We each learn and process information in different ways.

Our learning style defines our preferences for acquiring and processing information and many people use a variety of learning methods. We also learn at different rates. Students and workplace educators will often have differences in the way they learn (and teach) most comfortably. This module explores the role of the workplace educator in facilitating student learning during placement. The module covers the different learning styles and theories as well as resources to assist in the learning process. This module includes: Introduction The supervisory relationship Learning styles and learning theory o Adult learning theory o Visual, Auditory and Kinesthetic learning style model o Kolb's experiential learning theory & learning styles model Professional reasoning Reflective practice Learning Resources Learning Spaces Learning Plans Peer Learning and Review Technology and library resources Summary References

Facilitating Student Learning

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Introduction
As discussed in a previous module You as an Educator there are several roles undertaken by the workplace educator. They are: Manager Instructor Counsellor Observer Giver of feedback Evaluator/assessor

Observer Feedback Manager Instructor

Counsellor

Evaluator

Roles and Relationships of an Educator

(Adapted from Turney et al. (1982, cited in Best, 2005, p.48))

Review the roles of an educator in the module You as an Educator and consider which of the roles are integral to facilitate learning.

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The supervisory relationship

The supervisory relationship between you, as the workplace educator, and the student is at the core of the practice experience and central to facilitating student learning on placement. The relationship you develop with the student is unique and personal and critical to the success of the placement. This relationship should support open two-way communication: questions, reflection, clarification, descriptions and discussion. You and the student should feel comfortable about discussing strengths, limitations and needs clearly and honestly. It is important to take time to understand your students learning needs and learning preferences and to develop a relationship with them to facilitate their development. Students are involved in their own learning and tend to adopt their own strategies. Students are an active part of the learning process, not passive receivers but may require encouragement/ guidance in this respect. As educators, we should acknowledge that we often teach as we prefer to learn or as we were taught. As a learner, each student is an individual and will benefit from a variety of models of teaching and learning.

Establishing effective supervision sessions

As indicated in the module, Managing a Placement, maintaining regular 1:1 time each week to provide feedback and review supervisory requirements with the student is an essential element in a quality placement experience. Alsop and Ryan (1996) suggest that formal supervision has four main purposes: Reflection, feedback on and dialogue about practice; Review of the achievement of learning goals; Revision of the learning contract, until the next supervision session; and Exploration of practice issues to a deeper level of understanding.

Supervision is essentially a time for exploring practice, a time for learning, where the real objective is facilitating the students growth. It is important that workplace educators allocate appropriate time for regular supervision meetings. Supervision can be incorporated into your daily routine and sessions can be conducted in a number of different ways, such as: Formal supervision sessions occurring regularly at prearranged times in a quiet environment free from the distractions of the placement. Both the educator and the student should prepare for the session which will include formal but formative feedback on student performance, from which action plans are developed. The student needs to be encouraged to think through selected experiences, reviewing them in their mind, so that they learn from what has occurred. The educator may guide the discussion, prompting the student and checking knowledge and understanding. Informal supervision sessions occurring at any time throughout the day e.g. between clients, at lunch break. These require less preparation and may focus on feedback about an activity or discussion on why and how something is done.

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Skills training and practice sessions occurring to instruct on a particular skill or set of skills. Instruction can be given on the skill as a whole or the various steps it may involve and an opportunity to practise the skill is provided. Group supervision sessions occurring with a group of students to consider a certain area of knowledge, share knowledge or allow peer review.

Some further suggestions that may assist in managing the supervisory relationship include: Factor-in additional time requirements for student supervision and make caseload adjustments; Ensure you have student free time; Organise an additional mentor (may not necessarily be of the same discipline) for the student as an alternative support person; Allow students time for self-directed study and for writing reports; Allow students to meet/socialise with other team members and students; Identify student projects - seek ideas for projects from colleagues, and allocate time for the student to work on them; Identify other staff with expertise to provide training for students in specific techniques/skills; Incorporate different learning styles (e.g. visual, practical, research activities); and Ensure students feel valuable members of the workplace who can contribute and help the educator keep up to date.

It is important that there is open two-way communication between the workplace educator and the student. Students should feel comfortable to give as well as receive feedback. Feedback from students can assist you in the development of your supervision skills.
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Think about how you will structure supervision sessions with your student into your weekly schedule and identify the best times available. Make a list of some specific skills training and practice sessions that you could schedule in your workplace. Identify other staff members who may be able to assist in teaching or mentoring the student while they are on placement.

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Learning styles and learning theory

The term learning style refers to an individuals preferred method for approaching learning and gaining knowledge. As a workplace educator, it is important to have some understanding of different learning styles in order to afford students a variety of ways to learn and acquire information. By considering a students learning style you can make the most of your opportunities to share your knowledge and experience, and can adapt learning situations to best match the preferences or strengths of the student. Individuals have a range of preferences for how they receive and interpret information and usually no one person has a single exclusive style or preference. Research has explored the impact of individual learning styles recognising that people may vary in their response to learning opportunities and how they learn (Kolb, 1984; Honey & Mumford, 1992). Many models and theories have been proposed to better understand the process and dynamics of learning. The three learning theories or models discussed in this section are: Adult Learning Theory Visual, Auditory and Kinesthetic (VAK) Learning Style Model Kolbs Experiential Learning Theory and Learning Styles Model

Adult learning theory

Educators who have had the greatest impact on their students may not necessarily be the most knowledgeable in their field. Rather they may have understood how best to facilitate student learning. Adult learning theory (andragogy) suggests that adults have particular requirements as learners and that they learn best in an environment that is problem based and collaborative. While not all students may be at the adult learner stage, it is important that they are encouraged to take on more characteristics of adult learners. Malcolm Knowles (1980, 1984) - a pioneer in the field of adult learning - identified the following six characteristics of adult learners: Autonomous and self-directed An adult learner prefers to be actively involved in their own learning, and in directing their own learning goals. Therefore, it is important that as an educator you actively involve students in setting goals for the placement and in the learning process. The student should be assisted to assume responsibility for their workload rather than be supplied with facts. Bring life experiences and knowledge An adult leaner will have past experiences, knowledge, opinions and learning that they bring to the placement. This includes previous work experience, family responsibilities and previous education and academic knowledge. They need to connect their placement experiences to their existing knowledge and experience base. As an educator you can help the student to draw out the knowledge and experience that is relevant to the practice area, and assist them to relate the theories and concepts acquired in university to their current practice.

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Goal-oriented Students are motivated to learn when they can see the need to acquire knowledge to address a real life problem or situation. If you have clear learning goals (e.g. Intended Learning Outcomes) for the placement and you structure learning activities to relate to these goals, this will maximize the adult students learning experience. Relevancy oriented An adult learner will learn best when they can relate the learning task to their own goals and what they want to achieve. Providing some choice in placement experiences, such as choosing a project to work on, will assist with this. Practical Placement allows students to apply theory learnt in the university context to real life experience and settings. Identifying the link between what students have learnt and the application of that knowledge to practice is important in facilitating learning. Like to be respected An adult learner will prefer to engage in a collaborative relationship where they are treated as a colleague and acknowledged for what they bring to placement.

The following web sites have more information about Adult Learning Theory: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning http://www.qotfc.edu.au/resource/index.html?page=65375

How will you incorporate student choice and autonomy in your workplace? How can you encourage students to develop their learning goals?
Visual, Auditory and Kinesthetic (VAK) learning style model
A common and widely-used model of learning style is Flemings (2001) Visual Auditory Kinesthetic (VAK) model. According to this model, most people possess a dominant or preferred learning style; however some people have a mixed and evenly balanced blend of the three styles: 1. Visual learners 2. Auditory learners 3. Kinaesthetic learners Visual learners tend to: Learn through seeing Think in pictures and need to create vivid mental images to retain information Enjoy looking at maps, charts, pictures, videos, and movies Have visual skills which are demonstrated in puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, and interpreting visual images

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Auditory learners tend to: Learn through listening Have highly developed auditory skills and are generally good at speaking and presenting Think in words rather than pictures Learn best through verbal lectures, discussions, talking things through and listening to what others have to say Have auditory skills demonstrated in listening, speaking, writing, storytelling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, arguing their point of view, and analysing language usage

Kinaesthetic learners tend to: Learn through moving, doing and touching Express themselves through movement Have good sense of balance and eye-hand coordination Remember and process information through interacting with the space around them Find it hard to sit still for long periods and may become distracted by their need for activity and exploration Have skills demonstrated in physical coordination, athletic ability, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, dancing, and expressing emotions through the body.

The following are some techniques that you can use to help students develop, explore, and enhance their learning strengths. The more a student can learn through a combination of all the modalities visual, auditory, and kinaesthetic - the more embedded the learning will be. Encourage visual learners to: use graphics to reinforce learning. colour code to organise notes and possessions. use colour to highlight important points in text. take notes. illustrate ideas as a picture before writing them down. ask for written directions. use flow charts and diagrams for note taking. visualise spelling of words or facts to be memorised. Encourage auditory learners to: read aloud. recite information to learn. use tunes or rhymes as mnemonic devices. read aloud and tape test questions or directions. use verbal analogies and storytelling to demonstrate their point.

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Encourage kinaesthetic learners to: make models or role play to physically experience learning. skim through reading material before reading it in detail. annotate text and write questions while reading. translate information into diagrams or other visual study tools. recite a list of items by counting on fingers. memorise or drill while moving e.g. when walking. listen to music while studying. The following web sites have further information on the VAK learning styles model. http://vark-learn.com/english/index.asp http://www.businessballs.com/howardgardnermultipleintelligences.htm#vaksthetic

Do your own assessment of your learning style according to the VAK model and reflect on your learning style.

http://www.vark-learn.com/english/page.asp?p=questionnaire or http://www.businessballs.com/vaklearningstylestest.htm

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Kolb's Experiential Learning Theory and learning styles model

Kolb's (1984) learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. Kolb's model offers both a way to understand individual learning styles, and also an explanation of a cycle of experiential learning that applies to all learners. The Four Stage Learning Cycle Kolb proposed that an individual learner moves through a spiral of immediate experience which leads to observations and reflections on the experience. These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored. Kolb described the four stages in the cycle of experiential learning as: 1. 2. 3. 4. Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) Active Experimentation - (AE)

Concrete Experience (CE) This stage of the learning cycle emphasises personal involvement with people in everyday situations. In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations. In a learning situation, the learner relies on the ability to be open-minded and adaptable to change. For example, a student performs an initial interview for the first time. Reflective Observation (RO) In this stage of the learning cycle, people understand ideas and situations from different points of view. In a learning situation the learner would rely on patience, objectivity, and careful judgement but would not necessarily take any action. The learner would rely on their own thoughts and feelings in forming opinions. In the example, after finishing the student reflects on what they did, makes observations and discusses how they went with their educator. Abstract Conceptualisation (AC) In this stage, learning involves using theories, logic and ideas, rather than feelings, to understand problems or situations. Typically, the learner relies on systematic planning and develops theories and ideas to solve problems. In the example, the student then thinks about the interview process and their performance and tries to make links between previous experience of interviewing, the client and what they heard, and any theories or knowledge they can apply. Active Experimentation (AE) Learning in this stage takes an active form - experimenting with changing situations. The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation.

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In the example, the student considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle. The diagram below outlines Kolbs four stage learning cycle.

Kolbs learning styles Kolbs four stage learning cycle provides the basis for his model of learning styles. Kolb proposed that an individuals learning style was the product of two pairs of preferences we have in how we approach the task of learning. Kolb presented these as lines of axis, each with 'conflicting' modes at either end: Concrete Experience - CE (feeling) ------V-----Abstract Conceptualization - AC (thinking) Active Experimentation - AE (doing) ---V-----Reflective Observation - RO (watching) Kolb proposed that learning is a combination of both how we approach a task and how we respond to and assimilate the experience. In approaching a task (processing) we have a preference for either doing or watching, and in responding to the experience we have a preference for either feeling or thinking. The combination of these preferences creates four main learning styles. For example, a person with a dominant learning style of 'doing' rather than 'watching' the task, and 'feeling' rather than 'thinking' about the experience, will have a learning style which combines and represents those processes, namely an 'Accommodating' learning style, in Kolb's terminology. The following diagram represents Kolbs Learning Styles

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Concrete Experience Feeling

Perception Continuum how we think about things

Accommodating (feel and do) CE/AE Active Experimentation Doing

Diverging (feel and watch) CE/RO Reflective Observation Watching

Processing how we Converging (think and do) AC/AE

Continuum do things Assimilating (think and watch) AC/RO

Abstract Conceptualisation Thinking

Concept David Kolb, adaptation and design Alan Chapman 2005-06, based on Kolb's learning styles, 1984. Copied from http://www.businessballs.com/kolblearningstyles.htm

The four learning styles are: Diverging (preference for feeling and watching - CE/RO) Assimilating (preference for thinking and watching - AC/RO) Converging (preference for thinking and doing - AC/AE) Accommodating (preference for feeling and doing - CE/AE)

Knowing a student's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another. It is a matter of tailoring the experience to best fit with the given situation and a student's learning style preferences. Some characteristics of the four learning styles include: Diverger (feeling and watching - CE/RO) prefers to watch rather than do likes to gather information and brainstorm will use imagination to problem solve is able to look at things from different perspectives generates ideas and prefers group work learning is sensitive, imaginative and emotional will have broad cultural interests
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is interested in people will listen with an open mind will accept personal feedback.

Assimilator (thinking and watching - AC/RO) requires good, clear explanation rather than practical opportunity prefers readings, lectures, exploring models and theories needs time to think things through will have a concise, logical approach to learning will organise information clearly and logically considers ideas and concepts are important creates models/theories will have a preference for abstract ideas and theories less focused on people. Converger (thinking and doing - AC/AE) solves problems uses learning to find solutions to practical situations prefers technical tasks likes to experiment with new ideas, to simulate and to work with practical applications finds practical uses for ideas and problems prefers practical problem solving rather than dealing with social or interpersonal issues. Accommodator (feeling and doing - CE/AE) prefers learning that is hands-on acts on gut and intuition rather than logic takes a practical, experiential approach is attracted to new challenges and experiences relies on others for information and problem solving rather than carry out own analysis prefers to work in teams sets targets and actively works to achieve them. Most people will clearly have a strong preference for a given learning style. The ability to switch between different styles is not one that we should assume comes easily or natural to many people. People who have a clear learning style preference will tend to learn more effectively if learning is orientated according to their preference. For example, assimilators will not be comfortable being thrown in at the deep end without notes and instructions, accommodators are likely to become frustrated if they are forced to read lots of instructions and rules and are unable to get hands-on experience as soon as possible. Tension can develop where there are differences in learning style between educators and students. Where possible it is helpful if workplace educators can identify the students learning style and provide opportunities that work to their strength, however the aim for the students is to engage in learning across different learning styles and develop abilities across a range of techniques rather than just their preferred styles. Students need to be able to adapt to the presenting situation, and develop their preferred as well as non-preferred learning styles.

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The following web sites have further information on Kolbs Experiential Learning Theory and Learning Styles Model. http://www.learningfromexperience.com/ http://www.businessballs.com/kolblearningstyles.htm The web sites below offer a range of assessments related to different learning styles. www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.learningfromexperience.com/assessment-tools/#LSI

Think of a situation where you worked with someone whose learning style was different to yours. Did it create tension? How did you react to this? What did you do to adapt to this?

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Professional reasoning
Professional Reasoning is the thought process that guides our practice. As professionals, we use and gather information from many sources to guide our decision making and problem solving in designing and delivering interventions and services. For many experienced practitioners, professional reasoning and decision making is usually a tacit process. However it is important for students that this implicit or unstated process of decision making is made explicit to enhance their understanding. It is important not to confuse professional reasoning with theoretical knowledge. Professional reasoning involves a combination of theoretical knowledge, reflection, deliberation, expertise gained from past experience and an understanding of the context of practice.

Aspects of professional reasoning

The following section draws on a model of clinical or professional reasoning used in an allied health discipline. It demonstrates a way in which the workplace educator can explain their professional thinking and decision making to students, and also provides a framework for students to use in developing their own professional reasoning processes. Schell (2003) proposes that a professional practitioner engages in scientific, narrative, pragmatic and ethical reasoning when engaged in professional problem solving and decision making.

INSERT NAME OF DIAGRAM AND REFERENCE

Each element of professional reasoning is explored below. Scientific reasoning: Focuses on applying general theories and principles to general situations

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Involves selecting a frame of reference or theoretical framework from which to work Involves the systematic collection of data Involves testing out a hypothesis or theory Uses evidence to guide what typically happens in situations similar to the one being considered

Narrative reasoning: Is used in allied health professions when working with clients. Is used to understand the meaning and experience of the client with a particular condition. Explores the life story or narratives of the client; what is important and meaningful to them, and what is useful in meeting their goals.

Pragmatic reasoning: Is used to understand the practical issues affecting an action. Examines who is paying for services and what expectations they have. Examines the expectations of others involved in service delivery. Considers issues of time and prioritising of service Considers issues of resources such as appropriate space and equipment available (or service availability, e.g. particular diagnostic service in a rural area not available/ available at very high cost for infrequent use).

Ethical reasoning: Is used to choose morally defensible actions given competing interests. Examines the benefits and risks related to service provision. Examines issues of equity in the context of limited time and resources. Examines how to balance competing goals between stakeholders.

Strategies for facilitating professional reasoning

Being in the workplace and dealing with real life situations will be an important opportunity for students to develop and put into practice professional thinking and decision making. The following strategies may assist the development of students professional reasoning. The workplace educator may: Encourage and structure reflective practice activities for the student , including the use of reflective worksheets and reflective diaries Involve students in practice situations as much as possible Identify the particular theoretical or knowledge base informing their decisions Give relevant examples, provide case studies to illustrate decision making

Strategies for facilitating professional reasoning CONTINUED

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Talk through their thinking and reasoning out loud to overtly demonstrate steps in decision making to the student Communicate rationales and problem solving strategies Utilise demonstration and role modelling Set learning goals Prompt student reasoning by asking questions and giving feedback Encourage questioning, discussion, descriptions and explanations Encourage students to consider contextual factors impacting on service delivery Consider ethical dilemmas and solution options

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Reflective practice
As discussed previously, reflection is critical to adult learning as it integrates new experiences and develops self-awareness. We need to reflect on and think about our experiences in order to learn from them and about them. Many people find reflection the most difficult aspect of learning from experience. We need to allow time for reflection and to develop reflective practice skills, as it is not always an automatic process and can take practice to acquire and improve. It is important for the workplace educator to structure time for reflection into the students schedule while on placement. Reflection activities can be structured in a formal way such as requiring the use of a worksheet or diary - and can also be informally prompted throughout the day by questions between work activities or during breaks. The following information provides examples of reflection tools that can be used to structure and assist students to develop as reflective practitioners.

Reflective framework
Gibbs (1998) developed the following reflective cycle in order to provide structure for reflecting on an experience or situation.

Description What happened? Feelings What were you thinking and feeling?

If it arose again what would you do?

Conclusion What else could you have done? Analysis What sense can you make of the situation?

Evaluation What was good and bad about the experience?

Reflective Cycle (Gibbs, 1988)

Using this reflective cycle, students can consider what happened, their response to the situation, why the situation occurred and how to change/improve the outcome.

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Reflective questions It is important to reflect as soon as possible after each event. This allows the student to analyse their practice to identify their strengths and areas for improvement. To facilitate effective reflection you will need to ask very specific questions. The following are some reflective questions to assist the student and their reflection: What were you aiming for when you did that? What exactly did you do? How would you describe it precisely? Why did you choose that particular action? What theories/models/research informed your actions? What did you do next? What were the reasons for doing that? How successful was it? What criteria are you using to judge success? Could you have dealt with the situation any better? How would you do it differently next time? What do you feel about the whole experience? How did the client feel about it? How do you know the client felt like that? Did you give any advice? Do you think this helped the client? How do you know this? Do you think your knowledge was adequate in this situation? Was there anything you were unsure about? If yes, what could you do about this? Does your record of the consultation represent all the information someone would need to follow this client up? How do you know this? Have you seen a client with similar problems before? How did this consultation differ? Did you liaise with anyone after the consultation? Do you feel this communication was helpful to the other person, the client, yourself and how do you know this? What actions do you need to take after the consultation? Do you feel competent to tackle these? Did you keep to time? If not, what delayed you? How could you change this? What pleased you most about this consultation and why? What troubled you most about this consultation and why?

The following are some reflective questions for use at the end of the week to look at the placement as a whole: Have you collected any evidence of competence this week? Are you clear about the standard that is expected? If you were, what helped you understand what is required? If not, how could you clarify the ambiguity? Are there any learning outcomes you are particularly concerned about? If yes, why is this and what could you do to improve things? Did you identify any gaps in your knowledge this week? What will you do about this? Did you identify any skills you found difficult to master this week? What could you do to improve your skills? Have you received any feedback this week which contradicts what you have been told before? Can you think of any reason for this? Did you identify any critical incidents this week? Have your recorded these in your reflective diary?

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Reflective diary
Reflective diaries are a private record of experiences throughout placement and can be used to report thoughts, feelings and opinions rather than merely the factual events of the day. Only by reporting personal feelings following an event, can experiences be built upon and improved. It is important to use the reflective diary to record positive experiences and achievements as well as the not so positive ones. A balanced view of what has taken place is essential. A reflective diary can be used To describe and evaluate specific key events in practice; To focus evaluation on recurring themes; and To reflect on what may have become habitual Provide prompt questions as cues.

To help a student adopt this practice, you might like to take the student through the following steps. Getting Started: Set aside time for writing Allow time for the sifting of thoughts and ideas Do not worry about style, presentation Remember that the aim is to facilitate reflection on practice Find evidence to back-up your thoughts: what evidence do I have for what I have just written?

Useful questions to consider: How do I see my role as a student on placement (purposes and intentions)? What kind of practitioner do I think I am? How do I demonstrate that I am practising in a way that is consistent with relevant professional values and codes of conduct? A student can sum up each day with a reflective comment in their diary, spending only a few minutes doing it. If the student knows that you expect them to reflect on their practice in this structured way, they will be more likely to keep and benefit from their reflective diary.

Reflective worksheets
Worksheets can be used to get the student to work through the reflective process and keep a record of their progress throughout the placement. The student can work through them at their own pace and in their own time. Your JCU Coordinator can assist you with examples of worksheets or assist you in developing one to suit your workplace.

Reflective audio visual records

Creating a record of an activity to be viewed or listened to later, can allow the student to self evaluate and identify areas of need by reminding them of what happened and how they reacted.

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In summary reflection is central to the learning experience and in developing self-awareness. The role of the workplace educator in facilitating the reflective process is critical in this process.

Review a recent decision you made in your professional practice. How would you explain your decision to a student? Identify how scientific, narrative, pragmatic and ethical reasoning influenced your decision making. Review you own reflective practices. How and when do you reflect on your practice? How will students observe you as a reflective practitioner? Which tools suggested in this module would best suit your workplace?

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Learning Resources
This section reviews some important learning resources for enhancing student learning on placement. These are: Learning spaces Learning plans Peer learning and review Technology and library

Learning spaces
Learning spaces are planned environments where learning takes place. A learning space can be a physical space but the term also refers to the social context where learning takes place. Research by Kolb and Kolb (2005) identified some general principles of learning spaces that enhance education and learning. These principles are: Have respect for learners and their experience take the student seriously. Begin learning with the learners experience of the subject matter find out and acknowledge the students previous experience, knowledge and understanding. Create a hospitable space for learning that has both challenge and support. Make space for conversational learning allow for good conversation. Make space for development of expertise allow the student to pursue knowledge. Make space for acting and reflecting allow the student to practise and review. Make space for feeling and thinking emotion and motivation can influence learning. Make space for learners to take charge of their own learning let the learner use their own learning style to expand their knowledge. Make space for inside-out learning use the learners interests to enhance motivation and learning effectiveness

The effective design of learning spaces can enhance learning. As an educator, you can work to achieve the best learning space you can for the student however other factors will influence your success e.g. your workplace management, the students curriculum and required needs on placement, other staff and availability of resources. More information regarding these aspects is found in the module, Managing a Placement.

Consider what you need to implement in your workplace to ensure your student has an effective learning space.

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Learning plans
Learning Plans are used in practice education to allow discussion between the workplace educator and the student with regard to the goals and objectives of a placement and how they will be achieved. Students come to placements with limited knowledge about what they may learn during the placement, and their learning goals and objectives may be undeveloped or unrealistic. The use of a learning plan provides the framework of what the student can expect to see, do or learn during a placement, and therefore helps them set achievable goals and objectives. By formulating a learning plan, the workplace educator and the student are aware of each others intentions for the learning experience, and therefore are working towards the same goals. Regular review of the learning plan during formal supervision sessions throughout the placement allows for objectives to be revisited and altered as required. The learning plan can also be used in the evaluation process and to provide feedback to JCU on how the student is managing during the placement. A comprehensive learning plan will have the following elements. Learning needs: Outlines what the student needs to learn to improve their performance and individual practice; Can cover all areas of competence including professional practice, management, research, and education; Are broad statements that indicate what needs to be learnt in order to demonstrate competencies in the placement; Are developed from the learning opportunities within your work setting (contextualised learning goals); Will identify gaps in knowledge and skills; and A maximum of 8 learning needs in a plan is sufficient.

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Goals are: A non specific statement of what the student wants to achieve within the learning area; and are Realistic and attainable within the placement period.

Objectives are: Detailed activities that will achieve the goal; and are Specific, measurable, attainable, resourced and time-bound (SMART).

Outcomes: Are a plan of the activities/outcomes to be completed and /or evidence of successful achievement of goals; Show evidence of implementation of the learning goals; May be direct outcomes e.g. Test results, record of attendance, summary of research, report written; and May be indirect outcomes e.g. Feedback, diary entry.

The Learning Plan can be recorded in a table format (see below) and can be completed electronically and stored or printed for easy reference. (Sample Learning Plan template)
Learning Needs
What do you need to learn to improve your performance? Include professional practice, management, research and education.

Goals
General statement about what you want to achieve. Is it realistic and attainable within the duration of the placement?

Objectives
Describe how you will achieve the goals. They should be specific, measurable and time bound

Implementation and Outcomes

To be done on completion of activities. This column indicates the outcomes and evidence of learning

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The following is an example for an Occupational Therapy (OT) student:

In summary, the learning plan: Outlines the goals and objectives for learning during placement; Identifies outcomes to evidence the goal achievement; Provides a framework and timeframes for the placement; Should be completed by student within the timeframe set by JCU for the placement; Can have some input from the workplace educator as to learning opportunities available, however it is a record of the students goals for what they want to achieve; Does not need to be marked by the workplace educator, however; Can be used as the framework for the placement refer to it regularly in supervision meetings to ensure goals are being achieved (and signed off); and Can be revised and upgraded during the placement if needed.

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Peer learning and review

Peer learning is a style of learning where students learn from one another. They are the teacher at times and share their knowledge as well as being the learner and benefit from the knowledge and experience of other students. Students also benefit from collaborative problem solving and discussion. If you have more than one student on placement at a time, it is important to allow the students time to meet and work together to allow peer learning and review to take place. Boud, Cohen and Sampson (1997) summarised the important attributes of peer learning as being:

Students working together to develop skills in collaboration and this can lead to skills in planning and teamwork; Students may have a greater likelihood of engaging in reflection and exploration of ideas when an authority figure is not present; Students may practise communication more when an authority figure is not present as they are able to discuss their understanding of an issue and have their peers give feedback; and Students identify their own learning needs and plan how to address them.

If your workplace can only take one student at a time, peer support will be limited. Consider whether there are other students in other areas of your workplace or at a nearby facility or accommodation. You may be able to arrange some time together for the students to share their experiences.

Technology and library resources

It is important to consider the ways in which technology can help students learn while on placement. Technology usually plays a large role in placement experience and students must be reminded of confidentiality and privacy considerations when discussing their experiences using technology, as some forms of technology can expose them to a huge unknown audience.

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Technologies relevant to placement can include: Email contact with the workplace educator and other placement staff; Email and other online contact with the university and fellow students; Access to learning or orientation packages; Access to on site library services; Access to placement specific information; Use of workplace mobile phones; Tele- linking to targeted sites; Video and audio tapes; CD-ROM and multi-media; Use of the Internet for on-line teaching and learning, research and access to other information at World Wide Web sites; and Access to communities of practice e.g. podcasts, discussion boards, video conferencing, wikis.

As an educator you may use this technology for: communication with the student and/or the university; orientation to the workplace; giving the student access to workplace files and information; feedback sessions via videos of client interaction; access to information for research, project work and presentations; and sharing with the student your (and their) digital communities of practice.

Library All students will have access to the JCU library online. As a workplace educator, you can determine what other libraries may be available to students at your facility to assist their research and learning.

Summary
This module has looked at a range of learning theories and resources to assist you in your role as workplace educator to enhance student learning on placement. Your relationship with the student will be integral in facilitating student learning as well as establishing an effective learning space for student growth and development. Knowledge of your own learning style, reflective practices and professional reasoning skills will assist you in creating a stimulating and effective learning experience.

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References
Alsop, A., & Ryan, S. (1996). Making the most of fieldwork education: A practical approach. London: Chapman Hall. Best, D. (2005). Exploring the roles of the clinical educator. In M. Rose & D. Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring (pp.45-49). Edinburgh: Elsevier Churchill Livingstone. Billett, S. (1994). Authenticity in workplace learning settings. In J. C. Stevenson (Ed.), Cognition at work: The development of vocational expertise (pp. 36-75). South Australia: National Centre for Vocational Education Research. Boud, D. Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page. Boud, D., Cohen, R., & Sampson, J. (1997). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24(4), 413-426. Driscoll, J. (2000). Practising clinical supervision: A reflective approach for healthcare professionals. Philadelphia: Bailliere Tindall Elsevier. Dunn, R. & Dunn, K.(1978). Teaching students through their individual learning styles: A practical approach. Virginia: Reston Publishing. Edwards, I., Jones, M., Carr, J., Braunack-Mayer, A., & Jensen, G.(2004). Clinical reasoning strategies. Physical Therapy, 84 (4), 312-336. Fleming, N. D., & Mills, C. (1992). VARK: A guide to learning styles . Retrieved June 2010 from http://www.vark-learn.com/English/index.asp Fleming, N. (2001). Teaching and learning styles: VARK strategies. Honolulu Community College ISBN 0-473-07956-9. Garbutt, K., & Tanner, B. (2009). Occupational Therapy Supervisors Workshop (Level One). Presented at a JCU Supervisors Workshop in July 2009, Townsville. Garbutt, K., & Tanner, B. (2009). Students Experiencing Difficulty on Placement and/or at Risk of Failing Workshop. Presented at a JCU Supervisors Workshop in October, 2009, Townsville. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. London: Oxford Further Education Unit. Honey, P., & Mumford, A. (1992). The manual of learning styles . Maidenhead-Berkshire: Peter Honey Publications. Knowles, M. (1980). The modern practice of adult education: From andragogy to pedagogy. Englewood Cliffs, NJ: Prentice Hall/Cambridge. Knowles, M. S. & associates. (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. Kolb, D.A (1976). Learning Style Inventory . Boston, MA: McBer. Kolb, D.A. (1984). Experiential Learning;: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
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Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4 (2), 193212. Lieb, S. (1991). Principles of Adult Learning. Vision journal [electronic version]. Retrieved June 2010 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults2.htm Luft, J. (1984). Group Process: An Introduction to Group Dynamics. Alto, Ca: Mayfield Publishing Co. Occupational Therapy Fieldwork Supervisors Manual (2009-2010), James Cook University. Pellatt, A., Barker, R., & Brown, L. (2009). Supervisors Workshop. Workshop presented in July 2010. Townsville. Physiotherapy Clinical Education Supervisors Manual 2009-2010 (2009, May), James Cook University. Queensland Occupational Therapy Fieldwork Collaborative(2007). The Clinical Educators Resource Kit. Retrieved May 2010 at http://www.qotfc.edu.au/resource/index.html Schell, B.A.B ( 2003). Clinical reasoning: The basis of practice. In E. Crepeau, E. Cohn & B.A.B Schell (Eds.), Willard & Spackmans occupational therapy (10th ed.)(pp. 131-140). Philadelphia: Lippincott, Williams & Wilkins. Schon, D. (1983). The reflective practitioner. How professionals think in action . London: Temple Smith. Schon, D. (1987). Educating the Reflective Practitioner . San Francisco: Jossey-Bass. Speech Pathology, Clinical Educators Forum. Forum convened March 2010, Townsville. Speech Pathology, Clinical Education Manual (2010). James Cook University. Yeung, E., Au-Yeung, S., Chiu, T., Mok, N. & Lai, P. (1999) Application of problem based learning strategies to enhance clinical reasoning and self-directed learning skills in a university physiotherapy programme. In J. Marsh (Ed.), Implementing Problem Based Learning Project: Proceedings of the First Asia Pacific Conference on Problem Based Learning (pp. 95-110). Hong Kong: The University Grants Committee of Hong Kong, Teaching Development Project.

Websites
Adult Learning Theory http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Kolbs Experiential Learning Theory Model http://www.learningfromexperience.com/ http://www.businessballs.com/

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Visual, Auditory and Kinesthetic Learners http://vark-learn.com/english/index.asp http://www.vark-learn.com/english/page.asp?p=questionnaire

Learning Styles www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.businessballs.com/

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