Course Title: Facilitate e-learning
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: TCHE5779C
Course Title: Facilitate e-learning
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: firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 30
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
This course covers the performance outcomes, skills and knowledge required to facilitate learning delivered via electronic media.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
TAEDEL501A Facilitate e-learning
Establish the e-learning environment
1.1. Access, read and interpret learning strategy and learning program to determine learning outcomes and objectives to be met
Guide and facilitate e-learning
3.1. Use relevant electronic tools to facilitate e-learning according to the e-learning delivery plan
2.1. Provide effective introduction to the e-learning environment and discuss, clarify and agree upon objectives and e-learning protocols
4.1. Monitor and document e-learner progress to ensure outcomes are being achieved and individual learner needs are being met
Review e-learning processes
5.1. Conduct a review to evaluate effectiveness of e-learning delivery and facilitation
Upon successful completion of this course you will be able to:
. establish e-learning environments
. introduce e-learning
. guide and facilitate e-learning
. monitor e-learning
. review e-learning processes
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
For students who commenced February 2015
This course is taught over 14 sessions across semester 1 and 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 order is subject to change depending on class needs.
|Session||Content||TAEDEL502A (Facil)||TAEDEL501A (E-learning)||TAEPDD501A(Maintain PP)||TAELLN401A(LLN)|
Overview of course content and assessment requirements. The overview will summarise and define what is meant by advanced facilitation practice, which includes the facilitation of e-learning, and advanced assessment practice and how, in both practices, language, literacy and numeracy issues are addressed.
Facil: update knowledge
E-learning: understanding program and learners
Maintain PP: prepare personal work plans
LLN: identify core LLN requirements using ACSF
Facil: remain flexible and responsive
E-learning: delivery plan
Maintain PP: model professional behaviours
LLN: identify core LLN requirements using ACSF, continued
Facil: reflective practice
E-learning: technical requirements
Maintain PP: self-assess your skills
LLN: identify core LLN requirements using ACSF, continued
Facil: identify environmental conditions
E-learning: protocols for online behaviour
Maintain PP: seeking input from others
LLN: determine core LLN within the training context
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
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
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
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
Facil: enhance learner experiences
E-learning: keeping track of progress
Maintain PP: participate in professional networks
LLN: working with LLN specialists
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
Facil: encourage learner autonomy
E-learning: monitoring interactions
Maintain PP: research developments and trends
LLN: applying learning support strategies
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
|14||Revision of whole cluster||E1,E2,E3,E4,E5||E1,E2,E3,E4,E5||E1,E2,E3,E4,E5||E1,E2,E3|
"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course.
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 :
- Professional conversation with facilitator
- Workplace based projects
- Contributions to online discussion forums
An RMIT assessment charter (http://www1.rmit.edu.au/students/assessment) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document the Assessment policies and procedures manual
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: Facilitate one complete e-learning program
Facilitate one complete e-learning program
Task 2: Two e-learning activities
Provide evidence of at least two examples of organising and facilitating at least two e-learning activities covering diverse e-learning environments.
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 e-learning facilitator.
Further details of the above assessment tasks will be provided in session 1 of semester 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 myRMIT>myStudies. 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.
For students who commenced February 2015: Tasks 1-4 need to be submitted/completed by midnight Sunday June 7, 2015
Grades used in this unit are as follows:
CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment
An assessment matrix will be available in week 1 of semester 1 via myRMIT>my Studies.
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.
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
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