Course Title: Facilitating Literacy and Numeracy Learning in the Workplace
Part A: Course Overview
Course Title: Facilitating Literacy and Numeracy Learning in the Workplace
Credit Points: 12.00
Terms
Course Code |
Campus |
Career |
School |
Learning Mode |
Teaching Period(s) |
TCHE1005 |
City Campus |
Postgraduate |
360H Education |
Face-to-Face |
Sem 2 2006, Sem 2 2007, Sem 1 2016 |
Course Coordinator: Jo Bradford
Course Coordinator Phone: 9925 4347
Course Coordinator Email: jo.bradford@rmit.edu.au
Pre-requisite Courses and Assumed Knowledge and Capabilities
TCHE 1003 Principles of Adult Teaching and Learning and
TCHE 1008 Contexts of Adult Learning (recommended).
Course Description
In this course you will develop both theoretical and practical knowledge to enable you to devise and facilitate strategies to support language, literacy and numeracy (LLN) development in workplace learning. The ability to devise strategies for developing these skills in the workplace is an important aspect of industry training. You will explore the theoretical and practical aspects of models of learning and delivery in industry such as integrated delivery of LLN skills with vocational content in a range of on-site training contexts and the use of mentoring strategies in organisations. A range of case studies from Australian and international work place-based practice will be analysed and you will consider the application for your own training context.
You will develop skills in devising a targeted training strategy which addresses LLN skills. You will consider the process of consultation with stakeholders within an organisation to ensure that the training is fit for purpose, viable operationally, inclusive and ethical in its treatment of participants. You will analyse the needs of your own organisation or another organisation and the needs of prospective learners through profiling the demands of the work context and training specifications. You will use the Australian Core Skills Framework (ACSF) and other relevant tools as applicable to assist in the identification of LLN requirements for learners and specified training. You will also research forms of specialist LLN support and when it might be applicable to incorporate this into the development of a training strategy and or its delivery. You will consider feedback and evaluation processes to gain insight into, and respond to the learners and their needs, contribute to a learning culture within an organisation and to develop your own practice.
Objectives/Learning Outcomes/Capability Development
On successfully completing this course, a student will be expected to be able to demonstrate skills and/or knowledge in:
• analysing workplace culture
• disseminating information on training to people in work and community organisation contexts
• identifying the added value of training to enterprise plans
• catering for the learning needs of learners from diverse cultural backgrounds
• devising or customising existing models of workplace learning to meet learning needs
• planning effective learner support systems including mentoring
• key theories in the field of workplace learning
• identifying barriers to workplace learning and devising strategies to address them
• ethical issues in facilitating workplace learning
• critical evaluation of training interventions
• diverse ways in which people respond to or make sense of workplace learning.
Please refer to Capability Development
Overview of Learning Activities
In-class activities will include presentations, discussions and practical tasks related to workplace delivery of language, literacy and numeracy skills. There will be an additional online activities including directed reading, viewing and analysis of videoes and mini research tasks. Online support from the lecturer will be available to students throughout the semester.
Overview of Learning Resources
References
Berghella, T., and Molenaar, J. (2013) Seeking the N in LLN Research Report Adelaide: NCVER retrieved at:
http://www.ncver.edu.au/publications/2627.html
Billett, S. and Choy, S. Learning through work: emerging perspectives and new challenges Journal of Workplace Learning Vol 25 No.4 2013 pp.264-276
DOI: 10.1108/13665621311316447
Boud, D.; Garrick, J. (2012) Understanding Learning at Work, London: Routledge
Cairns, L. Evans, Malloch, M. (2010) Chapter 1 Theories of Work, Place and Learning: New Directions pp 4-45 in Malloch, M., Cairns, L., Evans, K. & O’Connor, B. (eds) (2010) The SAGE handbook of workplace learning. Sage Learning. Retrieved at http://www.eblib.com
Commonwealth of Australia (2012) Australian Core Skills Framework
Retrieved from http://www.industry.gov.au/Skills/LiteracyAndNumeracy/Australian Core Skills Frameworks
Fenwick, T., and Tennant, M., 2004, ‘Understanding adult learners’ in Foley, G. (ed.), Dimensions of adult learning: Adult education and training in a global era, Allen and Unwin, Crows Nest, NSW, pp.55–73.
Griffin, R. (2011) Workplace learning evaluation: a conceptual model and framework
Year: Industrial and Commercial Training, 2011, Vol.43 (3), p.172-178. DOI: 10.1108/00197851111123631
Illeris, K. (2011) The fundamentals of workplace learning: understanding how people learn in working life, London: Routledge
Industry Skills Councils (2011) No More Excuses: An industry response to the language, literacy and numeracy challenge
Retrieved at http://www.isc.org.au/NoMoreExcuses
Misko, J., (2010) Responding to changing skill demands: training packages and accredited courses, Adelaide: NCVER
Retrieved at http;//www.ncver.edu.au/publications/2292.
Standing Council on Tertiary Education, Skills and Employment (2012)
National Foundation Skills Strategy for Adults
Retrieved at http://www.scotese.natese.gov.au/publications
Overview of Assessment
Assessment in this course requires you to reflect on the nature and value of workplace-based training programs and the role of language, literacy and numeracy skills in workforce development. You will also develop and present a training program which incorporates both vocational skills and language, literacy and or numeracy skills..