ASPA Training uses a range of delivery and assessment methods. Because of the vocational needs of Patrollers to be able to deliver complex solutions to a range of injury management issues, a range of techniques are used to ensure that the best learning opportunities are provided:
Lead Instructors and Course Directors are required to be qualified in Training Assessment and Delivery (to at least Certificate Level 4). All instructional staff are encouraged to attain this level of training through the Instructor Development Program.
Vice President Education (Chief Instructor) and all instructional designers are required to have significant experience in instructional design and assessment (to degree level) with specific skills in vocational training.
Each course has specific instructional strategies associated with particular components and students are encouraged to take advantage of these various techniques. Generally, multiple techniques are used to ensure the most effective learning outcomes. Reinforcement of concepts and practices occurs over the length of the course using a ‘simple to complex model’ for most aspects of the training. ‘Chunking for success’ is important to allow every learner to achieve the most from the training.
Teaching Reviews are conducted by VP Education of all instructors and feedback from students is obtained on every presentation, practical session and lecture conducted during the course. At the beginning of each short-course feedback sheets will be given to you by your course coordinator. Please complete them so that they can be built into the monitoring delivery process and improve our standards.
ASPA Training has as a core driver in its training approach Flexible Learning. Our ongoing instructor development programs, our course review processes and our instructional design all rely on this as a tenet for training delivery.
What is Flexible Learning?
Flexible learning expands choice on what, when, where and how people learn. It supports different styles of learning, including e-learning.
Flexibility means anticipating, and responding to, the ever-changing needs and expectations of VET clients – enterprises learners and communities.
The Australian Flexible Learning Framework (the Framework) views flexible learning as an approach rather than a system or technique;
Flexible Learning Characteristics
Flexible Learning has ten characteristics, all of which are required if flexibility is to be achieved: