Vocational education and training professionals are all familiar with the common demand from employers and learners: achieve higher levels of learning and performance with fewer resources—and with employees spending less time away from their jobs.
Flipped learning is one model training organisations around the world are embracing to meet bottom-line demands, maximize value, and increase quality productivity.
Instructional design involves doing far more than designing instruction. In that sense, it is really a misnomer. Instructional design is designing a system that enables students to not only learn, but to do. Here are the components of this system:
On-the-job training and simulations
Instructional designers analyze the work environment to ensure that it supports training. This involves identifying and making recommendations to remove possible roadblocks that are present in systems, processes, authority levels, responsibilities, and accountability. These roadblocks, if left in place, block trainees when they try to apply what they've learned. They set them up for failure.
When training is conducted off-the-job in a simulated environment, instructional designers work with industry representatives to identify equipment, resources, and standards required to be represented in a simulated environment, and ensure relevance of assessment to the workplace.
Understanding which modality to use for what type of content or training is key to making the blend meaningful to the learner. When selecting an approach, you need to consider the content, the audience, and available resources, including technology. In our RTO environment, the content is determined by the unit(s) of competency included in the training product. Another consideration is risk, which may dictate the modality of compliance training.
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