Course Title: Provide advanced facilitation practice
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: TCHE5914C
Course Title: Provide advanced facilitation practice
Important Information:
In order to successfully undertake assessment of this unit you need access to a workplace where training can take place.
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5353 - Diploma of Vocational Education and Training
Course Contact: Mark Mossuto
Course Contact Phone: +61 3 99254929
Course Contact Email: mark.mossuto@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Office Administrator:
Raja Manchikanti
Tel: +61 3 9925 4933
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 unit describes the skills and knowledge required to provide high-level facilitation, including reflective and continuous improvement practices, in a vocational education and training (VET) context.
It applies to experienced teachers, trainers and assessors utilising a range of techniques, across a range of contexts, to create the best learning outcomes for learners within a vocational education context such as a Registered Training Organisation (RTO).
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEDEL502 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 2.2 Manage 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 regarding 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 facilitation practices
. prepare for complex environments
. prepare for learners with complex needs
. develop learner independence
. reflect on and improve practice
Details of Learning Activities
This course is online. Activities may include:
• Online activities including a weekly webinar which is recorded for those who cannot attend live.
• 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
This course is taught over 4 sessions in semester 1.
Note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs.
Session 1:
Update knowledge of learning methods, facilitation techniques and learning theories; maintain currency of vocational competencies and related subject matter expertise; practise flexibility, innovation and responsiveness in facilitation practice; reflect on own practice and experiences as a facilitator in order to determine how to improve
Session 2:
Prepare for complex environments by identifying environmental conditions and their potential impact on teaching; manage constraints to delivery with relevant personnel; review, and adjust, training and assessment strategies to address the constraints of complex environments
Session 3:
Prepare for learners with complex needs by researching the characteristics of learners with complex needs, and identify potential barriers to learning; develop, and adjust, training and assessment strategies, and customise learning materials to meet needs
Session 4:
Develop learner independence through enabling processes; reflect on and improve practice through using a range of different reflective techniques and gathering of feedback
Learning Resources
Prescribed Texts
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 the Canvas LMS.
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
- Observation
- Online assessment (eg discussion forum, blog, wiki, quiz)
- Professional conversation
- Third-party reports
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 manager or the Equitable Learning Services 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 three (3) 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 teaching 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: Short Answer Knowledge Questions:
This assessment task requires you to research and review key knowledge requirements required of facilitators who display advanced facilitation skills.
There are five (5) questions to be answered. You must answer all questions to a satisfactory standard. For a satisfactory result:
- submit typed (not hand-written) responses
- responses are correct, and cover all parts of each question
- respond using your own words—when occasionally quoting information from another source, you must acknowledge that source. Each response should be between 100 – 200 words (depending on the complexity of the question) and answered in full sentences.
Further details of the above assessment tasks will be provided in week 1 via the Canvas LMS
It is a requirement of the Dip VET (TAE50116) program that all assessment work be submitted electronically through the program shell in Canvas. 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:
Tasks 1 and 3: submitted by midnight April 3 2020
Task 2: submitted by midnight August 14 2020
Assessment Matrix
A detailed assessment matrix is available in the Canvas LMS
Other Information
Adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course.
These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
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