3.4a DESIGNING LEARNING ENVIRONMENTS: The basics

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1 3.4a DESIGNING LEARNING ENVIRONMENTS: The basics Introduction We are always learning because all our environments include learning; sometimes this is obvious, like in school and university settings, while at other times we are not aware that we are learning it just happens and we pick things up from the environment around us that then become habits and behaviours. It is very important in our jobs to realise how the environment around us can help or hinder this learning, and how we can change it to stimulate learning. We need to create the right atmosphere and ambience this aspect can sometimes seem irrelevant but it plays a critical part in learning. This document is intended for anyone who designs learning environments it explains what learning environments are and what they comprise, who is involved and how we can work with each other to help learning occur. Most importantly, it explains how you can design different elements of the learning environment, including one-to-one learning experiences, workshops, resources, qualifications, work-based learning and learning from your peers. The attached information sheets supplement some of the areas we intend to build on this in more detail as we find more examples. The learning environment: What is it and how is it made? Research defines learning and its environments in different ways; for the purpose of this work and The UK Coaching Framework, we have created this broad definition: A learning environment is an environment that is purposefully designed to explore the content to be learned; it is a framework that encompasses a series of experiences that are linked together to aid learning. These include both informal experiences (eg learning from watching TV and your friends) and formal experiences (eg qualifications, workplace and organised learning events based around the needs of the learner). The coach learning environment: A vision and guiding principles It is our role to build coach delivery systems that are learning environments. The diagram overleaf illustrates the coach learning environment, which acts as a frame for all subsequent coach delivery systems. It is based on a set of assumptions and guiding principles influenced by research into coach education and education in general and is taken from the Support for Coaches Strategy of The UK Coaching Framework. Assumptions 1 The underpinning philosophy for the Support for Coaches area has to be centred on supporting the concept of The Learning Coach : individuals have different learning needs and The UK Coaching Framework should embrace this and aim to be inclusive of these needs. 2 A learning culture can grow and be firmly embedded into the role of the coach and the coaching system as a whole. 3 Developing a learning environment and guiding principles will guide the coaching system to meet its goals. 4 The design of the learning environment and guiding principles is based on emerging educational research and best practice, and current research and best practice in the field of coaching. 5 The need for all key stakeholders to take ownership of the vision, process and outcome is integral to the success of the coaching system s design. 6 There is a dependency between the coaching expertise research and the core content of any coach learning environment (see the Participant Development Model and the long-term Coach Development Model). These assumptions and principles can be applied to any learner, so that everyone is learning through the process of creating a world-leading coaching system :3 3.4a DESIGNING LEARNING ENVIRONMENTS: THE BASICS 1

2 elearning Other coaches General experience Coach workplace Coach CPD events DVDs/books Qualifications Figure 1: Coach learning environment informal and formal The diagram illustrates the coach at the centre of his or her learning surrounded by different learning experiences and supported by the coach workforce. Key Principles Design the coach learning experiences to link and integrate much as possible The workplace is central to the coach s learning, all other learning sources link back to the workplace Coach support includes mentor/tutor/coach developers/ other coaches The coach support helps the coach to link the experiences together The learning experiences are varied and include a mix of generic and sport-specific information The coach helps to design both the formal and informal learning experiences a DESIGNING LEARNING ENVIRONMENTS :THE BASICS

3 The process of designing learning experiences: How do you design for the different contexts? Any design for learning must start by answering some basic questions and all contexts usually include similar components. Basic questions What do the learners need to learn (eg coaches curriculum how, what and why you coach; governing body of sport systems builders how to build a coach system)? This is the content or curriculum. What are the different ways a learner can learn this skill or knowledge? Through learning formats such as DVDs, workshops, discussions, learning activities, learning programmes. How suited is the task being learnt to its chosen format (eg is a workshop the best format for giving information or would an information sheet be more suitable for that task)? How do the learners think they learn the skills (eg in what ways are they already learning them informally)? What factors impact on the learning design (eg financial, workforce development and educational culture considerations)? If we gather information to answer the questions above, we can design the programme from experience. Delivering the learning experience: Who is involved and what is produced to support the delivery of the learning experience? Remember that learning experiences do not always have to involve faceto-face interaction. As with coaching, setting up the environment and standing back to watch people learn through exploration is one of the most effective methods of delivery. Who is involved? The workforce: the learner peers tutors and facilitators instructors assessors and verifiers learning designers mentors managers CSMs the governing body of sport. What is produced? a learning programme, event or activity (eg workshop, elearning session) a discussion and debate a resource (eg book, DVD, TV programme etc) a qualification and supporting system a work-based learning system a one-to-one coaching experience learners supporting information this can be as simple as the activity and experience itself or as complex as guidance and assessment regulations associated with a qualification. Basic steps to designing a learning experience Step 1: Scoping the situation The example below assumes the sport wants to build a new continuous professional development (CPD) programme; therefore, they will need to find out: what the coaches already know what the coaches need to know for their job (the content) how they are learning it already, if at all (eg through workshops or informally by themselves) which formats the skill being taught lends itself to (eg demonstrations are best shown in a visual format) what the skill sets of the workforce are and whether the workforce needs to improve its skills in content or delivery methods and what they can design and deliver about any other constraints (eg financial, administrative or cultural issues). Gather this information and use it to explain the aims of the learning. Imagine you have to explain what you think the overall aim of the learning experience is to a friend; this way you will keep the explanation broad and simple. Step 2: The big picture explained How does the CPD programme fit with the overall aims and objectives of both the sport s and the coaches other learning? Does it need to work alongside other learning, such as qualifications? With this in mind, write a rationale for the CPD programme then produce the aims and objectives, overview structure and components, and finally, the broad outcome statements. Step 3: Deciding who designs what Choose your team and bear in mind that innovative learning design gets the learner to help design his or her own learning. If this is impractical, keep learners in the loop to evaluate and monitor the development that is taking place. Again, if this is not possible, using a mix of technical experts and tutors, and asking for learner feedback on what is produced, is an alternative process. See Information Sheet 1: The process of designing learning events and programmes for more detail. Step 4: Designing the events Design the programme components learning experiences, assessment methods (if they are to be included) and supporting resources. Make sure you include and draw attention to informal learning that the learner can undertake alone and weave these experiences into the more formally designed elements. Now comes the tricky part making the experience relevant and engaging to all learners in the group. The attached information sheets contain some hints on the detail of designing using different formats. 3.4a DESIGNING LEARNING ENVIRONMENTS :THE BASICS 3

4 Step 5: Piloting the events and then evaluating the process of designing the content Designing learning is an ongoing activity, which will change during and after the event. What you think is needed and what is actually needed in the dynamic environment are ever-evolving; therefore it is crucial you think of ways to monitor and evaluate the experiences and record these for future use. Information Sheet 3: Designing outline structures for a programme or learning event has a more detailed section on the process of design, related to learning programmes connected to formal qualifications (this information can be adapted to suit all environments). Different learning formats: The pros and cons To apply the common elements of the learning experience effectively, we need more detail about each learning experience/format and how these parts affect the application of the common elements. This next section gives a broad outline of the different formats and some pros and cons related to the use of each. Work-based learning Work-based learning is any purposefully designed learning experience that stems from the place of work. It includes one-to-one learning experiences related to what coaches and coaching administrators actually need to do in their jobs, in the form of: shadowing work colleagues mentoring experiences on-the-job learning. It may also include supported learning events, such as workshops, to gain additional skills related to the job. How purposefully the learning systems in coaching and coaching administration are designed has been a debate among researchers and policymakers recently. Studies indicate that coaches prefer to learn on the job from peers and mentors. However, the systems and structures that currently support coaches are basic and, in some instances, ineffectual. As coaching becomes more professional, the work-based structures to support learning will improve. Pros of Work-based Learning It is individually based It is directly related to the job It has a high element of learning through doing When structured effectively, it can offer a supportive environment It allows for individual differences Assessment is directly related to what outcomes were achieved and performance Cons of Work-based Learning Potentially: it can be expensive there may be a lack of support and learners can be expected to get on with it it may not to allow time for self-reflection and evaluation only surface learning may occur without enough time allowed for further reading around the area of learning there may be a lack of connectivity between other learning experiences and the workplace the individual might be placed in situations before he or she is ready to do the tasks required. One-to-one learning experiences: Mentoring Mentoring is used in most professions; it involves help offered from one person to another in the form of discussions, observations, questions and instruction. Broadly speaking, it is a form of coaching. A learner can have more than one mentor at one time who can be a specialist in the area the learner is learning (eg coaching), or from outside this area, acting as a facilitator to aid self-reflection. The mentoring can either be formal or informal in nature. At present, sports coach UK acts as a technical mentor to the sports. The CSM and coaching consultant s role is to aid the development of the sport-specific elements of The UK Coaching Framework. Key partners will then act as mentors to other partners and coaches. This is an integral part of the learning system. Pros of Mentoring Individually needs-led Offers targeted support Helps develop self-esteem and confidence in the learner Flexible and multifaceted Helps the learner be the best that he or she can be Timely. Qualifications Cons of Mentoring Potentially, it can: be enforced and therefore ineffectual intervene at the wrong time enforce one way the way of the mentor rather than working with the learner to help refine his or her own ways of doing things become too exclusive. A qualification is a prescribed period of learning that involves various learning formats and an assessment against pre-planned outcomes of what the learner has to achieve. These can vary in length and are normally offered in formal settings such as universities and schools. In the coaching industry, there are two strands of coaching qualification. One of these is the governing body of sport qualifications that offer the UKCC qualifications, which are vocational in nature and sport-specific. The other is coaching degrees offered by universities; these are general coaching studies qualifications and are not recognised by the industry in relation to gaining employment. Recent research has questioned the usefulness of qualifications as effective tools to help coaches learn their trade; however, the coaches themselves have indicated that they find them a good introduction to coaching and offer tools to make the job less daunting. It is our role to make sure the coaching qualifications focus on teaching specific foundation skills that lend themselves to learning. For example, it is useful to teach transferable skills, such as self-reflection, how learners learn and research skills, as well as provide opportunities for discussion with other coaches and simulated coaching experiences a DESIGNING LEARNING ENVIRONMENTS :THE BASICS

5 Pros of Qualifications Cons of Qualifications Pros of Distance Learning Cons of Distance Learning They offer: They can: a supportive environment for focus attention on theory learning transferable skills and not enough on practice a good environment to be too assessment focused encourage self-reflection and be untimely deep learning be teacher-centred, not the chance to simulate learner-led real-life experiences and only meet the needs of the prepare for the real average learner coaching environment only offer snapshots of arenas for debate the job. and discussion The content might appear to breadth and depth of topics, be irrelevant to the learner. some of which might initially appear to be unrelated to the job, but have an impact on practice in the long term. Qualifications can help create a common language for the coaching profession by teaching the core elements of the job for all environments. Workshops Workshops are stand-alone learning experiences that bring together a group of individuals to introduce a topic area. They can come in different forms, such as technical clinics, talks from experts, question-and-answer sessions and debates, or a combination of them all. Workshops are normally interactive in nature and the coaching industry uses them to prescribe the most purposefully designed learning in the form of CPD events. It is fair to say that this is the preferred format of our learning culture, used, for example, in child protection or equity training. If they are designed efficiently and are timely, workshops are a very effective tool. However, if they end up being a presentation of information only or the content is pitched too low or high for the learner, they can lose impact. Recent research into the effectiveness of workshops has found that if the learner does not apply the information from the workshop with the help of a mentor to aid application, the information is lost within 20 days. Just imagine how much time and money is wasted in this situation! The pros and cons of workshops are similar to those of qualifications. Distance Learning In recent years, this has grown from the traditional, formal format of a distance learning course or qualification built around textbooks and tutorials, to include electronic learning that utilises many of the new technologies of web-based learning and the Internet. Before, web-based learning was both costly and time-consuming for the designer and was not accessible to all, as many people had neither access to computers nor the computer skills they have today. However, this has changed rapidly, so much so that some universities are working with students to build whole courses on the web. The advent of Facebook and YouTube TM, two Internet-based media, have illustrated how entertainment tools can be used to aid formal learning environments. Learners can help design the learning experience. It offers flexibility and is self-paced. It can be stimulating and relevant to. previous experiences It can be a form of peer-group learning. Publications and other media formats Books, DVDs, TV and film are integral to people s everyday lives. They can be designed in many ways, as educational tools or purely for entertainment, and can also be used to support other learning settings. If these formats are designed purely as educational tools, they are most effective if they apply principles of learning at the same time as being entertaining and informative. Getting the balance right between educating and entertaining is crucial here. The learner: What we know about how people learn Over the years, researchers have been fascinated by the study of how people learn. Here are some key messages that learning designers are using to help inform the learning environment: 1 Apply fundamental learning principles to all environments It can be expensive. It requires technical expertise. It can be poorly designed and lose impact. Used as a format in isolation, it can be restrictive. It does not suit all types of skills (ie skills that need to be learnt by physically doing them). Learners learn best when they: are engaged and motivated can use their own experiences to aid understanding are involved (by doing) are given time to self-reflect feel confident they can succeed can see how the learning fits into the bigger picture and can make links. 2 Ensure learning links to how learners learn Design experiences that: are motivating and engaging include information relevant to the learners environment (eg case studies, examples) give learners time to practise the skills they want to learn (eg coaching, debating, thinking) have content that is pitched at the right level; ie challenging but not too easy or difficult structure the learning like a story; ie with a beginning, middle and end. The attached information sheets give further guidance on how to apply the principles of learning to learning events. 3.4a DESIGNING LEARNING ENVIRONMENTS :THE BASICS 5

6 3 Learn about your learners Find out: what motivates them what they consider a learning experience to be what they already know how they prefer to learn and how they have learnt in the past. You can design a questionnaire to find out this information or sit down with your learners and ask them. In more formal settings, the induction programme is the time to do this. The UKCC qualifications provide examples of how this has been done in coaching. 4 Use your learner to help with the design Below is an example of how you can involve the learner in the design of the learning event: i First, find out about the learner (see the section above). ii The design team looks at the learner s information and plans the learning event. iii The learning event is delivered, using the learner to help in different ways (eg to work with peers, evaluate the learning, deliver parts of the learning). iv Finally, include the learner in the review of the learning event. Summary Designing learning should not be left to chance. This document and the attached information sheets are the basics to help you understand the bigger picture. The information sheets contain examples and more detailed information on the areas discussed here. This pack will increase as more examples are produced a DESIGNING LEARNING ENVIRONMENTS :THE BASICS

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