*self funders only
Purpose and aim of unit
Learning and development (L&D) interventions can only have the desired impact if the learner(s) they are aimed at choose to engage with them. L&D practitioners have long looked to psychology, and more recently to brain and neuroscience for information, methods and techniques which will help them to make learning activities engaging and effective for all participants. This unit builds on some of the areas introduced in core units by looking in greater depth at the concept of learner engagement and some of the factors which impact on it. The unit explores the psychological background to L&D and particular psychology-based strategies that have been adopted by L&D practitioners, as well as the potential impact of findings emerging from brain and neuroscience. To ensure learners are aware of good practice in these areas they will also learn about the ethical aspects of using psychology and neuroscience to underpin L&D. Finally learners are required to recommend a range of engagement strategies for different stages of the training cycle and to apply some of these within their L&D practice.
This unit is suitable for persons who:
- are working in or are seeking to develop a career in L&D.
- aim to further their understanding of how the science of psychology has provided a theoretical basis for their practice.
- aim to further their expertise in enhancing participant engagement in the learning process.
Learning outcomes
On successful completion of this unit, learners will:
- Understand factors which affect learner engagement.
- Understand how psychology and neuroscience can inform strategies to engage learners.
- Be able to select, apply and monitor strategies to enhance learner engagement.
Unit assessment
To achieve this unit, the evidence the learner presents for assessment must demonstrate that they have met all the learning outcomes and assessment criteria.
| Learning outcomes
The learner will: |
Assessment criteria
The learner can: |
| 1 Understand factors which affect learner engagement. | 1.1 Explain the concept and advantages of ‘learner engagement’
1.2 Explain reasons why learners might not engage in L&D activities.
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| 2 Understand how psychology and neuroscience can inform strategies to engage learners.
|
2.1 Assess how aspects of educational or social psychology have informed approaches to engage learners.
2.2 Explain how aspects of neuroscience, relating to learning and learner motivation, can inform strategies to engage learners. 2.3 Discuss ethical factors relating to the use of psychology and neuroscience-based models, theories or materials, to enhance learner engagement.
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| 3 Be able to select, apply and monitor strategies to enhance learner engagement. | 3.1 Recommend strategies for engaging learners at each stage of the training cycle.
3.2 Select and apply strategies for enhancing learner engagement. 3.3 Monitor the application and effectiveness of selected strategies.
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