Course Title: Design and develop learning strategies
Part B: Course Detail
Teaching Period: Term1 2017
Course Code: TCHE5904C
Course Title: Design and develop learning strategies
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: 9925 4933
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: 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: |
TAEDES501 Design and develop learning strategies |
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Element: |
1. Determine the parameters of the learning strategy |
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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 |
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Element: |
2. Develop the framework for the learning strategy |
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Performance Criteria: |
2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark 2.2 Analyse industry 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 learning outcomes 2.6 Consult to modify and confirm the framework 2.7 Develop the review process for the learning strategy |
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Element: |
3. Devise the content and structure of the learning strategy |
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Performance Criteria: |
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Element: |
4. Review the learning strategy |
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Performance Criteria: |
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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 may include:
-Online activities which may include discussion threads and/or blogs and wikis
- 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
Teaching Schedule
For students who commenced February 2017
This course is taught over 6 sessions in semester 1. The course forms part of a module of 4 units which together are referred to as the "Design and develop" module; the other 3 units of this module are TAEDES502A Design and develop learning resources, TAEDES503A Design and develop e-learning resources and TAEASS502B Design and develop assessment tools.
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs.
| Session | Content | Elements covered |
| 1 |
Overview of course content and assessment requirements. The overview will summarise how learning strategies, resources and e-learning resources are designed and developed in order to meet a specific training need, and how to develop assessment tools associated with the program design.
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E1, E2, E3, E4 |
| 2 |
Clarify what is needed in a learning strategy; determine its focus and purpose; research your target audience; research training product options to meet needs of target audience; consult with clients/end-users.
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E1 |
| 3 |
Determine how to conduct a trial and review of the strategy; consult with key stakeholders for feedback; determine measures for effectiveness and quality of the strategy; make recommendations for improvements; implement changes and document as part of a continuous improvement strategy.
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E4 |
| 4 |
Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark; analyse industry or organisation documentation to determine additional and supporting requirements; research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery; use appropriate learning theories and instructional design principles to support the learning strategy design; identify and document broad content headings; consult to modify and confirm the framework
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E2 |
| 5 | Elaborate on and document content to form an overview; sequence the content to support learning and determine overall timelines within operating constraints; express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved; |
E2 |
| 6 |
Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context; identify and document operational requirements
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E3 |
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
- 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: Design and develop one (1) learning strategy
Present a learning strategy designed by you that has differentiated design structures that:
- reflect the specific requirements of the qualification or skill set, and
- reflect client needs and context of application
Task 2: Design and develop a second learning strategy and trial and review that strategy
Present a learning strategy designed by you that has differentiated design structures that:
- reflect the specific requirements of the qualification or skill set, and
- reflect client needs and context of application
Document the review conducted and evidence of continuous improvement.
Task 3: Online discussion boards - see detailed assessment task requirements (Blackboard)
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 of Training Design and development (TAE50211) 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
2017 February intake
- Task 1 needs to be submitted by midnight Sunday March 19
- Task 2 needs to be submitted by midnight Sunday June 11 and
- Task 3 needs to be submitted by midnight Friday March 17
It is a requirement of the Diploma of TDD (TAE50211) program, that all assessment projects are to be submitted electronically through the RMIT ‘2017FEBTDDVET’ Blackboard program shell. You are asked to submit each assessment project as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet - multiple project files will not be accepted.
*Please add your name and student no: into the footer of your project document. *Please note, that no ‘Hard Copy’ portfolios will be accepted.
RMIT Electronic Submission of work for assessment:
In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: http://www.rmit.edu.au/students/assessment/declaration )
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 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