GDTE Development

Graduate Diploma in Tertiary Education (GDTE) Development Work

Quicklinks for new OERu course interface:

OERu course snapshot (currently still in development): Course OCL4Ed

Course published from a bullet list outline of wiki pages: OCL4Ed

=GDTE Micro Course Project=

The aim of this project is to redevelop two existing GDTE courses (Learning & Teaching in Practice - 45 credits; and Practice Context - 15 credits) into 16 micro courses to be offered through the OERu in 2015.

Each micro course will:
 * meet one (or more) learning outcomes from a specified GDTE course
 * be developed reusing content from the GDTE qualification and a previous qualification, GCTLT
 * offer 40 hours of learning (equivalent to 4 credits)
 * be delivered via cohort-based parallel mode for OP staff GDTE programme (OP facilitated learners) and OERu learners (peer-supported learners with assessment available for a fee)
 * be delivered over 4 weeks of learning, approximating 10 hours of learning per week for each learner, including time spent on summative assessment activities

Micro courses are designed for guided self-study with opportunities for peer-support from participants and facilitators using microblog, blog and discussion forum posts. The course materials incorporate activities that prompt the sharing of thoughts and learning using the interaction tools.

There are 3 ways to engage with micro courses:
 * self-directed interest - learners can freely access course materials and participate in the course activities, however there are no minimum participation requirements for self-interest learners.
 * active participation - this requires a minimum number of microblog and blog posts, and participation in peer evaluation activities, and learners can be awarded a Certification of Participation
 * Learning for credit - learners complete and submit a portfolio of evidence

=Micro course design=

The follow sections come from the OCL4Ed micro course structure.

Course guide


 * overview
 * course aims
 * learning environment
 * 1) course structure indv to each course ; each course is divided into Sessions (a distinct unit of learning); see Structure of a session below
 * 2) interaction technologies
 * 3) Learning process (ways of engaging)
 * study tips
 * resources

Assessment


 * assessment overview of activities and options for participation / credit

Learning Console


 * Communication channels
 * schedule = timetable of session dates and activities
 * participants

Courseware:
 * access to all sessions

=Session design =

include a variety of activities, microblog activities, at least one google+ discussion forum, an E-Activity (Summative assessment activity)

Objectives
 * list of objectives and assessment for this session
 * identify anticipated length of learning time for this session

Video signpost
 * video stimulus (or substitute stimulus if no suitable video available), with microblog activity - sharing / reflection / question

Introduction
 * outlines the topic, include an activity

Content 1
 * include an activity that connects to their practice or context

Content 2

'''Content ... '''

E-Activity
 * this is a summative assessment activity

Summary

Material sourced from:

=Learning and Teaching in Practice=

45 Credit Course in the GDTE Document - broken into 3 sections and 4 micro - courses for each section

At the successful completion of this course, students will be able to:

Praxis – integration of theory and practice
1.	recognise, value and utilise students’ cultural orientation, prior learning, learning preferences/styles, numeracy and literacy needs, by providing a diverse range of activities and opportunities to encourage deep learning; -  understanding the learner & making them the focus instead of the teacher

Learner Centred Learning 2.	adopt sound pedagogical practices that reflect a comprehensive understanding of adult learning approaches needed to engage learners. - - understanding the theory

Adult Learning Approaches

3.	transfer adult learning and teaching principles into a specific subject/work context, by planning, delivering and critiquing a session/learning sequence (covering a specific topic). - (Facilitating a Learning Session) planning, doing , critiquing

Facilitating a learning session

4.	integrate critical reflection into learning and teaching practice and engage in self-evaluation practices. &5.	articulate and implement a beginning personal teaching philosophy based on own concepts and beliefs integrated with adult learning theoretical perspectives. - (Teaching Philosophy) own beliefs

Teaching Philosophy

Assessment
1.	critically review the integration of current assessment and evaluation theories, principles and practices with learner centred, culturally competent, learning approaches and assessment of prior learning - still to be brainstormed - Heather

Integrating Assessment with Learning

2.	explore appropriate strategies and methodologies for assessing skills for learning (including literacy and numeracy,online and digital,self-direction) select or design, and justify the use of a range of assessments including clear and specific assessment/marking criteria to support student learning; ''- Heather

Assessment Design

3.	critique a variety of feedback models/processes in order to provide clear, constructive feedback to support and advance student learning. - still to be brainstormed - Heather

Effective Assessment Feedback

4.	critically examine your institutions/employers strategies,policies and practices related to learning considering their appropriateness for meeting student needs (including Learning and Teaching Strategic Framework,assessment and moderation,online and blended learning) - Evaluating Strategy and policy impact on learning  ???

Evaluating Assessment Policy

Learning Design
'''1.	use relevant educational theory to critique existing learning design approaches, delivery and assessment implications&  3. explore co-negotiation and collaborative support mechanisms for learning design;''' - Learning Design Approaches

Learning design approaches

2.	make informed choices about learner centred pedagogy in learning design, taking learner and contextual factors, and the views of stakeholders, into account; - Learning Design Plan

Learning design plan

4.	develop and plan the implementation of innovative ((??effective)) learning designs in a range of formats which demonstrate multiple understandings of learning and teaching and applies professional practices;  focus needs to be on implementing (Learning Design Implementation, still to be brainstormed, potential to use material from Module 9

Learning design implementation

5.	evaluate all stages of learning design processes and products. - (Learning Design Evaluation), still to be brainstormed material from module 10 now linked to Evaluation module of GCTE Constructing Courses

Learning design evaluation

=Practice Context=

15 Credit Course in the GDTE Document - broken into 4 micro - courses

At the successful completion of this course, students will be able to:

1. Identify and demonstrate a range of digital literacy skills necessary within your own practice context

Digital citizenship in tertiary education

2. Demonstrate reflective practice skills and self-evaluation in relation to your own teaching

Introduction to reflective practice in teaching

3. Apply the principles of Te Tiriti o Waitangi to your own practice context

4. Identify how you can appropriately use basic Te Reo Māori in your practice context

5. Explain concepts of Tikaka Māori, and how the concepts apply to your own practice context

NB: the above outcomes are for the New Zealand context - In the event that an international student is undertaking this course online in a country other than New Zealand, negotiation to replace learning outcomes 3,4 and 5 with outcomes relevant to the sociocultural context of the country they are practicing in could occur.

Cultural Competence (Partnership in the New Zealand Context)

6. Identify what it means to be a dual professional as both a tertiary educator and expert practitioner in the workplace

7. Identify the institutional /organisational strategies and priorities of your employer and describe the ways in which you incorporate those priorities within your practice

Dual Teaching Professional in Vocational Education