Learning and Teaching in Practice/assessment map

Module 1: Learner characteristics.

Recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, numeracy and literacy needs, by providing a diverse range of activities and opportunities to encourage deep learning.

A profile of a group of learners in a course you teach. You may use the template provided as a guide on what to include. (Learner profile - learning preferences, culture, prior learning, expert learner.).
A reflection on how you currently meet the diverse needs of your learners, and how you can develop your practice in this area to encourage deep learning.

Adopt sound pedagogical practices that reflect a comprehensive understanding of adult learning approaches needed to engage learners.
Critique a variety of feedback models/processes in order to provide clear, constructive feedback to support and advance student learning.

Andragogy: Write a short paragraph about any practical tips you might apply to your teaching practice in response to analysis of adult learning theory.

Include methods you would use to assist learners to develop self-directed learning skills.

Feedback Models: In a blog posting describe one feedback model you have researched and explain its usefulness in you particular context.

Record your views about why critical thinking is important for student learning.

Comparison of how two different adult learning theories could support learning and be used to influence learner engagement.
Reflection about the effective use of feedback for enhancing learning.

Make informed choices about learner-centred pedagogy in learning design, taking learner and contextual factors, and the views of stakeholders, into account.
Critically examine your institution’s/employer’s strategies, policies and practices related to learning considering their appropriateness for meeting student needs (including Learning and Teaching strategic Framework, assessment and moderation, online and blended learning etc.).
Integrate critical reflection into learning and teaching practice and engage in self-evaluation practices.

Your existing involvement (if any) in course design or learning design.
Potential situations where you may be involved. For example, are you likely to be changing how you teach to meet the strategic direction of the organisation?
How are the needs of your stakeholders likely to influence course or learning design - students, industry, teachers, the profession etc?

Record notes on these experiences and what further learning you think you might need to become an effective learning designer.