2. Program Overview
8 Workshops will cover:
Plan assessment activities and processes
Assess competence
Participate in assessment validation
Program structure
8 x 3 hour Workshops via PLETO
Moodle contains information & resources
You will work in groups of 3 or 5 (depending on numbers at
location or cross locations)
There are 5 assessment tasks and 8 activities that need to be
completed during the workshops
You will be required to undertake approximately 1 hour of
preparation work between workshops
3. By the end of the workshops
Performance
Condition
Standard
You will organise, plan assessment processes and
activities(including development of simple assessment
tools) which you will use to assess the competence of
a number of candidate’s in various learning pathways
against a unit of competency/standard
Individually or in groups you will complete 8 activities
and 5 assessment tasks during the workshops using
the pro-forma’s provided and supported by additional
resources including; handouts, checklists, guides and
exemplars
The activities, assessment tasks and participative
requirements of the workshop have been designed to
meet the critical evidence requirements of the units of
competency comprising the Assessor Skill Set of the
Certificate IV in Training and Assessment.
4. Workshops: 9.00am – 12.00pm
• Pleto optimum session
time between 1 – 1.5
hour
• Break
• Second session
• Social arena
Workshop 1 ONLY – used for familiarisation NO learning content
Other workshops – content plus social arena time
5. Workshop Rules
Starts / finishes on time
Stay in camera
Hand up / location
Leaner empowered
Etiquette
Voice & vocals
Behaviour
Respect
Equipment
6. Workshop applications explained
Video conferencing Web-conferencing Video Streaming e Learning
• Real – time
• Live video
• Live audio
• Life video
element
• Immediate
feedback
• Non – real life
interaction
• Desktop
sharing
• Application
sharing
• Recording
• Chat facility
• Breakout rooms
• Polls, surveys &
feedback
Streaming or
webinar
• Distributed live
or pre-recorded
• Usually non-
interactive
• Webinar based
has minor
interactive
capacity
• Online course
• Interactive
• Contains
content &
resources
• Where you can
upload
assessments,
complete
activities
Applications used:
PLETO WebEx You Tube, Vimeo,
Recorded PLETO
or WebEX
Sessions
Moodle
Nearpod
Socrative
10. Fast Forward
• Workshop 2 – Benchmarking assessment
• 9th October 2014
• Start 9.00am – 12.00pm
• Prior to workshop 2 you will need to access Moodle - TAE10 Assessor
Skill Set and complete Program overview and Workshop 1 – Induction
Editor's Notes
Recommendations:
If it is the first VC session for the group – spend the entire session familiarising them with the process, protocols and technology that they will use during the learning program. Ensure that each following session starts on time and is content based with social arena planned at end of each session.
Make sure all sessions conclude with the enough social arena time for participant interaction and exchange
When planning to deliver and engage with participants on VC the optimum time is between 1 hour and 1.5 hours (maximum)
If your intention is to engage participants over a longer period using VC you need to look at staggering sessions so that participants undertake other activities in different environments between sessions. Example would be to run first session introducing content and structure then giving participants time to go research or undertake enquiry based learning having them return to later session to discuss, collaborate on findings.
Focus is on the LIVE aspect of video conferencing & LIFE element needed to be maintained to engage with the participants at both the local and remote ends.
Not like web-conferencing where you have capability to isolate away from the participants and video streaming where you can have no direct contact.
Important message:
Video conferencing technology and pedagogy is not suited for a range of delivery methodology and it is important for teachers to understand how to plan to maximise technology benefits and optimise participant engagement
Flip – learning taken outside of normal contact time with teacher – engagement based collaborative learning based on participant findings
Presentation – challenge existing materials and resources and use of traditional delivery modes
Seamless – eliminate and or reduce the primary focus on the technology and target the applications of learning
Reverse focus – Facilitator to run video conference session focussing on the remote group rather than the participants at local point.
Back channelling – using secondary electronic conversation at the same time as video conference session
Designate / empower – engage participant to control and guide operating panel or remote of VC during session
Traverse activity – structure content, materials resources so activities and group work is layered and built upon between participants at various endpoints. Move away from pair/group work
Enquiry based – move away from teacher led learning and facilitate learner to learner learning
Social arena – create and allow interactivity between own endpoint groups, peers at other endpoints and multipoints during and after session