Digital Literacy In Adult And Vocational Education – Case Study Assignments Help

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Question For Case Study Assignments Help : Using a workplace based learning (WBL) approach (discussed in Module 3, Topic 4), and from the perspective of your own teaching and learning Context

Introduction:

The workplace based learning approaches in Case Study Assignments Help that are applied in the digital literacy context of vocational education training. The relevant importance of the approach and the reason for applying it on the learners are mentioned. The support that this approach provides to the proper learning of the trainees in the workplace is described in details. The two learning theories that aids in the adopted workplace based learning approach are described.

This assignment reflects the VAK learning approach. The Constructivism and technical learning theory are described in the mentioned approach. The currently prevailing learning approach is subdued by the adopted learning approach and the reasons for its preference are discussed. The changes and the benefits that are supposed to be achieved through the adoption of the VAK learning approach are mentioned and discussed in detail.

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Workplace based learning approach:

WBL or Work place based learning can be implemented through a number of approaches. In the context of digital learning Fleming’s VAK (Visual, Auditory and Kinaesthetic) learning model in the Case Study Assignments Help that can be chosen (Lindsell-Roberts, 2011). It is a very widely and commonly used learning approach. This approach works on the belief that some people are found to possess a balance of three learning styles and they can efficiently learn through the combination of these three styles. The three styles comprises of the Visual learning style, Auditory learning style and Kinaesthetic learning style. Relevant techniques are applied to develop the embedded learning of the individuals in the workplace.

The visual learners are found to be more competent to learn through the eyes. Pictures and images help them to retain the information (Rowley and Cooper, 2009). Maps, charts, videos and movies are the preferred modes of learning for them. Skills in puzzle building, high sense of direction, visual metaphor creation, analogies, image manipulation, designing of practical objects and interpretation of visual images are the noticeable skills found in visual learners. The Case Study Assignments Help of auditory learners are seen to exhibit very good communication skills that help them learning best through listening. The efficiency in understanding syntax, remembering information, using humour and good analysis of the use of language is evident in them. The kinaesthetic learners on the other hand are practical learners (Ruiz de Zarobe and Jiménez Catalán, 2009). They seem to possess a good balance of eye hand coordination. They may be distracted with the lack of scope for activity and exploration. They exhibit the physical skills of athletics, hands on experimentation, efficient use of body language.

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The visual learners in Case Study Assignments Help are encouraged by the use of graphics to reinforce learning. Colour codes, highlights, illustration of ideas through pictures, use of flowcharts and diagrams are applied in the workplace. Visualising of the spelling of important words and facts is also helpful (Wang et al. 2010). The auditory learners are encouraged through loud reading, recitation of information, use of tones as mnemonic devices, verbal analogies and point demonstration through storytelling techniques. The kinaesthetic learners are encouraged with the role playing techniques or other physical experiences. Steps like skimming through the reading material, annotation of texts, and translation of information into pictorial presentations, use of visual study tools, memorising or drilling during motion can be applied for the kinaesthetic learners’ encouragement. In this approach the teacher of Case Study Assignments Help or educator plays the role of observer, instructor, evaluator, feedback and counsellor (Rowley and Cooper, 2009).

Reasons for VAK learning approach to be appropriate:

The prime objective of incorporating a new workplace based learning approach is to provide effective training to the learners in the digital literacy context of vocational education and training. The VAK model or learning approach is selected and expected to be very efficient in achieving the goal. It works in the manner to provide training to the learners that they prefer (Meng-cheng, 2011). This approach is helpful in understanding the Case Study Assignments Help preferred way in which the adult trainers in question acquires and processes the relevant information. It leads to the build up of multiple modes of sharing the information in the programming assignment content. It provides the scope of processing the information in different ways during the training delivery. It substantially takes time to enhance the value of the training to the trainees (Wang et al. 2010). The excellent educational opportunities provided to the trainees are expected to prove to be beneficial to them. It enhances the skills of the employees and results in the increased engagement of the workforce.

The VAK approach also has a modified version called VARK. It includes the Reading learning style of learners (Lindsell-Roberts, 2011). Hence implementing the VAK approach opens up the opportunity to incorporate the modified version too in future as per need of the learners. The VAK approach specifically identifies the requirements of each trainee and implements the most efficient learning style of appropriate for them. It not only helps the employees to be provided with the correct learning techniques that will effectively aid them in acquiring a high standard of learning but it also makes the whole learning process much less time consuming (Dabbagh, 2009). Since the trainees are faced with appropriate techniques they can learn much faster and improve their skills to a high level. It also prevents the waste of energy and expense of the company on implementing inappropriate learning style on the employees that results in a low learning standard. Thus the VAK approach is considered to be the appropriate choice for implementing in the workplace for the benefit of all.

Support of Workplace-based learning approach in student learning:

This VAK approach stressing on the preferred learning approach of the individuals emphasises on mainly the three learning styles as visual, auditory and kinaesthetic (Anu et al. 2012). This specific identification and application of the perfect learning style is of great support to the students. The trainees preferring visual learning style are provided with visual techniques so that they can learn fast and efficiently about the Case Study Assignments Help. Their visual skills are emphasised with the use of images, video training programmes and pictorial representations of important information. This leads to better and effective and quality assignment standard of learning for the individuals (Ugwu and Agwu, 2011).

The employees preferring auditory learning style are given training with the help of audio instructions, lectures, group discussions and web-chat. It helps the faster learning and easy memorising of relevant information by the learners (Cheng et al. 2014). The kinaesthetic learners are exposed to practical experiences involving active participation in the various projects to facilitate learning of Case Study Assignments Help. Thus, the VAK approach operates in an effective way to ensure the fast and efficient learning of the workplace employees (Chemi, 2013). It is hence being appreciated as the chosen workplace based learning approach.

Learning theories used to inform development of Workplace based learning approach:

Learning theory 1: Constructivism:

Constructivism is a unique learning theory that is associated with cognitive psychology assignment help. It lays focus on the ability of the learner to construct a meaningful interpretation of their surrounding leading to the creation of learning (Gould, 2010). Several non-directed learning practices are associated with it. Learning conditions can be considered internal or external in respect to the learners. Constructivist learning theory is aimed at the improvement of Behaviourist learning theory of Case Study Assignments Help. Unlike behaviourist model the constructivist learning theory lays more stress on the group work rather than individual work. The belief that every human being is able to form knowledge by themselves through the method of discovery and problem-solving naturally without any structure and instruction is being followed in the constructivism learning theory (Atkinson, 2013).

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Constructivism is a non-directed instruction which is mainly learner centred with cognitive operations where emphasis is laid on the group work. It is holistic in approach (Harris, 2011).  According to learners the constructivism theory stresses on the motivation of an individual for attaching new sense to the previous cognitive experiences. Constructivism aims at achieving most learning with least teaching. In order to achieve this whole new reform is required. The learners are needed to be provided with necessary tools to facilitate participation and taking the ownership of learning process (Gould, 2010). In current learning institutions a paradigm shift towards interactive learning is evident. This shift is believed to be brought about by the exploitation of the digital media.

Learning theory 2: Technological revolution Learning Theory:

Psychologically it is evident that replication of the moments of optimum flow is the prime job of the teachers irrespective of the place they teach in. Be it in school or university or workplace, the educator always bears the responsibility of motivating and encouraging the trainees to learn more efficiently (Accardi et al.2010). The optimum moments of flow is when the learners are in a situation of learning their beat and maximum. It is found that the incorporation of technologies like computers and digital literacy in learning situations potentially replicates the optimum moments of flow. In today’s date a transformation in the learning is evident from a broadcast learning to interactive learning (Atwal, 2013). The present day learners are found to be more interested to learn through interaction rather than the traditional teaching method. Accessing the websites like GlobaLearn and processing relevant information is found to be the most preferred way of learning these days. New learning models are seen to be evolving through the various media tools that operate on the basis of discovery and participation.

Preference of Workplace-based learning approach to current approach in use:

The VAK workplace based learning approach is preferred over the currently used Cognitive learning approach. There are certain issues faced in the operation of the cognitive approach. It is found to be much less efficient in achieving the proper and effective learning of the employees. The Cognitive learning approach is mainly instruction based. Here the trainer structures the learning process for the learner in a way to produce change in the knowledge state (Dabbagh, 2009). The proper working of the cognitive approach is found to be very complex in terms of the learning processes applied in this approach, while the VAK applies much simpler techniques in the learning processes. The instruction based style of cognitive approach is also found to be disliked by most of the employees. They are already working in a professional environment as per company norms, over that even in the learning process a dominance of the trainers through instructions is not much appreciated by the employees. It results in the decrease in interest of trainees in the training and learning process (Aus, 2013).

The cognitive approach is found to work in a systematic and pre planned instructed way. This diminishes the scope of evolvement of any creativity or innovation skill in the trainees. The VAK approach on the other hand provides an ample scope for the development of creativity and innovation through the learning process (Chemi, 2013).

New preferred approach is VAK approach which provides the appropriate learning styles specifically beneficial to each learner which helps in the high level of improvement and enhancement of learner’s particular skill. But in cognitive approach a generalised operational style is applied which is not much effective (Ugwu and Agwu, 2011). The Cognitive learning approach is found to be quiet expensive and rigid in performance. A waste of money is incurred due to the implementation of inappropriate learning styles on learners who are not able to benefit from the approach. This issue is resolved through the implementation of the VAK learning approach which is comparatively much cost effective and efficient in performance (Attwell, 2010).

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Conclusion:

The assignment reflects the importance of workplace-based learning approach applied in order to achieve a successful and highly efficient learning of the trainers. The VAK learning approach is found to be very effective in addressing the issues of the organisation regarding the learning of its trainees. Its method of considering the visual, auditory and kinaesthetic learning capability of the learners and providing them with the relevant learning techniques is expected to be successful enough to attain a high degree assignments of learning standard. The learning theories of constructivism and technical revolution are found to be effective to inform the learning approach.