on support materials, and building the credibility of the training.if available.
