Course Title: Provide advanced facilitation practice

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5776C

Course Title: Provide advanced facilitation practice

School: 360T Education

Campus: City Campus

Program: C5307 - Diploma of Vocational Education and Training

Course Contact: Program Administrative Officer

Course Contact Phone: 9925 4933

Course Contact Email: trainme@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

All enquiries:
Course coordinator
Mark Mossuto
ph 99254929
mark.mossuto@rmit.edu.au

Facilitator
Peter Murphy
ph 99254343
peter.murphy@rmit.edu.au

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This course covers the performance outcomes, skills and knowledge required to provide high level facilitation practices in a vocational education and training context. It also focuses on achieving continuous improvement through reflective practice.

This course includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL502A Provide advanced facilitation practice

Element:

1. Extend facilitation practices

Performance Criteria:

1.1 Update knowledge of learning methods, facilitation techniques and learning theories to improve delivery and facilitation practices

1.2 Maintain currency of vocational competencies and related subject matter expertise

1.3 Practise flexibility, innovation and responsiveness in facilitation practice

1.4 Reflect on own practice and experiences as a facilitator to determine and document potential improvements to delivery approaches

Element:

2. Prepare for complex environments

Performance Criteria:

2.1 Identify environmental conditions and their potential impact on teaching practice

2.2 Manage the constraints to delivery with relevant personnel

2.3 Review and adjust training and assessment strategies to address the constraints of complex environments

Element:

3. Prepare for learners with complex needs

Performance Criteria:

3.1 Research the characteristics of learners with complex needs and identify potential barriers to learning

3.2 Develop and adjust training and assessment strategies and customise learning materials to meet needs

Element:

4. Develop learner independence

Performance Criteria:

4.1 Enhance learner experiences using a range of learning methods and inclusive practices

4.2 Acknowledge and address potential barriers to learning

4.3 Encourage learners towards self-directed learning by establishing enabling processes

Element:

5. Reflect on, and improve practice

Performance Criteria:

5.1 Seek input from other relevant personnel about teaching, facilitation and learning practices

5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement

5.3 Implement the documented improvement plan, review and adjust as required


Learning Outcomes


Upon successful completion of this course you will be able to:
. extend your facilitation practices
. prepare for complex environments
. prepare for learners with complex needs
. develop learner independence
. reflect upon and improve your practice
 


Details of Learning Activities

 

This course is online. Activities include:

 

• blog/wiki discussion and participation
• participation in online discussion boards/threads and Collaborate sessions or other webinar-type activities
• keeping an online reflective journal
• analysis/critique of relevant reading material
• individual or group projects conducted through electronic media
• peer teaching and workshop presentations
• online research


Teaching Schedule

For students who commenced February or July 2015

This course is taught over 14 sessions across semester 1 and semester 2.  The course forms part of a cluster of 4 courses which together are referred to as the "Delivery" cluster; the other 3 units of the Delivery cluster are  TAEDEL501A Facilitate e-learning, TAEPDD501A Maintain and enhance professional practice and TAELLN401A Address adult language, literacy and numeracy skills. In every session various elements will be covered from each unit in the cluster.


Note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs.

SessionContentTAEDEL502A (Facil)TAEDEL501A (E-learning)TAEPDD501A(Maintain PP)TAELLN401A(LLN)
1

 

Overview of course content and assessment requirements. The overview will summarise how learning strategies and resources are designed and developed in order to meet a specific training need, determined through a training needs analysis, and how to then evaluate the effectiveness of the strategy in meeting the training need.

 

 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3
2

Facil: update knowledge

E-learning: understanding program and learners

Maintain PP: prepare personal work plans

LLN: identify core LLN requirements using ACSF

 E1 E1 E1 E1
3

Facil: remain flexible and responsive

E-learning: delivery plan

Maintain PP: model professional behaviours

LLN: identify core LLN requirements using ACSF, continued
 

 E1 E1 E1 E1
4

Facil: reflective practice

E-learning: technical requirements

Maintain PP: self-assess your skills

LLN: identify core LLN requirements using ACSF, continued
 

 E1 E1 E2 E1
5

Facil: identify environmental conditions

E-learning: protocols for online behaviour

Maintain PP: seeking input from others

LLN: determine core LLN within the training context

 

 E2 E1 E2 E1
6

Facil: consult relevant personnel

E-learning: introducing the e-learning environment

Maintain PP: create PD plan for currency as both an educator and VET practitioner

LLN: determine core LLN within the training context, continued

 

 E2 E2 E2 E1
7

Facil: review training and assessment (TAS) strategy

E-learning: establishing relationships and connecting learners

Maintain PP: observe and provide feedback to others

LLN: tools for determining LLN skills of learners

 

 E2 E2 E3 E1
8

Facil: research possible barriers to learning

E-learning: use of e-learning tools

Maintain PP: interview and provide feedback to assessors/invite feedback on your own assessment practice

LLN: tools for determining LLN skills of learners, continued

 

 E3 E3 E3 E1
9

Facil: customising TAS and resources

E-learning: supporting learners

Maintain PP: identify and engage in professional development opportunities

LLN: identifying the need for LLN specialists

 

 E3 E3 E4 E2
10

Facil: enhance learner experiences

E-learning: keeping track of progress

Maintain PP: participate in professional networks

LLN: working with LLN specialists

 

 E4 E4 E4 E2
11

Facil: acknowledge and address possible barriers to learning

E-learning: managing at a distance

Maintain PP: engaging in observation and feedback opportunities

LLN: choosing existing resources

 

 E4 E4 E5 E3
12

Facil: encourage learner autonomy

E-learning: monitoring interactions

Maintain PP: research developments and trends

LLN: applying learning support strategies

 

 E4 E4 E5 E3
13

Facil: reflect on and improve practice

E-learning: reflect on and improve practice

Maintain PP: document PD activities

LLN: monitor and evaluate approaches to LLN improvements

 

 E5 E5 E5 E3
14 Revision of whole cluster E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3


Learning Resources

Prescribed Texts

"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course.


References


Other Resources

At the beginning of the course students will be directed to various web-based material and/or
electronic copies of learning resources.

Electronic resources are located on myRMIT,myStudies. 


Overview of Assessment

 

During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks may include:

 

- Workplace based projects
- Contributions to online discussion forums
- A professional conversation

An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see

http://www1.rmit.edu.au/students/assessment

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

 


 


Assessment Tasks

To demonstrate competency in this course you will need to complete all of the following tasks to a satisfactory standard.
You will receive written feedback on all assessment tasks.

Task 1: 100 hours of group facilitation

Show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners or in a different learning context. This evidence should:

  • show how you select and use different teahcing and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs
  • demonstrate how you integrate theory and practice in your facilitation practice and support learners to develop competency
  • demonstrate how you use a variety of strategies to support increased learner independence
  • document how you reflect on your practice and proposed changes to practice arising from your reflections

Task 2: Collect and analyse feedback

Collect feedback from a range of sources (eg supervising teachers/trainers, peers, colleagues, learners or clients) and analyse that feedback and reflect on the success of the training delivery as well as your own performance

Task 3: Online discussion boards

Contribute to online discussion boards. You will be evaluated using the following criteria:

  • frequency of reading messages and posting responses;
  • keeping to the topic with pertinent quality posts;
  • engaging in critical dialogue through responding to other student’s posts and comments

Task 4: Professional conversation

Engage in a professional conversation with your facilitator. This conversation will address the varied facilitation knowledge and skills required of you as an advanced facilitator.

Further details of the above assessment tasks will be provided in Sem 1, Week 1 via myRMIT>myStudies.

It is a requirement of the Dip VET (TAE50111) program that all assessment work be submitted electronically through the program shell in Blackboard. You are asked to submit any workplace projects as a single Word or PDF file which must include a signed RMIT Cover Sheet; multiple project files will not be accepted.

Submission deadlines:

For students who commenced February 2015: Tasks 1-4 are submitted/completed by midnight Sunday Oct 4, 2015

For students who commenced July 2015: Tasks 1-4 are submitted/completed by midnight Sunday May 9, 2016

Grades used in this unit are as follows:


CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment


Assessment Matrix

An assessment matrix will be available in week 1 of semester 1 via myRMIT>my Studies.

Other Information

Attendance/Participation
Your course involves participating in all online activities as directed by your facilitator. It is strongly advised that you do participate in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.


Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student program policy
You will be asked to participate in discussions with relevant teachers and your Program Co-ordinator. Such discussions may be conducted in a number of ways eg face-to-face, via telephone, using Skype or Google Hangout, etc. They are an important way of giving you feedback and supporting you by monitoring your academic progress.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.Extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Appeals

RMIT appeals process is available on the Appeals webpage www.rmit.edu.au/students/appeals
 


Academic Integrity and Plagiarism

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview