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This document provides guidance on facilitating a group-based learning session. It discusses presenting information and questioning learners, including using a sample session procedure. It also offers tips on clear communication through presentation skills like pace, posture and pitch, as well as open versus closed questioning and active listening. The document provides models for feedback, focusing on positive and constructive feedback. It concludes by advising the reader to identify different learner behaviors and maintain positive learning relationships.
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Charles Gould's presentation from his session on the Management Xchange stage at DevLearn 2014.
Using case-studies and real-world examples, the session covers:
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early adoption examples of dynamic social learning in real-world scenarios
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TAEASS402A topic1
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Lithan's Edupreneurship Insights on 15th Jul 2015
Here's what we presented on our Edupreneurship Insights last 15th Jul 2015.
--
Are you capitalizing on your knowledge yet?
We are at the forefront of delivering skills-based learning and have developed Edtech Accelerator, a programme that teaches you to become an edupreneur.
We are looking to collaborate with domain experts like yourself and help you commercialise your knowledge.
Entrepreneurship course outline
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
Innovate and Integrate Panel Session
We’re currently gathering the wisdom of the champions who have had success in embedding innovative practices in their organisations. Several of these champions will be taking part in the panel session.
Join us for a fun, fast moving and engaging live event where you can listen to words of wisdom from our Australian champions about the processes, the tools and their achievements in Innovation and Integration.
Carole McCulloch will be facilitating this event as the provocateur – Carole invites you to send in your questions to the wise, prior to the event. Look for the Innovate and Integrate discussion thread at: http://networksevents.flexiblelearning.net.au
New and Emerging Models for Work-based Learning
This document discusses new and emerging models for work-based learning. It provides an overview of the components of work-based learning programs, including an academic component, technical component, and work-based learning component. It also discusses the benefits of work-based learning for both students and businesses, such as reduced costs, increased retention and productivity, and the development of 21st century skills. The document explores alternatives to traditional internships that can provide work-based learning opportunities for all students and ensure equity of access. Resources for developing work-based learning programs and contact information are also provided.
Point10 Business Model !
Point10 is a company focused on building socially impactful products by engaging students, professionals, and experts. It consists of 75+ mentors and 300+ student champions in India, Silicon Valley, USA, and Canada. Point10 addresses problems in higher education like lack of resources, career guidance, and industry interaction. It has groups focused on education reforms, business consulting, and software innovation to develop solutions like an education discovery portal, industry projects for students, and open source technology development. Point10's value lies in empowering students and small businesses through events, portals, consulting, and aligning academia with industry.
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This document discusses the responsibilities of team leaders in reporting to management. It outlines that team leaders must regularly report on the team's progress, issues, budgets, and objectives. They liaise with management through various communication methods such as written reports, presentations, or meetings. Team leaders also communicate feedback from management to their team, focusing on behaviors that can be improved. The document emphasizes evaluating the team's effectiveness and acknowledging their contributions before the team disbands.
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Taedel402 a topic5
Developing learning relationships from the unit of competency plan, organise and facilitate learning in the workplace.
Taeass401 a topic3
This document discusses how to determine the evidence needed to establish competence against a unit of competency. It explains that the evidence guide, required skills and knowledge, elements and performance criteria within a unit should be examined to identify the necessary evidence. Embedded components of the unit also need to be identified. Different assessment methods like clustering competencies, questioning techniques and documentation requirements are covered.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
Taedel301 a topic3
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DEs402aTopic3v2
This document discusses the Australian Qualifications Framework and qualifications packaging. It explains that the AQF provides consistency for qualifications across different education sectors. Qualifications are created by packaging competency units according to rules defined in training packages. These rules specify requirements like the number and types of units needed to achieve a qualification. The document also introduces skill sets, which are groups of units that address specific industry or regulatory needs.
DEs402aTopic1v2
Training packages and accredited courses are developed to:
1. Specify skills and knowledge required to perform effectively in the workplace and support nationally consistent, portable qualifications.
2. Training packages are developed by Industry Skills Councils according to a national process, using research and consultation. They have a standardized structure of units of competency, assessment guidelines, and qualifications frameworks.
3. Accredited courses are developed to address niche skills needs and are accredited through state/territory or national bodies. They are based on units of competency or modules. Both training packages and accredited courses are accessible online through Training.gov.au or their governing bodies.
Welcome
The TAE40110 Certificate IV in Training and Assessment comprises 7 core units and 3 elective units for a total of 10 units. The core units cover planning and conducting assessment, designing learning programs, and delivering group-based and workplace learning. Completing this qualification provides the competencies required to deliver training and conduct competency-based assessment. Benefits of obtaining this qualification include it being an Australian recognized qualification, increasing skills and knowledge in vocational education and training, and offering career mobility and development opportunities.
Taeass301 a topic3
This document discusses planning for gathering evidence in assessments. It covers confirming organizational requirements, identifying candidate characteristics, identifying the assessment context, clarifying evidence gathering methods and instruments, and organizing resource requirements. Reasonable adjustments that can be made for assessments are also outlined, such as using electronic technology, adjusting the physical environment, or providing flexible assessment times. The assessment context considerations include whether assessments are on or off the job, their location, settings, required personnel, and workplace procedures.
Taeass301 a topic2
This document discusses planning for assessment, including identifying the purpose of assessment, specifications for assessment, accessing and clarifying assessment plans, and identifying one's own role and responsibilities. Specifications for assessment usually include units of competency as well as industry, enterprise, and quality standards. Planning involves understanding assessment plans and what one's role may entail, such as administering assessments or providing feedback.
Taeass301 a topic1
Competency-based assessment in vocational education and training (VET) measures people against defined standards rather than comparing them against each other. Evidence for assessment can come from samples of a candidate's work, observation checklists, interviews, supervisor reports, answers to questions, and documents completed by the candidate. The document outlines how to contribute to the assessment process by planning to gather evidence for assessment according to competency standards.
Taeass301 a topic5
This document discusses reporting assessment evidence and improving the assessment process. It explains that at the end of the session, participants should understand how to report evidence to qualified assessors, identify if assessments meet principles and rules of evidence, and document areas for improvement. It outlines the principles of assessment, including reflecting all competency components and being flexible in approach and timelines. It also describes the rules of evidence, such as the candidate's ability to currently perform tasks according to standards and the work being their own and verifiable. Areas to improve assessments are also addressed.
Taeass301 a topic4
This document discusses how to collect evidence for assessment. It outlines preparing the candidate by informing them of the assessment process and addressing any limitations or safety issues. It also explains how to gather evidence, such as through observation, questions, and documentation, as well as informing candidates of the next steps after assessment.
Bsbcmm401 asession3
The session focused on wrapping up presentation activities and completing the Trainer skill set workshop. Participants discussed feedback and evaluations of the workshop. Certificates were distributed to signify completion of the Trainer skill set training.
Bsbcmm401 asession2
The document provides tips and strategies for effective communication. It discusses the importance of listening to understand rather than reply, giving full attention, keeping an open mind, and summarizing what was said. It also addresses different communication channels like email, meetings, and notice boards. Finally, it lists tips for good communication such as team involvement, creating a consultative environment, supporting consultation, and giving feedback.
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This document outlines the requirements for two presentations to be assessed as part of a training program. It discusses establishing an effective communication presence through research, organizing information clearly using the INTRO model, using appropriate visual aids, employing positive body language, delivering information on track and with support, and evaluating audience understanding at the end. The two assessments will be based on informal and formal presentations of simulated practical activities aligned to the training.
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The document discusses how to contribute to assessment validation outcomes. It states that information from the validation process should be analyzed to identify ways to improve assessment, such as revising evidence collection processes or assessor training. Recommendations for improvements like changes to policies or assessment tools should then be documented in an action plan and records kept to ensure the recommendations are implemented and the process is continuously improved.
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This document discusses contributing to assessment validation by participating in assessment validation activities. It outlines that assessment validators can come from internal or external sources, including assessors, industry representatives, and technical experts. Their roles may include reviewing assessment tools and materials, providing feedback on candidates' experiences, and evaluating tools against assessment principles. The document lists materials commonly used in validation, such as units of competency, assessment strategies, completed assessment tools, and policies. It describes templates used to structure validation discussions around topics like how well tools address units and the acceptability of evidence. Participants are encouraged to identify a validation process to engage in and determine their role.
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Presentation 5
- 1. Session 5: Facilitate a session TAEDEL401A Plan, organise and deliver group-based learning
- 2. Session five At the end of this session you should know how to: facilitate a session present information and question learners. © 2010 Innovation and Business Industry Skills Council Ltd
- 3. Variety in a session © 2010 Innovation and Business Industry Skills Council Ltd 35% 25% 18% 22%
- 4. Facilitate a session © 2010 Innovation and Business Industry Skills Council Ltd Sample session procedure:
- 5. Facilitate a skills-based session © 2010 Innovation and Business Industry Skills Council Ltd
- 6. Communicating clearly Presentation skills: pace posture pitch practise. Questioning: open vs closed questions active listening. © 2010 Innovation and Business Industry Skills Council Ltd
- 7. Feedback Feedback models positive, constructive, positive actions, impacts, desired outcomes current behaviour, situation, impacts, alternatives. © 2010 Innovation and Business Industry Skills Council Ltd
- 8. The next step You should now: identify different learner behaviours maintain positive learning relationships. © 2010 Innovation and Business Industry Skills Council Ltd