|3 Feb to 10 Apr 2020||
||$660 (incl. GST)||Register|
|20 Apr to 26 Jun 2020||
||$660 (incl. GST)||Register|
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ACER Accredited Online Course
This course is intended for educators new to online facilitation or those aspiring to improve their skills in online facilitation. It will equip participants with the skills and knowledge to be an effective online facilitator. The focus of the course is on the theory and practice of online pedagogy, how to facilitate online discussion and collaboration, and support student learning in the online environment.
This course would be appropriate to educators working at all levels of education including school age, vocational education and training and higher education.
Recommended prior learning
This course has no recommended prior learning. Experience in face-to face teaching or training delivery is assumed.
Intended learning outcomes
Participants will be able to:
- Identify and critically evaluate the types, purposes and uses of a range of eLearning pedagogies;
- Apply effective roles and responsibilities in the online learning environment; and
- Evaluate and implement a range of inclusive pedagogies for engaging and supporting online learners.
A fully facilitated course
ACER-accredited online courses provide a highly interactive experience supported by an experienced facilitator. The course design encourages interaction and collaboration in conjunction with appropriate and effective pedagogies. The online facilitator in your course will promote interaction and communication among participants through building and conveying knowledge and modelling relevant skills.
Course in detail
The course is delivered in online mode and consists of 6 Modules and 2 learning assurance tasks (a multiple choice quiz and a weaving and summarising task). The modules are interactive and participants work through examples and activities to build skills and knowledge.
This module gives an overview of online learning in general, its background and styles of eLearning. Participants investigate online interactivity and engagement styles, study qualities of online students and discuss strategies to approach this diverse group of students. The module ends with a consideration of the qualities that make a good online facilitator.
The focus on first steps for facilitators in an online community assists facilitators in setting realistic expectations for both sides in the facilitation relationship. Participants examine facilitation models and briefly consider the other roles and responsibilities in online learning before digging deeper into the online facilitator’s role.
In Module 3, the role of discussion forums comes under scrutiny. Participants focus briefly on groups and group formation. Through activities in the discussion forum participants have an opportunity to showcase facilitation skills and to examine scaffolding through facilitation and strategies to build engagement from the facilitator’s point of view.
Module 4a and Module 4b
These modules focus on assessment, moderation, marking and feedback strategies that place the individual at the centre. Through examination of relevant policies and procedures required in performing the facilitator’s role, participants develop a deeper understanding of the responsibilities involved and gain skills in applying these policies.
Module 4a looks at assessment more generally while Module 4b focuses on assessing competency online and is aimed at educators in the vocational education and training sector.
Participants consider possible challenges encountered in the online learning environment and how to identify such challenges, including using learning analytics. After examination of certain tricky scenarios, participants model how to give support and apply relevant policies. During the course of this module participants complete and share a weaving task with other participants and follow peer-review practice.
The main focus of Module 6 is equipping facilitators to support online students and grow in their facilitation role. Participants are given the opportunity to investigate professional learning, collaboration, reflective practice, participation in peer-review processes and joining like-minded communities as these factors contribute to building effective facilitation skills. As final inspiration participants consider the future of online learning and reflect on their own learning.
Learning Assurance Task 1
A multiple choice quiz.
Learning Assurance Task 2
A weaving and summarising task.
On successful completion of this course, participants will receive an ACER certificate of achievement.
Course mode: Online
Course duration: 40 hours of online learning over approximately 10 weeks.
Resources: All resources are included in the course.
Cost: $660 (inc GST)