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A Toolkit for L&D... In the rapidly evolving landscape of the contemporary world, the 3As—Accessibility, Addictiveness, and Applicability—serve as essential mantras for effective learning and development. These elements not only enhance the learning process but also ensure that knowledge is both attainable and practical, driving personal and professional growth. Accessibility is the cornerstone of learning in the digital age. With the advent of technology, learning resources are no longer confined to traditional classrooms. Online platforms, e-books, and virtual courses have made education accessible to people from all walks of life, regardless of geographical or economic barriers. This democratization of knowledge empowers individuals to learn at their own pace, fostering a culture of continuous learning and self-improvement. Addictiveness in the context of learning refers to the engagement and motivation that drives individuals to consistently seek knowledge. When learning experiences are designed to be engaging, interactive, and rewarding, they can create a positive loop of curiosity and discovery. This "addiction" to learning ensures that individuals remain committed to their educational goals, continually expanding their horizons and deepening their understanding of the world. Applicability is the bridge that connects theoretical knowledge with real-world practice. In a world where information is abundant, the ability to apply learned concepts to solve real-life problems is what truly sets individuals apart. Practical application of knowledge not only reinforces learning but also enhances problem-solving skills and creativity. It ensures that learning is not just an academic exercise but a tool for personal and professional success. Thus, the 3As—Accessibility, Addictiveness, and Applicability—are vital in shaping a holistic and impactful learning experience. By making education accessible, engaging, and practical, these principles drive the continuous development necessary to thrive in today’s fast-paced world.

All our certified Quality Management courses are delivered through supported distance learning, allowing you to study at home or work, at a time – and a pace – which suits you. This flexible way of studying CQI | The Chartered Quality Institute courses, puts you in control of your learning. WHAT IS DISTANCE LEARNING? Quite simply, distance learning is any training which occurs where the tutor and student aren’t in the same physical space. It takes place online, so you learn without attending traditional sessions with a tutor. The main benefit of distance learning is its flexibility. TOP 10 TIPS FOR DISTANCE LEARNING Whether you’re a seasoned online learner, or undertaking your first course with rove, we’ve compiled our top-10 distance learning study tips to ensure you maximise your learning experience.   https://lnkd.in/efceKT2v

To learn we have to try and fail – unfortunately there is no room for 'trial and error' in modern corporate training. The principle of ‘trial and error’ is absolutely core to the development of any skill. It doesn’t really matter whether we learn how to walk or eat with a knife and fork as children or whether we aim to learn more complex skills as adults. We just about never get it ‘right first time’. In fact, the ability to try and repeat an activity until it is done correctly is absolutely crucial if skills are to be developed. So how has the principle of ‘trial and error’ been embedded in the majority of modern digital training? Well, it hasn’t! Most digital training platforms seem to be built on the principle that the only thing that a learner needs is lots and lots of content. Content in form of e-learning and content in form of videos. The idea seems to be that learners magically absorb this content by watching it and then develop brain superpowers to remember all this content forever. It also assumes that learners will then be able to apply this newly developed knowledge in practice and immediately show the skills that they were taught by watching content. Magic! Well, unfortunately real life doesn’t work that way. Which means that most of modern digital training actually misses the mark completely. Learners forget what they have watched pretty quickly and they never develop the skills they were asked to develop, because they have not had the opportunity to apply their knowledge in practice. Everyone loses. However, it doesn’t have to be this way. Attain’s immersive and social game-based learning experiences allow learners to try out new skills in a safe environment - repeatedly. And learners are able to reflect on their ‘trials’ in discussion with other learners. This collective reflection is a key part of the ‘trial and error’ learning cycle and helps to embed knowledge and skills deeper. Everybody wins! Dr. Nigel Paine Dr. Keith Keating Conor Gilligan Amanda Nolen Nick Reed Jo Reddin Karen Gilhooly Dr. Michaela Meier Michael Muthukrishna Graham Hutchings Wendy Lee Talya Stone Scott Wagstaff

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The key to great online learning is to always start with the experience - how is it going to make a student feel? To do this well it's important to recognise this takes considerable time and expertise.

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Attended Cedefop workshop on Learning Outcomes - Rhetoric or Reality today. Interesting discussions about how VET teachers facilitate Intended Learning Outcomes into Achieved Learning Outcomes. AKA: How can our VET learners become competent workers who apply what they know and can do in different workplaces? The depth of the question became more apparent as each country's systems were presented. Some believe that too heavy a focus on assessing learning outcomes 'dumbs down' learning achieved, in the main because of a lack of focus on teaching and learning, a lack of a 'curriculum or training program' and disaggregating workplace activities into units of competency. In the context of this diagram, Australia's training packages can be understood as 'occupational standards' with 'inputs' such as 'assessment and performance conditions'. Training packages are not 'curriculum'. They are not the training program. Finland's VET system is similar to Australia's. National vocational qualifications outline 'vocational competence requirements' (Australia's national training packages), VET providers develop implementation plans to assess competencies (Australia's Training and Assessment Strategy TAS). Assessment must be in the workplace. Finland does not use a curriculum or training program. However, they DO use, for each learner, a "Personal Competence Plan" which includes opportunities for RPL and appears to be a personalised learning plan. Individuals are guided through this "Personal Competence Plan". In response to my question about the risk of 'dumbing down' learning achieved by focusing on assessment, researchers responded that the use of Personal Competence Plan builds a sense of responsibility for learners to connect their workplace learning to the assessment outcomes. More information on Finland's system at https://lnkd.in/eAWNb8Uv Sometimes I think Australia's VET sector lacks focus on teaching and learning. Perhaps this is because of compliance focus (fear) on assessment, perhaps our teacher training is lacking, or perhaps it's ill-fitting funding models. Some say the introduction of training packages was the cause of this. I was chatting with an ex-ASQA auditor/now consultant the other day, and he is grossly disappointed with the widespread practice of teaching and assessing to singular units and not applying clustering for teaching and assessing. Do YOU think Australia lacks a focus on VET teaching and learning? Please be kind as you share and allow others to share their insights and experiences.

Review: Introducing Multidisciplinary Micro-credentialing (MdMc): Rethinking Learning and Development for Higher Education and Industry (2023) edited by Chamila Subasinghe & Beena Giridharan This book presents an industry-academia perspective discussing useful credentialing for both learners and providers. It uses a distinctive position to introduce MdMc: self-sufficiency for learners. Based on multidisciplinary rhetoric on rapidly deployable knowledge bases, cases, and precedents, this book proposes a methodology for multi-sector employability and better synthesis of learning and working, through a survey of HE to identify new knowledge hybrids. Demonstrated through examples, it further unpacks barriers and introduces transferors for Learning and Development (L&D) opportunities through theory piloting (learning) and subsequent theory testing (development). This book reveals a structure built around five pillars of curiosity-led inquiry: Why, Where, What, How and When, demonstrating a complete whole. "Why" inquires "why inclusivity is not enough," using self-sufficiency of international students, as an example in globalised contemporary HE brands. "Where" examines how digital space has transformed credentialing models to be more agile to instabilities in the post pandemic world, and “how” online learning and development could offer learning modalities and foster sustainability incentives such as self-sufficiency. Intending to design a robust university-industry partnership, "What" investigates the latest and leading-edge case studies and precedents based on the innate qualities of skill gaps and industry responses. "When" refers to the redefined rhythm of the lives of learners through time terminologies. "What" investigates the latest case studies based on the inherent qualities of skill gaps and consequent industry reactions to them. Throughout the book, the editors and authors use highly curated graphics, graphs and diagrams to visually portray the status of current credentialing models, credentialing shifts and future directions.  The book is at the forefront of the rapidly rising credentialing paradigm. It presents well-defined circumstances to rethink L&D due to unprecedented adjustments required to accommodate the post-pandemic learning shifts. The book shows us how to realign the credentialing paradigm by leaning towards an industry-necessitated and learner-tailored experience. Thus, the findings in this book impact the credentialing culture by decreasing the distance between the learner and the provider. In times of quick competencies over conventional degrees in demand, what makes Mc's cases and examples discussed in this book compelling, is its ability to present multiple things without being affected by academic or industry elitism.  

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