Learner Centred Methodologies
Written by Rhonda Wynne, Ireland
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Learner Support
Valuing Diversity
Learner Centred Methodologies
Introduction
Before the Course
Characteristics of Adult Learners
Anxieties of Adult Learners
Motivating Factors in Adult Learning
Recognition of Prior Learning
The Learning Provider
Learning Needs Analysis
Overview of Course Design and Planning Process
During the Course
Creating an Adult-friendly Environment
Teaching Strategies
Facilitation
Groupwork
Experiential Learning
Problem-Based Learning (PBL)
Role-plays
Conflict
Assessment
Evaluation
After the Course
Tutor Self-evaluation
Management Review
Resources
 
 

Management Review

At the end of a course it is important to review the management and administrative aspects of the programme. Did the course run smoothly or did any logistical difficulties impact on the learning of the participants?

The team might wish to consider both logistical and programme requirements:

Logistical Considerations

Was the timetable appropriate for the learners?

Were transport arrangements appropriate? Were students able to access the course by public transport? Was there ample car parking?

Was the accommodation/training room adequate?

Were the catering arrangements appropriate?

What can be done from a management or administrative point of view to ensure that classes run more smoothly?

Were the administrative support services, e.g. photocopying, sufficient?

Did trainers and students have access to the required audio-visual or technological facilities?

Were the tutors and students resourced adequately? Did they have access to a library or computer facilities?

What challenges emerged during the running of the course?

Were all difficulties solved quickly and effectively?

Did any difficulties present during the course that could not be remedied?

Did the programme run within budget? If not, why not?

What, if any, unforeseen expenses occurred? Should these have been anticipated?

Were there any constraints that impacted on the course?

Programme Considerations

Did the programme fulfil/satisfy the learners' requirements?

Did the programme fulfil/satisfy the requirements of the funding or accreditation organisation?

Did the outcomes match the planned/expected outcomes? Why/why not?

Are there progression routes for the students?

Can progression routes/options be developed?

What are the benefits to the participants, or their organisations/communities, on completing the course?

Is there sufficient interest in running another course/programme?

What changes need to be made to the course content?

Were students happy with the teaching team? If not, why?

What worked? What didn't? How could the programme be improved next time?

In some instances, full programme reports may have to be produced for funding bodies, state agencies or donors. In these situations, it is important to document all elements of the programme as it progresses. It is essential to familiarise yourself with the reporting criteria at the outset of the programme. This helps ensure that notes and relevant documentation is kept for all the necessary criteria.

   
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