The changing role of trainers in learning
With the growing importance of initial and continuing learning in enterprises and the rapid introduction of new technologies, the role of trainers is changing. Research suggests that ever growing numbers of people are responsible for training as part of their work.
At the same time the move towards more authentic work-based learning is changing the role and activities of trainers. A series of studies have talked of a move away from didactic classroom and workshop-based training towards facilitating enquiry-based learning.
The widespread introduction of e-learning also poses new challenges for trainers.
Issues to be explored in this session include:
- Who are the trainers?
- What are the (new) roles of trainers?
- What are the implications of changing roles for trainers?
- What are the implications for the professional development of trainers?
E-learning for trainers
E-Learning is increasingly impacting on training. Larger enterprises are developing in-house e-learning programmes for employees. The internet is increasingly being used for informal learning. Internet-based tools offer opportunities for accessing learning in the workplace and for communication. E-portfolios can be used to record and reflect on learning. Web 2.0 tools offer opportunities to develop customised multi-media materials to support training.
Issues to be explored in this session include:
- What is the impact of e-learning on training and trainers’ work?
- How can we best use e-learning to support trainers?
- How can we encourage and recognise informal internet-based learning?
- What is the potential of e-Portfolios for training?
Work-based learning
Studies and reports have documented a move away form classroom and work-based training towards work-based learning. Such learning is seen as being based on practice and thus developing applied work practice knowledge. Work based learning may also be more authentic and situated than classroom based training and may be more cost-effective in contributing to production processes.
- Issues to be explored in this session include:
- Organising the work environment to support work-based learning
- Pedagogic approaches to work-based learning
- Work process knowledge and work-based learning
Support for the professional development of trainers
With an increasing recognition of the importance of trainers and training and changing roles for trainers, the initial and continuing professional development of trainers is also coming under scrutiny. Research suggests that structures and processes for training trainers are fragmentary and differ widely in different countries, regions and sectors. In most countries there are not mandatory standards or qualifications for trainers. It may be that most trainers rely on personal networks and informal learning for their professional development.
Issues to be explored in this session include:
- Competency and qualification structures and programmes of the training of trainers
- Opportunities for the continuing professional development of trainers
- Informal learning and self-directed learning for professional development
- Communities of practice and professional development
