Report OL201 A Trainers Guide to Learning Design

All experienced trainers will have observed considerable individual variation in trainees in terms of their learning performance. The purpose of this report is to consider in simple terms why such differences can exist. The identification of causes is the first step towards improving performance, particularly through the recognition of the influence of cognitive styles. Instruction can then be designed to facilitate learning by trainees of a range of styles.

This report by Richard Riding of the Assessment Research Unit of the University of Birmingham addresses the following learning design issues :

Chapter 1. Training decisions, initiatives and needs, training validity and efficiency, and planning effective learning;
Chapter 2. Establishing training needs to enable a job to be done;
Chapter 3. Determining training needs to improve job performance;
Chapter 4. An introduction to the cognitive styles;
Chapter 5. Cognitive styles and learning;
Chapter 6. Learning design;
Chapter 7. Assessment;
Chapter 8. A check-list for learning design.

To download a copy of the full report click on the button

 

Return to list of Learning Technology projects

Return to list of project Groups

 

This page last updated 24 January 1999.