The document summarizes the key components that should be included in a course syllabus, including the course heading, contact hours, prerequisites, course description, objectives, content outline, instructional strategies, resources, evaluation strategies, grading system, and references. It provides details on what each component should include, such as the course description including the main topics and outcomes, objectives describing what students will learn, and a content outline listing topics and time allocation. It also discusses characteristics of effective instructional objectives and assessing student learning based on objectives, strategies, and course level.
119457 Interpret and use information from texts dudu zwane
Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis.
Learners credited with this unit standard are able to:
• Use a range of reading and viewing strategies to understand the literal meaning of specific texts
• Use strategies for extracting implicit messages in texts
• Respond to selected texts in a manner appropriate to the context
• Explore and explain how language structures and features may influence a reader/viewer
9012 Investigate life and work related problems using data and probabilities dudu zwane
This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:
a confident, insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences and so develop into a contributing worker
The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen
People credited with this Unit Standard are able to:
Pose questions, collect and organise data.
Represent and interpret data using various techniques to investigate real life and work problems.
Use random events to explore and apply probability concepts in simple life and work related situations.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
119457 Interpret and use information from texts dudu zwane
Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis.
Learners credited with this unit standard are able to:
• Use a range of reading and viewing strategies to understand the literal meaning of specific texts
• Use strategies for extracting implicit messages in texts
• Respond to selected texts in a manner appropriate to the context
• Explore and explain how language structures and features may influence a reader/viewer
9012 Investigate life and work related problems using data and probabilities dudu zwane
This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 3. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:
a confident, insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences and so develop into a contributing worker
The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen
People credited with this Unit Standard are able to:
Pose questions, collect and organise data.
Represent and interpret data using various techniques to investigate real life and work problems.
Use random events to explore and apply probability concepts in simple life and work related situations.
9010 Demonstrate an understanding of the use of different number bases and me...dudu zwane
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 2. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
. An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person
. An understanding of mathematical applications that provides insight into the learner `s present and future occupational experiences and so develop into a contributing worker
. The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.
People credited with this unit standard are able to:
Convert numbers between the decimal number system and binary number system
Work with numbers in different ways to express size/magnitude.
Demonstrate the effect of error in calculations.
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
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Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
Program DesignFor learning to occur, training programs require m.docxwkyra78
Program Design
For learning to occur, training programs require meaningful material, clear objectives, and opportunities for practice and feedback. However, even if a training program contains all these conditions, it still may not result in learning for several reasons. Proper equipment and materials may not be available during the session, trainers may be rushed to present content and fail to allow adequate time for practice, or the actual activities that occur in the training session may not relate to the learning objectives. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview.72
Keep in mind that although the responsibility for designing the training program may belong to the instructional designer, human resource professional, or manager, the "clients" of the program should also be involved in program design. As already discussed in Chapter 3, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing examples and program content, and participating in the program as instructors.73
The following explanations of each feature of effective program design are accompanied by an example that is based on a training program developed by a company to increase its managers' effectiveness in conducting performance appraisal feedback interviews. Performance appraisal feedback sessions are meetings between managers and subordinates during which the strengths and weaknesses of an employee's performance are discussed and improvement goals are usually agreed upon. Based on a needs assessment, this company discovered that its managers were uncomfortable conducting performance appraisal feedback sessions. These managers often were very authoritarian in the sessions. That is, they tended to tell employees what aspects of their job performance needed to be improved rather than allowing the employees to participate in the session or working with them to identify and solve performance problems.
Design Document
A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Table 4.15 shows a design document template.74 Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3.
The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or what trainees are expected to achieve; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks ...
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