Date: Thursday 4 April 2013
Program – Risk – TLI
As part of a certificate IV in transport and logistics, participants in this learning pathway receive training on ‘risk’. Originally the training was designed to be delivered as a behavioural pedagogy with a strict and rigid approach to risk and risk management. This particular session has been delivered throughout the year by one particular registered training organisation, and one particular facilitator. Upon further investigation it became clear that there was a style of facilitation and pedagogy that the facilitator was comfortable with, behavioural. I reflected on my study with the Diploma of Vocational Education and remembered a quote from my course.
Today I chose to deliver the training to keep myself current in my advanced facilitation skills and to stretch myself within the classroom environment. I understood the content that needed to be delivered, however I wanted to use another pedagogy from behavioural. Considering the topic was risk, I believed a constructivism problem based learning pedagogy would be fun and exciting for myself as a facilitator and the students. The students can contribute to the problems faced and present their own solution/s. The challenge I immediately faced was not knowing where the learning was headed but the end goal of an advanced understanding of risk was exciting and risky in itself due to the fact that we only had 4hrs to cover this topic in class.
With a change of learning theory to constructivism problem based learning, a change to the exercises within the class had to be adopted too. With the 4 learners coming from a store-person role in the logistics industry I attained great results by breaking them into groups and conducting brain storming activities. They would come together in smaller groups and discuss the presented problem, learn from each other within their own groups, come up with a solution and then compare with the larger groups.
The conclusion from the training was that the students where not only empowered to demonstrate their ideas and beliefs, it was also that I became more of a facilitator rather than a trainer. This was a change in facilitation (pedagogy) that the students were pleased to receive.