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COURSE WRITING AND DEVELOPMENT BGN107

Duration (approx) 100 hours
Qualification Statement of Attainment

Master Your Writing Skills for Education - Learn how to Develop Your Own Courses.

Approaches to education are variable. You can develop the key skills and abilities to focus the development of a course on the aims and outcomes of the curriculum and the delivery method.

We need more first-class course writers who consider the student at the centre of the learning experience. Experiential learning is an example of a method you will need to know how do develop for the course you write to have a place in the competitive field of online learning. 

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Courses can be started anytime from anywhere in the world!

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Study Course Writing and Development by Distance Learning, for Distance Education.

Get taken seriously. Work for yourself or secure your dream job in education.

  • Develop your own skills in writing courses for distance education.
  • Suitable for educators and teachers working in the distance learning environment.
  • If you are a freelance writer, you can add this to your skills and your CV.
  • Improve your own writing skills and learn how to write a course to meet curriculum guidelines.
  • You can study in your own time and work with industry experts to learn more about writing for the distance learning and correspondence education market.

"Anyone working in education absolutely needs to understand all aspects of curriculum building, program and qualification development, the importance of resources, the purposes and types of assessment and more - learning is not about simply reading a set of notes, it requires deep cognition and higher order thinking. To enable someone to learn, is like sharing a gift"

Jade Sciascia, Online Course Developer and Tutor.

Course Structure and Lesson Content

There are 9 lessons in this course, as follows:

Lesson 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
Lesson 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
Lesson 3. Level of Study
  • Determining Appropriate Level of Study; Quantitative and Qualitative Factors
  • Descriptors
  • Duration
  • Assessment
  • Levels of Training; e.g. 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
Lesson 4.Curriculum Documentation
  • Scope and Nature
  • Examples
  • Structure and Layout
Lesson 5.Course Materials
  • Introduction
  • Teaching Resources
  • Learning Resources
  • PBL Project; Develop a new course with minimum use of limited resources: financial and other.
Lesson 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
Lesson 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
Lesson 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
Lesson 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
  • Formative, Cumulative and Summative Assessment
  • Assessment Policies and Procedures
  • Marking Guidelines for Assignments
Course Duration: 100 hours

Course Aims

  • 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.

Course Lessons and Lesson Plans

Determining the level required

The level required may sometimes be predetermined by the accreditation and recognition system for which a course is developed. Different recognition systems will clearly dictate just what a course should or should not achieve.

In other situations, the market place may be the overriding force that determines what level is required. If you are developing a course for a particular client, or are aiming at selling it to a particular clientèle, you need to determine the level they will require or respond to, then tailor the course to that level.

In some instances, a course may need to cater to students who are entering at different levels of competence, and seeking to learn at different levels. It is possible to develop a “multi level” course, but this is more complex, and does require more skill to build appropriate flexibility into the course design.

Identifying student needs

Course content should be structured on generic skills and knowledge. Once you have developed the learning outcomes associated with each course, and for each lesson within the course, use these as guidelines to write course content

Individual student needs in a multi-level course can be addressed by structuring the set tasks and assignments etc. in such a way as to cater for students with generic skills from basic to advanced levels. Students with a lower set of generic skills for example should find the course requirements challenging but not daunting. Students with more developed skills should have the opportunity to further develop their knowledge. One set of tasks and assignments for each lesson can address the needs of all students if they are written in such a way as to encourage each student to build on their knowledge irrelevant of their skills level.

This allows the student to set limits that are appropriate and within their capabilities but still cover the course requirements. Obviously the teacher needs to closely guide and monitor each student to ensure that they are meeting the learning outcomes.

Allowing for different modes of learning

Students learn in different ways and educators must have the ability to identify which approach is best for the students and the courses that they are teaching. In times past teachers took full responsibility for the student’s learning processes. They would structure the content and deliver it in such a way as to also give meaning to it through their own interpretation. They would also set and direct the learning objectives through a structured approach.

This approach developed into a more co-operative system where students and teachers worked together. The teacher would guide the students and elicit responses and content would be mutually decided. Recent developments favour a more autonomous learning approach. Teachers encourage, direct and facilitate learning and students are much more self-determined in their learning.

Structuring the lesson

This may be something like the following:

  1. Lesson aim and objectives:students need to know what they will be able to do after they have finished the lesson.
  2. Lesson content: set reading, explanation, explanation, lecture or a combination.
  3. Demonstration i.e. back up your content.
  4. 4. Student participation i.e. questions interaction.
  5. Practice- i.e. set tasks, research etc.
  6. Self-determined learning – assignments, problem based learning projects.
Timing the lesson - setting the pace, frequency, challenge and breadth

Lessons build knowledge. A course should be structured in such away that each lesson builds on or adds to the knowledge of the previous one. They should be sequential.

Evaluating and improving a lesson

Match the lesson content with how well it was implemented and what your students learned. The student’s understanding of a lesson should become apparent through the way in which they approach their self-directed tasks. Lessons can be further improved by analysing and documenting each student’s achievements. Lessons should be altered if you find that generally speaking students are not responding or achieving the lesson aims and objectives.

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Meet some of our academics

John MasonWriter, Manager, Teacher and Businessman with over 40 years interenational experience covering Education, Publishing, Leisure Management, Education, and Horticulture. He has extensive experience both as a public servant, and as a small business owner. John is a well respected member of many professional associations, and author of over seventy books and of over two thousand magazine articles.
Rosemary Davies (General)Rosemary has over 30 years of working in jobs ranging from Writer, Consultant, Broadcaster and, Business owner, to Teacher and landscape designer. She has worked for ACS since 2008
Jade SciasciaBiologist, Business Coordinator, Government Environmental Dept, Secondary School teacher (Biology); Recruitment Consultant, Senior Supervisor in Youth Welfare, Horse Riding Instructor (part-completed) and Boarding Kennel Manager. Jade has a B.Sc.Biol, Dip.Professional Education, Cert IV TESOL, Cert Food Hygiene.
Gavin Cole B.Sc.,M.Psych.Psychologist, Educator, Author, Psychotherapist. B.Sc., Psych.Cert., M. Psych. Cert.Garden Design, MACA Gavin has over 25 years of experience in psychology, in both Australia and England. He has co-authored several psychology text books and many courses including diploma and degree level courses in psychology and counselling. Gavin joined ACS in 2001.


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