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Course Writing And Development

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Course Writing And Development

Price: £340.00Course Code: BGN107
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Course Writing And Development

Course Writing and Development course online. Home Study - Distance Learning. Learn to write and develop courses for post secondary or adult education. Approaches to education are variable, and development of any course should maintain focus on both aims and delivery method. Some courses are developed to be teacher-centered; others to be student-centered. Delivery methods can also vary (e.g. Classroom, Workplace, Online) and course development requires a different approach in each instance.


 

Learning Goals:  Course Writing And Development BGN107
  • Determine an appropriate basis for developing a course to suit a given need.
  • Write course documentation and materials methodically and with clarity.
  • Explain differences between levels of study, particularly in post secondary education.
  • Write curriculum documentation for a course.
  • Identify and evaluate sources for course materials and support services for a course.
  • To plan and create a variety of course materials to support learning
  • Establish procedures for reviewing and updating established course materials.
  • Compare relative values of formal course endorsement systems.
  • Plan the implementation of a developed course

 

Lesson Structure:  Course Writing And Development BGN107

There are 9 lessons in this course:

1  Bases for Education

  • Approaches to Education
  • Teacher Centred Learning
  • Student Centred Learning: PBL, Experiential, Montessori, Self paced learning
  • Specialist or Generalist Education
  • Competency Based Training; CBT
  • Homework
  • Delivery Modes
  • Issues For Learning; Lifelong learning, Foundation skill development, Reinforcement
  • Problem Based Learning; characteristics of PBL,Why PBL, Benefits of PBL, PBL Problems, PBL project stages
  • Education Contextualisation
  • Trends, Ethics, Equity
  • Establishing Course Aims

2  Course Writing Methodologies

  • Developing Courses
  • Course Outlines
  • Curriculum Documentation
  • Study Notes
  • Continuous or Periodic Course Review and Development
  • Identifying Needs; student perspective, educators perspective, family perspective, community and industry perspective
  • Identifying Resources; student and teacher
  • Writing Aims, Competencies and Assessment Criteria
  • Writing Course Notes
  • Writing Practicals
  • Writing for Clarity and Understanding; principles of good writing, structuring the course
  • Coding Courses
  • Flexible Delivery
  • Applying Strategies for Flexible Delivery
  • Course Components; Assignments, Exercises, Brainstorming, Buzz Groups, Demonstration, Discussion, Case Study, Guest Speakers, Laboratory Work, Lecture, Mutual Lectures, Practical Workshop, Project, Tutorials

3  Level of Study

  • Determining Appropriate Level of Study; Quantitative and Qualitative Factors
  • Descriptors
  • Duration
  • Assessment
  • Levels of Training; eg. varying certificate levels between UK and Australia
  • Lessons and lesson plans
  • Determining level required
  • Identifying student needs
  • Allowing for different modes of study
  • Structuring a lesson
  • Timing a lesson
  • Evaluating and improving a lesson
  • Levels and kinds of Language
  • Language of learning, and Professional language
  • Determining level of Training
  • Skills and Training Objectives; Competence

4  Curriculum Documentation

  • Scope and Nature
  • Examples
  • Structure and Layout

5  Course Materials

  • Introduction
  • Teaching Resources
  • Learning Resources
  • PBL Project; Develop a new course with minimum use of limited resources: financial and other.

6  Course Material Creation

  • Developing knowledge
  • Applying Knowledge
  • Reflection and Review
  • Developing Skills
  • Innovation and Flexibility
  • Types of Support Materials; documentation, visual elements and illustration, technical aids
  • Factors to Consider when Writing Support Materials
  • Writing for Distance Education; Problems and Solutions
  • Writing a Question
  • Dealing with Practical Aspects of Education
  • Clarity and Consciousness
  • Improving Clarity
  • Understanding Causes of Confusion
  • Ways to Write Concisely
  • Differentiating between Guidelines, Instructions and Procedures
  • Correspondence Course Structure
  • Writing PBL Documentation
  • Handouts
  • Visual Materials; Illustration, Charts
  • Audio Materials, Recorded Presentations
  • Digital Technology; Educational Applications for Digital Technologies
  • Multimedia
  • The Internet

7  Reviewing and Updating Courses

  • Change and Inertia in Education
  • Policies and Procedures to Support Change
  • How to Review a Course
  • Procedure for Changing an Established Course
  • Procedure for Maintaining Currency

8  Recognition and Accreditation

  • Who can Provide Education
  • Universal Recognition; Is it Possible
  • Scope of Endorsement Systems
  • Recognition and Qualifications
  • What is Accreditation
  • The Value of Accreditation
  • Accreditation Myths
  • Recognition and Accreditation Systems
  • Trends
  • Who accredits or recognises what
  • Secondary, Vocational, University Education
  • Industry Training Boards
  • Accreditation Authorities
  • Other Forms of Recognition

9  Application and Implementation

  • Delivering Classroom Based Courses
  • Session Organisation
  • Delivering Practical Courses Outside a Classroom
  • Delivering Distance Education Courses
  • Customising Distance Education
  • Assessment and Evaluation
  • Purpose of Assessment
  • Forulative, Cumulative and Sumative Assessment
  • Assessment Policies and Procedures

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Marking Guidelines for Assignments


 

 

Course Info
Course StartAnytime, Anywhere
Course Prerequisite No, start at anytime
Course Qualification (Study Option B)Level 4 Certificate in Course Writing and Development
Comparative Credits InformationBGN107
Course Duration and DeadlinesTQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation.
Study SupportYou'll be allocated your own personal tutor/mentor who will support and mentor you throughout your whole course. Our tutors/mentors have been specifically chosen for their business expertise, qualifications and must be active within their industry. Tutors are contactable by e-mail, telephone and through our Moodle Student Support Zone online. Tutors are there to provide assistance with course material, discuss, explain and give advice and support throughout the whole programme. Their feedback is vital to your success.
Recognition of Your Course By EmployersFinished with exam/test
Recognition of Your Course By Universities100
Designing Your Own Qualification10 Credits
How Can I Enrol?3 Credit Hours

                                                                             

 

Previous Customer Experiences with our Courses

"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL.  I can now continue study at Ulster University which accept my certificate from ADL".    Level 4,  Advanced Certificate in Applied Science,  VSC001,  Stanislawa,  Poland.

Its with great pleasure I am announcing you my new job as 'Park Manager' for a 5 star hotel in Reunion Island.  Its definitely my courses with ADL (Botany, Agronomy and Tree for Rehabilitation) which were decisive for my nomination. Accordingly, my sincere thanks goes to all the ADL team.

"The course was a valuable learning experience as it provided me with the knowledge and understanding for me as a Careers Advisor. The feedback was very good from my tutor, and allowed me to  build upon my assignments that were marked. The comments were very informative  and very useful. Well written course material."  Andrew W, Careers  Counselling, UK

"It exceeded my expectations. It was more comprehensive than I expected and the assignments really stimulated deep study of the subject. Thank you for your guidance. I am delighted with my certificate and will recommend this course and ADL to my friends and colleagues."  G Flaherty, Ornithology BEN102, Ireland

"I want to thank you for  the course - Hotel Management- I've just finished now. The course was comprehensive and well edited. For sure it can give a new worker in the hospitality industry the basic theoretical and practical knowledge required".  Daniel K, Hotel Management, Romania

"Upon completing the Interior Plants Course I was offered my dream job.  Taking this class was one of the best decisions I've made, the information I received was invaluable.  Thank you ADL". Meg V,  Interior Plants, Florida, USA.

“I am delighted to report that I passed the exam and received a “Pass with Commendation”. I appreciate very much the detail that you went into, in the correction of my assignments  and I found your advice and extra subject information  invaluable in advancing my interest and knowledge in horticulture”.   Go raibh mile maith agat! (a thousand thanks!) Colin, RHS Cert II, Ireland

"Although my main interest in Earth Science is Geology I found this course excellent. The course notes were very interesting and useful throughout the course. Thank you to the ADL staff for their excellent service" Barry. Earth Science

"I received good feedback, and had an efficient turnaround of assignments, useful comments and grades to analyse." Andrew, Calf Rearing

"I enjoyed the course and developed a good understanding of learning and behaviour disorders. I feel this will be helpful in my role as a Clerk at a local primary school". The course met my expectations and I enjoyed the challenge of learning about conditions i knew little about. The presentation of the course and the opportunity to communicate with my tutor was valuable. I enjoyed the course so much , I am planning to do another! Jennifer C, Developmental Learning and Behavioural Disorders in Children and Adolescents, UK

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Disclaimer: Every attempt is made to ensure all information from the academy is accurate and that the student has attained the competencies taught in a course, at the point of their assessment. Beyond this point, the graduate is responsible to maintain their acquired competencies, and apply acquired knowledge and skills in a way which is appropriate to the unique characteristics of each application. This will release the academy from any liability, action and claims of whatsoever nature in connection with, or arising from any such information, instruction or advice, given by any student or ex-student, whether directions given during the course are followed or not.