DISCOVER OTHER WAYS OF TEACHING
The world is changing and so is teaching
- Start any time
- Study at your own pace, working from anywhere
- Learn from a school that has been successfully operating at the cutting edge of education for over 3 decades
- Learn alternative education strategies and options to meet the needs of students and employers.
- Improve your career prospects by learning about the worldwide increasing demand for more flexible forms of education delivery.
Modules Required for this course include:
CLASSROOM DELIVERY SKILLS BWR006
The course contains eight lessons:
- Interpersonal Communication in Education
- Listening Skills
- Understanding Motivation
- Motivational Factors
- Applying Motivation to Education
- Stress Management
- Conflict Management
- Mediation and Negotiation
COURSE WRITING BGN107
There are 8 lessons in this module as follows:
- Bases for Education
- Course Writing Methodologies
- Level of Study
- Curriculum Documentation
- Course Materials
- Course Material Creation
- Reviewing and Updating Courses
- Recognition and Accreditation
- Application and Implementation.
DELIVERING DISTANCE EDUCATION BGN108
There are nine lessons in this module as follows:
- Scope and Nature of Distance Education –how it is different
- Getting the student started
- Supporting Students
- Real Time Support
- Managing Resources
- Student Administration
- Communication Skills
- Supporting Graduates
EDUCATIONAL PSYCHOLOGY BPS105
There are eight lessons in this module as follows:
- Introduction –Development & Learning Theory
- Behavioural Learning
- Information Processing
- Memory Retention & Loss
- Individual Needs
- Constructivist Learning
DEVELOPMENTAL PSYCHOLOGY BPS210
There are ten lessons in this module as follows:
- Theoretical Approaches and Key Concepts
- Early Childhood – Cognitive & Social Development in the First 6 Years
- Middle Childhood – Cognitive, Moral & Social Development in the Primary School Years
- Challenges of Middle Childhood
- Adolescence – Cognitive, Moral & Social Development
- Challenges of Adolescence
- Adulthood - Cognitive and Psychosocial Development in Early and Middle Adulthood
- Challenges of Adulthood
- Late Adulthood - Cognitive and Psychosocial Changes in the Elderly
- Challenges of Late Adulthood
There are 3 lessons in this module, each requiring the student to complete a problem-based learning project:
1. Workplace Tools, Equipment and Materials - Identifying and describing the operation of tools and equipment used in the workplace; routine maintenance of tools and equipment; identifying and comparing materials used in the workplace; using different materials to perform workplace tasks.
2. Workplace Skills - Determining key practical skills in the workplace; identifying and comparing commonly performed workplace tasks; determining acceptable standards for workplace tasks; implementing techniques for improving workplace efficiency.
3. Workplace Safety - Identifying health and safety risks in the workplace; complying with industry OH&S standards; developing safety guidelines for handling dangerous items.
Education has Many Forms
Education comes in many different shapes and forms, and traditional education systems do not suit everyone. This course is relevant to them all.
Some people simply don’t learn as well in a highly structured or conventional situation. Sometimes, a parent or employer seeks a different kind of learning: perhaps one that is more focused on the capacity to be innovative and creative and less focused on learning facts and skills; or learning that is more based on developing problem-solving skills. Also, there is a worldwide increasing demand for more flexible forms of delivery or multi-model education. We have designed this course for educators and trainers who want to develop the skills and broader perspective that will help them meet these new and changing demands. It will help you develop alternative education strategies and alternative educational options to meet the changing needs of students and employers.
With its emphasis on hands-on, experiential learning, this course is ideal as a supplement or complement to education certificates, diplomas or degrees, and also, as a basic training course for educators or trainers who are interested in alternative education methods.
What School Suits A Person Best?
Parents, employers and potential students (even adults) will often assume a school, college or university is going to do one thing for them while the institution itself is aiming to do something different.
Choose a learning style that suits
Everyone learns differently. Some people will learn better when information is presented visually, others orally, and others learn from doing things themselves (kinaesthetically).
All too often, people choose what and where to study based upon the “topic” they want to study, and the “visibility” of the course on offer. Most courses however are geared to deliver a learning experience in a style that better suits some class members than others.
Courses will use different methods of teaching, and some may suit you better than others. Teaching practice is generally defined into 5 main models. There are no definite boundaries between each of the models. No one model is regarded as superior to another.
This approach is teacher-centred, whereby the teacher narrates and explains, and practice and revision is used to consolidate the learning. It is based on the traditional approach. It is not inflexible, but the narration, explanation, revision and practice are considered basic to effective teaching. Content focuses on traditional subjects, with a strong emphasis on the basic skills.
This model is based on well-structured steps of learning and the use of reinforcement. This has been used in formal full-class teaching or face-to-face instruction. This approach is still teacher-directed. With modern technology and on line training techniques (like video conferencing), it is now possible to apply this model to distance education.
Cognitive Development Model
Here, the teacher creates a supportive atmosphere, selects tasks according to the student’s developmental level, and elicits the student's reasoning in relation to the tasks. This approach requires planning of steps, but emphasis is on student's reasoning. A number of cognitive approaches are examined within the context of this model. The pupil learns in a resource-rich situation by using reasoning to solve problems. Distance education allows each student to be treated as an individual, giving each student a selection of optional assignments from which to select, according to the level at which the student is capable.
This model emphasises learning based on the student's interaction with other people and with society, i.e. personal interaction. This model works mostly in group situations. The focus is on social interaction. Content focuses on social-moral-cultural problems which produces self-aware people. There are many ways a student can interact with their teacher and other students, including in person, over the phone, by email, skype, and video conferencing.
This is a pupil-centred model involving a range of teacher structuring with which the self-directed student interacts. It is assumed that change (learning) results from those interactions. The teacher functions more as a guide. Focus is the action (transaction) of the learner. This model is derived from progressive education and open learning. Distance education can work extremely well for this system.
Different schools suit different people. Some people learn fast, and others slow. Some can read something and remember it, while others need repetition to remember. Some will not remember what they read, no matter how many times they read it; but if they apply that information in a real life situation, they may remember it for life. Everyone learns differently. This is a fact that is understood and appreciated by educational psychologists.
If you want to learn it is important that the school and style of learning is matched to the student. A distance education course may suit one person best for learning about horticulture, another may be better attending lectures at a university, and another may learn more by working alongside a gardener as a ‘hands on’ apprentice.
Not all university, vocational, or distance learning courses are the same either.
You can pay either
- Full Fees
- In Two Parts
- In Four Parts
If you pay in full on enrolment, the fees are discounted.
If you pay in 2 parts, the first half of the course is supplied initially; and the second part payment is not made until you have completed the first half (at which time the second half of the course is supplied).
If you pay in 4 parts, the first half is still supplied; you are then billed a second payment (due 2 months later). The third payment becomes due when you commence the second half of the certificate.You can be either pay fees in one or two parts.
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