Course Title: Design and develop learning strategies

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: TCHE5777C

Course Title: Design and develop learning strategies

School: 360T Education

Campus: City Campus

Program: C5321 - Diploma of Training Design and Development

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
Maureen Cooper
ph 99254911
maureen.cooper@rmit.edu.au

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

Nominal Hours: 40

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 design, develop and review learning strategies.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDES501A Design and develop learning strategies

Element:

1. Determine the parameters of the learning strategy

Performance Criteria:

1.1 Clarify the purpose of the learning strategy, likely target groups and their learning needs

1.2 Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option

1.3 Consult with relevant people to confirm the parameters of the learning strategy

Element:

2. Develop the framework for the learning strategy

Performance Criteria:

2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark

2.2 Analyse i ndustry or organisation documentation to determine additional and supporting requirements

2.3 Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery

2.4 Use appropriate learning theories and instructional design principles to support the learning strategy design

2.5 Identify and document broad content headings

2.6 Consult to modify and confirm the framework

2.7 Develop the review process for the learning strategy

Element:

3. Devise the content and structure of the learning strategy

Performance Criteria:

3.1 Elaborate on and document each content heading to form an overview of content to be addressed

3.2 Sequence the content to support learning and determine overall timelines within operating constraints

3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved

3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context

3.5 Identify and document operational requirements

Element:

4. Review the learning strategy

Performance Criteria:

4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation

4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy

4.3 Make recommendations and changes based on outcomes of the review processes, where appropriate, and document these

4.4 Make modifications and document as part of a continuous improvement strategy


Learning Outcomes


Upon successful completion of this course you will be able to:
. determine the parameters of learning strategies
. develop the framework for learning strategies
. devise the content and structure of learning strategies
. review learning strategies
 


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 2015


This course is taught over 15 sessions in semester 1. The course forms part of a cluster of 4 courses which together are referred to as the "Design" cluster; the other 3 units of the Design cluster are TAEDES50TA Undertake organisational training needs analysis, TAEDES502A Design and develop learning resources and TAEDES505A Evaluate a training program. 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.

SessionContentTAETAS501BTAEDES501ATAEDES502ATAEDES505A
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 E1,E2,E3,E4 E1,E2,E3,E4,E5 E1,E2,E3,E4
2

Training needs analysis (TNA) :Identifying organisational objectives; Identifying and accessing resources for TNA

Strategies:Clarifying what is needed in a learning strategy

Resources:Clarifying learning resource requirements

Evaluation: Determine aim and scope of evaluation

 E1,E2 E1E1 E1 
3 TNA: Developing TNA project plan

Strategies: Identifying stakeholders and resources

Resources:Understanding your target audience

Evaluation:Determine information required to conduct evaluation

 E1E1,E2 E1 E1 
4 TNA:Building the relationship

Strategies: Developing learning strategy framework

Resources:
Consider existing resources and information

Evaluation:Establish a project plan

 E1E2 E1 E1 
5 TNA: Identifying and addressing issues affecting objectives of TNA

Strategies: Researching options for design of strategy

Resources:Development plan for resource

Evaluation:Ways of gathering information

 E1E2 E1 E2 
6 TNA:Ways of gathering data; choosing which methods to use

Strategies:Learning theories and instructional design principles

Resources:Design options

Evaluation:Select evaluation instruments & gather data

 E2E2 E2 E2 
7 TNA:Analysing work role requirements

Strategies:Learning theories and instructional design principles, continued

Resources:Analysing and mapping content specifications

Evaluation:Analyse the information gathered

 E2E2 E2 E3 
8 TNA:Gathering information and data

Strategies:Contents and sequence of strategy

Resources:Writing content for the resource

Evaluation:Analyse the information gathered, continued

 E2E2 E3 E3 
9 TNA:Gathering information and data continued

Strategies:Elaborating on strategy headings

Resources:Using clear and concise language/working with visuals

Evaluation:Develop conclusions

 E2E3 E3 E3 
10 TNA:Analysing data to determine needs

Strategies:Developing strategy outcomes

Resources:Monitor work, checking specifications and facts

Evaluation:Document findings

 E3E3 E4 E3 
11 TNA:Analysing data to determine needs continued

Strategies:Measures for evaluating a strategy

Resources:Check text, format and visual design elements

Evaluation:Cross-check findings

 E3E4 E5 E3 
12 TNA:Provide options and advice

Strategies:Feedback mechanisms for reviewing strategy

Resources:Validate and moderate the resource

Identify factors affecting performance

 E3E4 E5 E3
13TNA:Framing recommendations

Strategies:Making recommendations

Resources:Review development process and identify areas for improvement

Evaluation:Document issues and conclusions and make recommendations

 E3E4 E5 E5 
14TNA:Finalising and presenting TNA

Strategies:Modifying the strategy and documenting changes

Resources:Documenting review process

Evaluation:Write evaluation report

 E3E4 E5 E4 
15 Revision of whole unit E1,E2,E3 E1,E2,E3,E4 E1,E2,E3,E4,E5 E1,E2,E3,E4


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: Design and develop 2 learning strategies

Present a minimum of two examples of learning strategies designed by the candidate with differentiated design structures in each that:

  • reflect the specific requirements of the qualification or skill set, and
  • reflect client needs and contexts of application
     

Task 2: Trial and review of one strategy

Iimplement at least one learning strategy and document a review which provides outcomes and evidence of continuous improvement.

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

Further details of the above assessment tasks will be provided in session 1, 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 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 1-3 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


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