Course Title: Design and develop learning strategies
Part B: Course Detail
Teaching Period: Term1 2020
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: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5354 - Diploma of Training Design and Development
Course Contact: Mark Mossuto
Course Contact Phone: 9925 4929
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: 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 |
Element: |
1. Determine the parameters of the learning strategy |
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 |
Element: |
2. Develop the framework for the learning strategy |
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 |
Element: |
3. Devise the content and structure of the learning strategy |
Performance Criteria: |
3.1 Construct content headings from learning outcomes to form an overview of content to be addressed 3.2 Sequence the content to support learning and determine overall timelines within operating constraints 3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved 3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context 3.5 Identify and document operational requirements |
Element: |
4. Review the learning strategy |
Performance Criteria: |
4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation 4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy 4.3 Make recommendations based on outcomes of the review processes, where appropriate, and document these 4.4 Make modifications and document as part of a continuous improvement strategy |
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 the following:
- Online activities which includes a weekly webinar which is recorded for those that don't attend live.
- 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
This course is taught over four (4) sessions in semester 1.
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs.
Session 1
Clarify the focus and purpose of a learning strategy and likely target audiences; research training product options to meet needs of target audience and select one; consult with clients/end-users to determine parameters.
Session 2
Research and analyse design options, using learning theories and instructional design principles to inform the development of the strategy; identify and document learning objectives; develop a review process
Session 3
Devise content and structure of the strategy; sequence content; identify and document delivery and assessment strategies; identify and document operational requirements. Review the strategy with appropriate people and against specified review criteria; document review process and ways to measure the effectiveness of the strategy; make recommendations for changes to the strategy; make recommended changes and document as part of continuous improvement
Session 4
Review of the unit
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
- 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: Design, develop and trial and review one learning strategy
In this task, you are required to:
- prepare and present a learning strategy, referred to as a training and assessment strategy or TAS that has been designed by you and which has a design structure that:
- meets specific requirements of an ‘existing skill set from a qualification’ in a nationally accredited training package or
- a skill set that you create using nationally accredited units of competency or industry benchmarks to meet a particular client/industry need.
(Please note – a skill set may contain one or more nationally accredited units of competency)
-
- addresses all points in the TAS template provided or similar template
- document a review of the TAS that provides outcomes and evidence of continuous improvement.
Task 2: Design and develop a second learning strategy
In this task, you are required to:
- prepare and present a learning strategy, referred to as a training and assessment strategy or TAS that has been designed by you and which has a design structure that:
- meets the specific requirements of a ‘qualification’ from a nationally accredited training package
- meets client needs and the contexts in which the strategy will be employed
- addresses all points in the TAS template provided or similar template
- document a review that provides outcomes and evidence of continuous improvement.
Further details of the above assessment tasks will be provided in session 1, via the Canvas LMS.
Task 3: Short Answer Questions
For this assessment, there are six (6) questions which relate to the required skills and knowledge needed to design and develop learning strategies based on skill sets and/or qualifications from nationally accredited training packages.
You are to answer each question in your own words and in sentences and all parts of each question must be answered in full.
Each response should be between 100 – 150 words depending on the complexity of the question.
Submission deadlines:
- Tasks 1 and 3 submitted by midnight Friday May 1 2020
- Task 2 - submitted by midnight Friday June 12 2020
It is a requirement of the Diploma of Training Design and Development (TAE50216) program, that all assessment projects are to be submitted electronically in Canvas. 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 number 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 )
Assessment Matrix
A detailed assessment matrix is available through 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
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.
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