Includes bibliographical references and index.

Machine generated contents note: 1.Introduction / Denise Robinson -- Learning outcomes -- 1.1.Introduction -- 1.2.Equality and diversity -- 1.3.The intended audience for this book -- 1.4.What's new about this book and why is it needed? -- 1.5.Current state of learning and development and why it needs to change -- 1.6.The benefits of change: the "what's in it for me?" (WIIFM) factor for learners -- 1.7.Latest developments in learning and development practice -- 1.8.Future vision for learning and development -- 1.9.Summary of the book's contents -- References -- 2.Identifying Learning Needs / Martyn Walker -- Learning outcomes -- Chapter outline -- 2.1.Underpinning theory -- 2.2.Key principles of learner-centred learning (LCL) -- 2.3.Identifying the needs of your audience including differentiation of learning -- 2.4.A comment on differentiation -- 2.5.Know your audience: all learning and development has to start with the learner -- 2.6.Getting the right information

Note continued: 2.7.Assessing current performance -- 2.8.Specifying the learning gap -- 2.9.Summary, case studies, discussion questions and learning activities -- References -- 3.Specifying Learning Objectives / Jane Burrows -- Learning outcomes -- Chapter outline -- 3.1.Underpinning theory -- 3.2.Aligning learning objectives to courses, business, departmental and team strategies -- 3.3.Creating SMART learning objectives -- 3.4.Domains of learning and learning objectives -- 3.5.Learning objectives and differentiation -- 3.6.Testing achievement of learning objectives -- 3.7.Summary, case studies, discussion questions and learning activities -- References -- 4.Selecting Appropriate and Relevant Content / Anne Temple Clothier -- Learning outcomes -- Chapter outline -- 4.1.Underpinning theory -- 4.2.Meeting your learning objectives with relevant content -- 4.3.Researching material and content -- 4.4.Returning to the skills gap -- 4.5.Selecting the best learning methods

Note continued: 4.6.Summary, case studies, discussion questions and learning activities -- References -- 5.Using Metaphors in Teaching, Training and Learning / Mohammed Karolia -- Learning outcomes -- Chapter outline -- 5.1.Underpinning theory -- 5.2.Differences between similes, metaphors and stories -- 5.3.Key considerations in selecting metaphors -- 5.4.Evaluate the relevance of metaphors in relation to learners and learning objectives -- 5.5.Worked example of the use of metaphors in teaching and training -- 5.6.Summary, case study, discussion questions and learning activities -- References -- 6.Designing Learning Delivery / Jane Weatherby -- Learning outcomes -- Chapter outline -- 6.1.Underpinning theory -- 6.2.Assumptions about learning delivery -- 6.3.Barriers to learning -- 6.4.Learner motivation -- 6.5.Subject specialist knowledge -- 6.6.Why planning is important -- 6.7.Planning for differentiated learning -- 6.8.Learning styles

Note continued: 6.9.Teaching and training delivery -- 6.10.Learning activities -- 6.11.Summary, case study, discussion questions and learning activities -- References -- 7.Preparation and Delivery of Learning / Mohammed Karolia -- Learning outcomes -- Chapter outline -- 7.1.Using planning to aid delivery -- 7.2.Choosing appropriate teaching and training strategies -- 7.3.Using resources -- 7.4.Evaluation -- 7.5.Delivering learning considerations -- 7.6.Preparing the audience -- 7.7.Delivering the learning: a working example -- 7.8.Summary, case study, discussion questions and learning activities -- References -- 8.Evaluating and Assessing Learning / Alison Iredale -- Learning outcomes -- Chapter outline -- 8.1.Underpinning theory -- 8.2.Principles of assessment -- 8.3.Assessing the learning -- 8.4.Evaluating the learning session -- 8.5.Improving your session -- 8.6.Assessor and quality assurance qualifications

Note continued: 8.7.Summary, case study, discussion questions and learning activities -- References -- 9.Using Technology to Enhance Learning / Shailesh Appukuttan -- Learning outcomes -- Chapter outline -- 9.1.Underpinning theory -- 9.2.Practical applications of technology for learning -- 9.3.Summary, case studies, discussion questions and learning activities -- References -- 10.Reflective Practice and CPD / Kate Lavender -- Learning outcomes -- Chapter outline -- 10.1.Underpinning theory -- 10.2.Developing CPD: theory and practice -- 10.3.Reflective learning: theory and practice -- 10.4.Embedding learning -- 10.5.Summary, case studies, discussion questions and learning activities -- References -- 11.Workforce Development and Policy Issues / Lyn Ashmore -- Learning outcomes -- Chapter outline -- 11.1.Identifying professionalism in the sector -- 11.2.Key stakeholders in the learning and skills sector involved in shaping the learning process

Note continued: 11.3.The future of learning and development in the sector -- 11.4.Summary and discussion questions -- References -- Further Reading.

Introduction - Identifying learning needs - Specifying learning objectives - Selecting appropriate and relevant content - Using metaphors in teaching, training and learning - Designing learning delivery - Preparation and delivery of learning - Evaluating and assessing learning - Using technology to enhance learning - Reflective practice and CPD - Workforce development and policy issues.