Course Title: Provide advanced facilitation practice
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5776C
Course Title: Provide advanced facilitation practice
School: 360T Education
Campus: City Campus
Program: C5321 - Diploma of Training Design and Development
Course Contact : Peter Murphy
Course Contact Phone: +61 3 99254343
Course Contact Email:firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
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
This course covers the performance outcomes, skills and knowledge required to provide high level facilitation practices in a vocational education and training context. It also focuses on achieving continuous improvement through reflective practice.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
TAEDEL502A Provide advanced facilitation practice
1. Extend facilitation practices
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
2. Prepare for complex environments
2.1 Identify environmental conditions and their potential impact on teaching practice
2.2 Manage the constraints to delivery with relevant personnel
2.3 Review and adjust training and assessment strategies to address the constraints of complex environments
3. Prepare for learners with complex needs
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
4. Develop learner independence
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
5. Reflect on, and improve practice
5.1 Seek input from other relevant personnel about 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
Upon successful completion of this course you will be able to:
. extend your facilitation practices
. prepare for complex environments
. prepare for learners with complex needs
. develop learner independence
. reflect upon and improve your practice
Details of Learning Activities
Learning activities are dependent upon the mode of delivery. In this case delivery is online so activities may include but are not limited to:
• blog/wiki discussion and participation
• participation in online discussion boards/threads
• 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
• other online activities as decided by the facilitator
February, April, July and September intakes
Week 1: Extend facilitation practices
Week 8: Prepare for complex environments
Week 1: Prepare for learners with complex needs
Week 9: Prpeare for learners with complex needs
Week 13: Develop learner independence
Week 18: Reflect on and improve practice
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and the availability of speakers.
"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course. It will be complemented by various web-based material and/or electronic copies of other learning resources as required.
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 Studies. Handouts pertaining to in-class activities
will be handed out during class.
Overview of Assessment
During the program you will complete assessment tasks in class which are listed at the beginning of each module. Such tasks might include but not be limited to:
- Direct observation of actual and simulated work practice
- Oral or written questioning
- Assignments and projects
- Presentation of a portfolio of evidence which may comprise documents and/or photographs and/or video and audio files
- Review of products produced through work-based or course activities
- Third-party feedback from a work supervisor/employer
An RMIT assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf ) 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 (http://www.rmit.edu.au/browse;ID=ln1kd66y87rc)
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.
To demonstrate competency in this course, you need to complete each one of the following pieces
of assessment to a satisfactory standard.
You will need to provide a portfolio of evidence that you have 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. In addition, your portfolio will need to provide evidence of
your ability to:
- facilitate groups of learners demonstrating: the selection and use of different teaching and
delivery methods applied in different delivery modes which are relevant and appropriate to different
learners and their needs
- integrate theory and practice in your own performance and in supporting learners to develop competency
- use a variety of strategies to support increased learner independence
- document reflective practice and proposed changes to practice
- collect feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or clients
- analyse feedback from a range of sources and reflect on the success of the training delivery as
well as own performance.
Submission deadline: midnight of the second Sunday after the last week of the teaching schedule (eg if the last week of the teaching schedule starts Mon February 10, 2014 then the second Sunday after this last week is 23 February).
Grades used in this unit are as follows:
CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment
The assessment matrix demonstrates how the assessment task(s) aligns with the relevant unit
of competency and will be made available in the first class or through myRMIT Studies.
The major learning experiences involve you being an active participant in the e-learning environment. It is strongly advised that you engage with online activities such as blogs, wikis, discussion boards, online quizzes etc in order to maximise your chances of achieving competency. In addition, you are expected to attend any face-to-face workshops that are organised.
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects.
Student feedback at RMIT :
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student progress policy :
Special Consideration Policy (Late Submission)
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. Special consideration, appeals and discipline :
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work. This signed sheet acknowledges that you are aware of the plagiarism implications.
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy go to Academic Integrity :
The RMIT assessment charter summarises your responsibilities as a student as well as those of your teachers. http://www.rmit.edu.au/about/studentcharter
Course Overview: Access Course Overview