Didactics, methodology and tools

Because an increase in self-efficacy can only be seen in changed results via one's own interaction with oneself and the environment, this means that a change in self-efficacy always entails a change in one's own behavior.

In turn, a change in one's own behavior is based not only on the acquisition of useful knowledge, but above all on establishing and developing additional ability.

For decades, (competitive) sports and apprenticeship vocations (craftsmen, vehicle and machine operators, military) have been confronted with this challenge of replacing existing behavioral patterns with adapted behavioral patterns.

This tried and tested approach, which is geared towards the requirements of the MajorSkills, is also where IPTAA picks up, thereby achieving direct and outstanding real-world results over the long-term – qualification via knowledge and ability.

Consistency and coherence – an inherently coherent and mutually coordinated and highly integrated procedure is the key for rapid and easily achievable learner successes.

The following causality chain assists with ensuring integral teaching and learning according to IPTAA.

• Increasing self-efficacy requires continuous improvement
  
  
• Continuous improvement requires changed behavior
  
  
• Changed behavior requires in-depth understanding and ability
  
  
• In-depth understanding and ability requires internalized methods and techniques
  
  
• Internalized methods and techniques require skillful practice and training
  
  
• Skillful practice and training requires coordinated coaching
  
  
• Coordinated coaching requires an integral approach

The integral approach of IPTAA ensures that all components of teaching and learning, i.e. the didactics and methodology contribute to the same thing, namely increasing self-efficacy.

The following phases characterize teaching and learning according to IPTAA. A measure (teaching/learning activity), whether as e-learning, face-to-face or combined as blended learning goes through these phases, or is assigned directly to one of these phases, thereby securing the preparatory and the following phase of holistic training under IPTAA.

The individual phases of holistic training under IPTAA are defined as follows:

• Imparting of basic understanding via the contextually networked transfer of knowledge.
• Activation of willpower and confidence for application by demonstrating target group-specific relevance.
  
  
• Internalization of key content and cross-linking via structured repetition and classification.
• Establishing extended abilities and skills via practice guided decision-making, followed by adjustment.
  
  
• Anchoring of abilities and skills via real-world practice with explicit emphasis.
• Ensuring correct anchoring via accompanying monitoring and coaching of results.

For deviations to be corrected or new content, this cycle is constantly undergone with the aim of applying a continuous improvement process until the desired performance level is reached and stabilized over the long term.

The IPTAA methodology focuses on tried and tested, state-of-the-art teaching and learning according to the latest scientific findings.

For learning and teaching, IPTAA is open to all manner of tools, as long as they fulfill the following criteria:

• Clear benefit
• Scientifically based
• Reproducible application
• Clear assignment to a phase
• Clear assignment to a field of competency
• Positive investment/benefit rating
• Reduction to what is essential
• Optimized for internalization