Course Title: Design and develop learning programs

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: TCHE5131C

Course Title: Design and develop learning programs

School: 360T Education

Campus: City Campus

Program: C4177 - Certificate IV in Training and Assessment

Course Contact : Maria Dimitrakopoulos

Course Contact Phone: +61 3 9925 4933

Course Contact Email:maria.dimitrakopoulos@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

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

There are no formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.

Course Description

This unit specifies the competency required to conceptualise, design, develop and evaluate learning programs to meet an identified need for a group of learners, using appropriate criteria. Criteria may include endorsed competency standards and other specifications such as organisational performance standards, product equipment specifications and workplace procedures.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	TAADES402B Design and develop learning programs
Element:	01 Define the parameters of the learning program in consultation with the client/s
Performance Criteria:	• The purpose and focus of the learning program is clarified • Competency standards or other relevant specifications on which to base the learning program are identified, accessed and confirmed • Competency standards/other relevant specifications are read, analysed and interpreted to determine specific learning objectives/outcomes/goals, and language, literacy and numeracy requirements • The scope and breadth of the learning program is discussed and interpreted • The target group learners and their characteristics are identified and considered • Other sources of information to support the learning program are identified and accessed • The learning environment, operational resource requirements and safety implications are identified
Element:	02 Generate options for designing the learning program
Performance Criteria:	• Relevant learning strategy documentation is accessed and used to guide the learning program development, where appropriate • The competency/educational profile and learning styles of the target group learners are investigated to inform the learning program design • Research is conducted to identify existing learning programs and/or learning resources and learning materials which could be used and/or customised • A range of options for the learning program content is generated in collaboration with other persons and based on research findings and application of learning principles • Broad time frames, possible costs and logistics of the learning program are considered • The information and ideas are evaluated and the most appropriate option/s selected
Element:	03 Develop the learning program content
Performance Criteria:	• The specific subject matter content is researched, developed and documented in accordance with agreed design option/s and based on application of learning principles • Existing learning resources, learning materials are accessed and evaluated for content relevance and quality • Selected learning resources, learning materials are customised, where appropriate, to suit the learning purposes and audience • New, relevant and engaging learning activities and related learning materials are developed and documented, based on application of learning principles • In a learning and assessment pathway, assessment requirements for the learning program are specified
Element:	04 Design the structure of the learning program
Performance Criteria:	• The learning content is broken into manageable chunks/segments of learning and sequenced appropriately to enhance and support effective learning and to enable achievement of identified criteria • The time frame for each segment is determined and the overall time frame is finalised • The delivery strategies and assessment methods and tools are determined/confirmed • Organisational requirements to implement the learning program are identified and documented • The learning program is finalised and documented, outlining each part of the program
Element:	05 Review the learning program
Performance Criteria:	• The learning program draft is reviewed in collaboration with key stakeholders using an appropriate evaluation tool • The evaluation feedback is gathered, summarised and analysed to enhance the quality of the content • The draft learning program is adjusted to reflect the review outcomes, where appropriate • Final approval is obtained from appropriate personnel • The learning program documentation is held in an accessible form and updated on a regular basis following implementation and feedback

Learning Outcomes

Details of Learning Activities

Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.

Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet

The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.

In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery

Teaching Schedule

A course guide is provided to the participant before the course begins.

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, case study.
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Tasks

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, case study.
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Matrix

A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met

This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.

Course Overview: Access Course Overview