Course Title: Provide advanced facilitation practice

Part B: Course Detail

Teaching Period: Term1 2018

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.

School: 360T Education

Campus: City Campus

Program: C5354 - Diploma of Training Design and Development

Course Contact: Program Administrative Officer

Course Contact Phone: +61 3 99254933

Course Contact Email: trainme@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Facilitator

Paschal Somers

ph 99254911

paschal.somers@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 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:

 

• 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 July 2017

This course is taught over 4 sessions in semester 1 2018.  


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 rnage of different reflective techniques and gathering of feedback


Learning Resources

Prescribed Texts

"Professional Training and Assessment" by D.Hill, T.Hill & L.Perlitz; McGraw-Hill Education, 2013


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
  • 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 tasks to a satisfactory standard.
You will receive written feedback on all assessment tasks.

 

Task 1: Demonstrate your facilitation practice 

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: Examine your facilitation practice

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. Feedback must be gathered from at least 2 peers and 10 learners.

Part of this task will be a direct observation of your training by your course facilitator.

 

Task 3: 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 TDD (TAE50216) 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:

2017 July intake

Tasks 1-2: first draft needs to be submitted by midnight Friday 13 April 2018

Tasks 1-2: final copy needs to be submitted by midnight Friday 4 May 2018

Task 3: needs to be conducted in the week of 7 - 11 May 2018

 

Grades used in this unit are as follows:

 

SA Satisfactory 

NYS Not Yet Satisfactory

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 2 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