In This Course You Will Create A Short Training Course

In This Course You Will Create A Short Training Course For An Employe

In this course, you will create a short training course for an employee audience as your Key Assignment. The training course may be designed as an online, offline, or blended mix of online and offline components. Start thinking about an appropriate professional topic for your course. A few topics to consider can include workplace safety, diversity, ethics training, harassment, Americans with disabilities, e-mail etiquette, or how to use the company's intranet. The training course that you design will utilize the best practices in adult learning to facilitate the development and learning of others.

For this assignment, complete the following: Discuss 1 way that you learn. For example, are you an audio or a visual learner? What is 1 thing that best helps you learn?

Paper For Above instruction

Creating an effective training course tailored for adult learners requires understanding the principles of adult education and leveraging best practices in instructional design. To illustrate this process, I will start by reflecting on my personal learning preferences, which reveal insights into how information can be most effectively delivered — particularly in a workplace training context.

One prominent way I learn is through visual means. As a visual learner, I find that diagrams, charts, videos, and images significantly enhance my understanding and retention of information. Visual aids help me connect concepts more rapidly and clearly than text alone. For example, when I am learning new software tools, tutorials that incorporate screen recordings or infographics enable me to grasp procedures and workflows efficiently. Visual learning aligns with the cognitive theories of dual coding, which suggest that combining verbal and visual information supports better memory and comprehension (Paivio, 1986).

What best helps me learn as a visual learner is the integration of multimedia resources with interactive components. Hands-on practice supplemented with visual guides allows me to reinforce learning actively. For instance, during training sessions, I benefit from attending workshops that utilize slide presentations with clear graphics, videos demonstrating real-life applications, and simulations that allow me to practice skills in a controlled environment. Such methods appeal to my perception preferences and facilitate deeper engagement with content (Mayer, 2009).

Translating this personal insight into adult education, I can suggest that effective workplace training programs should incorporate diverse visual stimuli. For example, online courses for employees could include videos demonstrating best practices, infographics summarizing key points, and interactive scenarios that reinforce knowledge. According to Knowles’ principles of adult learning (Knowles, 1984), adults are self-directed and prefer practical, relevant learning experiences. By employing varied visual aids and interactive activities, trainers can cater to different learning styles and foster meaningful understanding.

Moreover, understanding individual learning preferences emphasizes the importance of employing multiple instructional strategies in training design. While some learners may prefer auditory or kinesthetic modalities, a blended approach that combines visual, auditory, and kinesthetic elements can maximize engagement across diverse audiences (Fleming & Mills, 1992). For instance, incorporating podcasts or narrated videos caters to auditory learners, while hands-on exercises benefit kinesthetic learners. This inclusive approach aligns with the universal design for learning (UDL) principles, aimed at reducing barriers to learning (CAST, 2018).

In conclusion, recognizing that I am a visual learner and that visual aids significantly enhance my learning process informs how I would design a training course for employees. Incorporating clear visual content, multimedia resources, and interactive elements will not only cater to visual learners like myself but also enrich the overall learning environment. This approach ensures that adult learners acquire, retain, and apply new knowledge effectively, ultimately contributing to professional development and organizational success.

References

1. CAST. (2018). Universal Design for Learning Guidelines Version 2.2. Retrieved from http://udlguidelines.cast.org
2. Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155.
3. Knowles, M. S. (1984). Andragogy in Action. Jossey-Bass.
4. Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
5. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.