Assignment 1:

Learning Initiative Design

Hume Flexible Learning Program Scenario 

Over the past few years, I have had the opportunity to showcase my industrial design degree and teach my specialised vehicle building skills within my current profession at Hume Central Secondary College, part of the Hume Flexible Learning Program. The pathway or selection criteria into this program is for students who have been removed from mainstream education and curriculum, after being flagged with gaps in their education. These gaps are often caused by conditions like; mental and physical disabilities, lack of classroom attendance, participation and engagement, language barriers, minimal cultural and family support, and/or disruptive, antisocial and criminal behaviors. These restrict the student’s ability to continue learning in the government high school space, limiting any support and safe opportunities for further adult development and career growth.

In contrast to this problem, by providing a fun, safe, innovative experience of learning (Smyth and Fasoli, 2007), programs like Hume’s flexible learning objective push the boundaries of learning for these students. Learning which has no limitations, starting or finish point, learning that is life long and varied. Supporting my statement, Jackson (2013) writes “The whole of life is learning, therefore education can have no endings” (p.3). This statement highlights the importance of designing learning initiatives and flexible learning programs alike. Supporting the future delivery of innovative learning, practices and growth for students which need it the most. 

The learning design model I have chosen as most appropriate for this learning scenario is David A. Kolb’s experiential learning theory. I chose this largely due to its focus of engaging students in real life experiences (Lehane, 2020), which according to Kolb et al. (2000), differentiates this theory from any other model. The process of mirroring and practicing hand-based tasks not only helps students develop fine motor skills and embodied learning, but also allows students to make their own discoveries from experimentation and experiences (Lehane, 2020). In hope, reengaging them in the love of learning and living in our modern-day society.

Hume Flexible Learning Stakeholders

References:

Jackson, N. (2013). The concept of learning ecologies. In N. Jackson (Ed.), Lifewide learning, educationn and personal development (pp. 1-15). Surrey, UK.Links to an external site.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous

research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive,

learning, and thinking styles. NJ: Lawrence Erlbaum.

Lehane, L. (2020). Experiental Learning-David A. Kolb. In Akpan, B., & Kennedy, T. J. (Eds.) Science Education in Theory and Practice An Introductory Guide to Learning Theory (1st ed. 2020.)

Rosenberg, S. and Christman, E. (2023) [Image Experiential Learning Cycle] The Peregrine Team

https://peregrineglobal.com/experiential-learning/

Smyth, J. and Fasoli, L. (2007), “Climbing over the rocks in the road to student engagement and

learning in a challenging high school in Australia”, Educational Research, Vol. 49 No. 3,

https://www.azquotes.com/quote/736864