Learning Strategy document 93325 UKMISC Learning Strategy document | Page 11

* • To provide greater choice and flexibility, with accessible and micro learning content in multiple formats of delivery. • To ensure that learning content is insight-driven and evidence-based. • To create learning content that is suitable, and connects, with all coaches, from the volunteer parent to the high-performance coach, providing clear and aspirational pathways. • To develop learning content that is enhanced by technology, and provide more online opportunities. • To ensure high standards of learning, that can stand up to external scrutiny. • To encourage learners to build their own learning content, based on their own individual needs. * How will we achieve this? • Through our learning standards we will set out our expectations for learning content and ensure that content is built on robust, empirical research. • We will provide more online learning opportunities, through the development of eLearning courses and other digital learning resources. • Through our learning standards, we will adopt an “inclusive by design” approach, ensuring that learning is accessible to all. • We will capture the views of coaches and stakeholders every step of the way, through formal evaluation processes and informal feedback loops. • We will provide a menu of accessible, bite-sized and micro learning content that will enable learners to build their own learning content based on their own specific needs. • We will seek to endorse informal and social learning, as well as learning in more formal environments. Experien • We will align all of our learning content to recognised standards for coaching. • We will provide learning content in multiple formats of delivery, including face-to-face, digital and blended methods, and enable learners to choose the format they prefer. • We will work with subject matter experts to develop and review content on a regular basis. ces * * Our goals • To recognise and value all learning, including qualifications, informal and social learning.