Assessment 1: Research Report on Vocational Teaching and Learning

This report delves into the realm of vocational teaching and learning, focusing on the food and beverage industry. It begins with an overview of contemporary adult learning practices, emphasizing the andragogy concept and its distinctions from child learning. The report then explores best-practice pedagogical approaches, including constructivist, collaborative, and inquiry-based learning, suitable for vocational education in the food and beverage sector. It identifies relevant learning theories such as behaviorism, cognitivism, constructivism, and humanism, alongside key instructional design principles like gaining attention and providing feedback. The report also examines various learning styles (theoretical, pragmatic, activist, reflective, kinesthetic, audio, visual, tactile, and left/right brain) and training techniques such as instruction, questioning, practice, written information, and group activities. It discusses how learning content can be designed and managed to promote engagement, reusability, and adaptation. References support the findings, offering a comprehensive view of vocational education strategies.

Assessment Task 1
Research Report

Table of Contents
Question 1: Vocational teaching......................................................................................................1
An overview of contemporary adult learning practice...........................................................1
Best practice pedagogical approaches to vocational education in food and beverage industry
area.........................................................................................................................................1
Question 2: Learning theories and instructional design principles..................................................2
Identification of learning theories relevant to the learning environment...............................2
Instructional design principles relevant to the learning environment....................................2
An explanation of how can improvement in learning practice takes place............................3
Question 3: Learning styles.............................................................................................................3
Question 4: Training techniques......................................................................................................3
Question 5: Learning content...........................................................................................................3
How learning content can be designed and managed which uses best practice approaches,
promotes engagement and can be reused, modified or adapted as relevant...........................3
References........................................................................................................................................5

 Question 1: Vocational teaching
An overview of contemporary adult learning practice
Contemporary adult learning practice is defined as the andragogy concept which
illustrates that how the adults learn and how is it different form the child learning. This is a type
of learning practice which has the aim to showcase the distinction of the adult learning and
various learning styles that can suits them the best. Since so many years, theories of adult
learning re added and adapted as well. Adult learning is defined as the situation where adults are
willing to study and want to pursue the education. This is generally done with the help of the
formal setting in the higher education and also can be the trade school or apprenticeship. This is
also available for the people who only wants to refine their skills and wants to pursue the
education just to attain some specific skills or knowledge. There is a major role of adult
education which facilitates the workers in order to develop the skills and also to acquire the fresh
ones. Such type of learning is highly beneficial in the times of economic crises because it gives
the opportunities to the adults to get the training again. It is important for for the people who
want to work past pension age and also for the people who wants support to the train for new
role. The following discussion is based on the food and beverage industry related to the learning
behaviour of the people (Mahbub, 2021).
Best practice pedagogical approaches to vocational education in food and beverage industry area
Vocational education is defined as the type of education which prepares the students to
gain the occupational knowledge specifically as a technician. It is basically to take up the skills
of employment which is also referred to as the career and technical education. Vocational
education and training is also known as the career and technical education. It is highly beneficial
for the food and beverage industry. This is because it prepares the learners for the jobs which are
based on the practical activities and management of the technology. It is traditionally non
academic in nature which is entirely associated with the particular trade and vocation along with
any occupation. There are several best practices related to the pedagogical approaches to
vocational education in food and beverage industry area. Such as constructivist and collaborative
along with the integration and reflection and also the inquiry based learning as well. All such
approaches helps in incorporating the more academic content in the courses which are related to
vocational education. It is important to combine the academic and vocational courses in order to
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improve the academic competencies in the vocational programs. Food and beverage industry can
incorporate the vocational education by simply implementing on the practical basis which means
by conducting the on the job training. It helps in the learning and gaining the experience both at
the same time. These approaches helps in training the technical employees in a more efficient
manner (Mikhienko, 2019).
 Question 2: Learning theories and instructional design principles
Identification of learning theories relevant to the learning environment
Behaviourism learning theory is one of the learning theory which only focuses on the
observations and stimulus response behaviours of the people. Such learning can be conducted in
the observable and systematic manner. This is a type of learning which is based on the routine
system which drills the relevant information into the people brain while receiving the positive
feedback from the teachers as well. Cognitivism learning theory is an another learning theory
which is based on the both the types of factors related to the external and internal factors.
External factors includes information or data and internal factors includes the though process of
an individual. Constructivism learning theory is also an another learning theory where the learner
develops the current experience based on the past experiences which also helps in constructing
the new understanding from the previous concepts. Humanism learning theory is the learner
centric approach which focuses on the potential instead of method and materials (Brieger,
Arghode and McLean, 2020).
Instructional design principles relevant to the learning environment
There are several principles of instructional design. Gaining attention is one of the
principle. Study materials must be attractive in nature which must gain the attention of the
students so that they can create interest in their studies. Creating awareness about the learning
objectives is an another principle. It is important to deliver the objectives of learning a particular
subject because until and unless the students do not know about the benefits of learning, it can be
impossible to generate the interest in studying. Presenting information is also one of the
principle. It is essential to take care that exactly how the information is presented and delivered
to the students because it has a major impact on the students learning as the content delivered
must connect with the students. Assessing the performance is also an another principle.
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Providing feedback is an another principle. It is significant to evaluate the performance of the
students so that it can assessed for further improvements (Mayer, 2019).
An explanation of how can improvement in learning practice takes place
There are several improvement strategies in order to enhance the learning practices. Such
as it is important to improve the outcomes of learning by simply managing the outdoor teaching
for better and fresh environment of education. It is essential to update the teaching methods so
that nit only the theoretical part but also the practical part can also be taught to the students. It is
necessary to make the use of the technology so that the students can find interesting and willing
to study with proper study materials. It is significant to provide and conduct the assessments on
the regular basis for further improvement of the knowledge. It is crucial to encourage the self
learning so that self study could be enhanced in a more effective and efficient manner. It is vital
to provide the feedbacks on performance on a regular basis for future enhancements and
improvements. It is imperative to conduct the interactive learning so that engagement can be
done among the student and teachers. Moreover, developing the effective course content and
personalised guidance to each and every students can help in the improvement in learning
practices (Wong, Baars, Koning and Paas, 2019).
 Question 3: Learning styles
 Theoretical learners – Learning theory can be defined as a process of how students
process, retain and receive knowledge and at the time of learning (Raleiras, Nabizadeh and
Costa, 2022). Theoretical learning is defined as what the student learn by reading the content
in the book or by online sources and how much he or she gained from that particular topic.
 Pragmatic learners – Pragmatic learning can be defined as a process of rating knowledge
on the basis of usability for the appropriate solution about the problem on the basis of theory
of knowledge learned. Thus, it simply means that theoretical learning is successful only
when the person is using that knowledge and learning in the real world for gaining more
success.
 Activist learners – Activist learning is defined as a process of learning where individuals
involve themselves fully in the process and without any new experience gained from the
learning. Activist learners are those who learn things by practical experience and are more
interested in doing things in personal to gain more effective experience.
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 Reflective learners – Reflective learners are defined as those learners that are involved in
more creative and effective learning process. They enjoy learning those things in which they
can think critically and act differently in order to become an active learner by asking
creative questions. A reflective learner is more creative and innovative as they reflect on the
basis of their learning experience.
 Kinaesthetic learners – Kinaesthetic learners are defined as that learner which believes in
learning through virtual learning as they are more reliable and dedicated towards online
study. They focus on learning from live examples from videos that helps in better learning
of the concepts and study material. This learning is taken place by the students which carry
out physical activities instead of learning from offline lectures (Cimermanová, 2018).
 Audio learners – Audio learning is defined as a learner that learns through listening and
hearing which helps in making things remember in their head for some time. These type of
learners store information and data as it sounds from the audio lectures and they have an
understanding about the spoken instructions instead of written documents.
 Visual learners – Visual learners are defined as a type of learning style in which the
students mostly prefer to learn from the use of graphics, images, maps and colours to
communicate thoughts and ideas (Husmann and O'Loughlin, 2019). These learners
remember and understand things by just only seeing.
 Tactile learners – Tactile learners are those learners that learn by doing and touching by
remembering and understanding things by physical movement. They learn things by the
movement of touch, move, and draw and build which helps in learning things in a better
way.
 Left and right brain learners – Left and right brain learners are those persons that have
one side of brain which is dominant in nature. If the person thinks in a methodical and
analytical way than that person is left-brained whereas the person who thinks more artistic
and creative tends to have right-brained.
Question 4: Training techniques
A description of each of the following training techniques, how they can enhance learning for
your given industry area and when they should be used:
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 Instruction and explanation – Instruction and explanation is defined as a technique of
training that helps in delivering better knowledge to the person in order to increase their
skills (Sener and Çokçaliskan, 2018). Instructional method helps in giving instruction by
the person to make things understand in a better and effective manner. Explanation
method helps in teaching the person in a correct manner which results in delivering
effective knowledge that gives personal growth to the person.
 Questioning – Questioning techniques can be defined as a different ways in which all
types of questionnaires are presented to people while doing effective research in the
market on a particular product or topic. If questionnaires are properly presented and
constructed to the particular individual than helps in generating valuable information and
data in response. It can encourage learning, develop the knowledge and skills of the
students, drive to create ideas, motivate the imagination and incentive to act.
 Practice – Practice is defines as the repetition of a particular activity in order to improve
and manage skills which helps in delivering better results and in gaining effective and
efficient knowledge (Yu and Huang, 2019). Practice helps in learning practical aspects
more appropriately as they make themselves proficient in gaining knowledge about the
particular topic more correctly.
 Written information – Written information is defined as a technique that helps in
learning study material in a relevant and easy manner. When an individual learns from
written data and study material they understand in a better way so that they gain growth
in the future. Written information is more effective in making things learn and gain skill
and knowledge.
 Group, pair and team activities – Group and team activities help in building better
work profile which results in achieving high growth and success in the future. When
people work in a team they tend to learn from different perspective people thinking and
thoughts and helps in learning new skills and knowledge.
 Individual activities – Individual activities work in an independent creative and
innovative work, professional and other same activities which includes business activities
under different business certificates (Appelbaum and Erickson, 2018). Individual method
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includes that type of learning which helps in giving personal attention for making them
understand and remembers things in an appropriate manner.
 Demonstration – Demonstration is a technique of teaching that individuals use to
communicate an idea with the aim of visuals like posters, power-point, flip charts and
many more (Gupta, Schwing and Hoiem, 2019). This is defined as the process of
teaching individuals on how to make and do things in a more appropriate manner by a
step by step process. This method is adopted by teachers or mentors who help in
providing students with more relevant experiences of phenomena, real events and
processes, helping them to learn by raising students with more interest and motivation for
giving effective knowledge.
Question 5: Learning content
How learning content can be designed and managed which uses best practice approaches,
promotes engagement and can be reused, modified or adapted as relevant
There are several strategies of designing and managing the learning content which uses
the practice approaches, promotes engagement and can be reused, modified or adapted. Story
based learning is one of the strategy of designing and managing the learning content. Content
must have a flow of story writing so that the students can read the academic content with the
same interest as they read the stories which can can help in making the students attentive as well
towards the studies. Scenario based learning is an another strategy of designing and managing
the learning content (Sandanayake, 2019). Content must contain the some sort of the situation or
some case study type of writing so that the issues can be generated and solutions can be drawn
out by the students themselves. Micro-learning is also one of the strategy of designing and
managing the learning content. Content must contain the small activities of learning with small
learning units which helps the students to gain the sense of learning process in the mediated
environments. Gamification is also an another strategy of designing and managing the learning
content. Content must use the animated and the video game design so that the willingness of
learning can be created and interest of the students in a specific subjects can also be attained.
Personalisation is one of the strategy of designing and managing the learning content. Content
must be created which must provide the personalised experience to the students which means
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that the content must connect with the student's real life situations (Kumar, Martin, Budhrani and
Ritzhaupt, 2019). Content curation is an another strategy of designing and managing the learning
content. Content must be developed while focusing on the topic of interest so the students can
participate in the academic learning in a willing manner rather than any reluctance in terms of
studying. Spaced learning is also one of the strategy of designing and managing the learning
content. Content must be developed while having the break sessions in between such as during
the break, students should perform some management activities or some physical activities for
relaxations. This is a type of break, which must be contented in the learning content in the
middle of the real sessions. Developing the clear and consistent structure is also an another
strategy of designing and managing the learning content. It is important to design and manage
the content which provides clarity and a proper structure so that systematic learning can be made
(Arruabarrena, Sánchez, Blanco and Usandizaga, 2019).
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 References
Books and Journals
Arruabarrena, R., Sánchez, A., Blanco, J.M. and Usandizaga, I., 2019. Integration of good
practices of active methodologies with the reuse of student-generated
content. International Journal of Educational Technology in Higher Education, 16(1),
pp.1-20.
Brieger, E., Arghode, V. and McLean, G., 2020. Connecting theory and practice: reviewing six
learning theories to inform online instruction. European Journal of Training and
Development.
Kumar, S., Martin, F., Budhrani, K. and Ritzhaupt, A., 2019. Award-winning faculty online
teaching practices: Elements of award-winning courses. Online learning, 23(4), pp.160-
180.
Mahbub, M., 2021. English teaching in vocational high school: a need analysis.
Mayer, R.E., 2019. Thirty years of research on online learning. Applied Cognitive
Psychology, 33(2), pp.152-159.
Mikhienko, S.A., 2019. Teaching a foreign language in the system of vocational-oriented
education. In Информационное общество и стратегические векторы развития
региональных производственных систем (pp. 50-52).
Sandanayake, T.C., 2019. Promoting open educational resources-based blended
learning. International Journal of Educational Technology in Higher Education, 16(1),
pp.1-16.
Wong, J., Baars, M., Koning, B.B.D. and Paas, F., 2019. Educational theories and learning
analytics: From data to knowledge. In Utilizing learning analytics to support study
success (pp. 3-25). Springer, Cham.
Raleiras, M., Nabizadeh, A.H. and Costa, F.A., 2022. Automatic learning styles prediction: A
survey of the State-of-the-Art (2006–2021). Journal of Computers in Education. pp.1-93.
Cimermanová, I., 2018. The Effect of Learning Styles on Academic Achievement in Different
Forms of Teaching. International Journal of Instruction, 11(3). pp.219-232.
Husmann, P.R. and O'Loughlin, V.D., 2019. Another nail in the coffin for learning styles?
Disparities among undergraduate anatomy students’ study strategies, class performance,
and reported VARK learning styles. Anatomical sciences education, 12(1). pp.6-19.
Sener, S. and Çokçaliskan, A., 2018. An investigation between multiple intelligences and learning
styles. Journal of Education and Training Studies, 6(2). pp.125-132.
Yu, J. and Huang, T.S., 2019. Universally slimmable networks and improved training techniques.
In Proceedings of the IEEE/CVF international conference on computer vision (pp. 1803-
1811).
Appelbaum, L.G. and Erickson, G., 2018. Sports vision training: A review of the state-of-the-art
in digital training techniques. International Review of Sport and Exercise
Psychology, 11(1). pp.160-189.
Gupta, T., Schwing, A. and Hoiem, D., 2019. No-frills human-object interaction detection:
Factorization, layout encodings, and training techniques. In Proceedings of the
IEEE/CVF International Conference on Computer Vision (pp. 9677-9685).
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