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This handbook is designed for further education (FE) and post-16 teachers, whether specialising in academic or vocational education. Digital capability is crucial for learners, no matter what subject they study. Teachers will therefore need to develop their own digital capabilities as a basic competence in order to embrace current digital tools, apps and techniques to the pedagogy of teaching FE. This book provides the knowledge and skills required to source information learning technology (ILT) and content, and to convert traditional learning and teaching resources into engaging and interactive online material. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating.

The book aims to: (1) explain what ILT and eLearning are in the context of the further education and skills sector; (2) enable teachers to successfully plan, prepare, facilitate and manage ILT for learning activities and tasks related to their role; (3) guide teachers through sourcing and applying the use of ILT and design of eLearning activities and digital resources; (4) establish and encourage ways to enhance learning, teaching and assessment through the use of ILT; (5) develop teachers' digital capabilities in exploring a range of digital tools; and (6) identify ways for teachers to keep up to date and share their own practices of ILT.

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This Professional Development Kit is the key outcome of the Demonstrating Best Practice Project - Using Self-Assessment. This project was undertaken by The Chisholm Institute, Frankston Campus and aimed to enable teachers and trainers to align their work practice with the organisation's strategic directions. The Kit describes a Self-Assessment Model for use by teachers and trainers to ensure that their planning and career development requirements are aligned to the organisation's strategic directions. Show less

The volume contains two assessment packages: (1) Reading and writing assessment; and (2) Maths assessment. In developing this resource, the authors have attempted to develop a range of procedures which will help the student and teacher to describe strengths, weaknesses and progress in terms which are useful to them. They have not attempted to produce an assessment tool which will measure literacy or numeracy strengths and weaknesses, nor an assessment scale which will measure numeracy strengths and weaknesses. The package is designed as a collection of assessment tasks and ideas from which the teacher can choose the most appropriate for particular students on particular occasions. It assumes that literacy and numeracy are multi-dimensional concepts and suggests ways of looking at or assessing some of these dimensions.

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This kit consists of a users manual, a kit book of diagrams and 3 diskettes: one utilities diskette and two data diskettes. The cookery item bank is a collection of test questions classified in such a way that it is possible to withdraw questions on particular topics from the storage system. Over 1000 items have been deposited in the bank and are available for withdrawal and use by teachers and trainers. The item bank is computerised and items are accessible through a simple menu program. This program enables teachers and trainers to view and print the questions and answers they select from the bank. The package is a joint product of the Assessment Research and Development Unit of NSW Department of TAFE and the TAFE National Centre for Research and Development. Show less

This is a collection of articles on issues associated with the assessment of students in a vocational education and training environment. The authors are all teachers at the Canberra Institute of Technology who have undertaken small research projects on assessment. In each of the fifteen papers in this volume, teachers identify their particular assessment focus and relate how they have worked through the processes to present improved and/or innovative strategies for assessing student performance.

Titles in this publication are: Competency based assessment in Design Studies: some reflections; Implementation of external assessment panels for graded competency based assessment; Making the grade; Retesting in four competency based courses in the Canberra Institute of Technology; Managing reassessment: a centre approach; Texts and tasks: investigating reading comprehension skills in ESL; How do you know if they've understood: the assessment of problems experienced by teachers of NESB students in a mainstream program; Assessment strategies when you have NESB students in your class; The language of assessment: an investigation into the linguistic appropriateness of assessment tools used in a range of modules in CIT in 1994; Assessment policy and practices in the Child Care Department; Fairness in assessment: quality information for students; Integrating communication modules in a computing course; Assessment of the teamwork skills of learners; Enhancing assessment approaches for flexible delivery; Recognition of prior learning as assessment practice.

Papers are also listed individually in this database from TD/ACT 42.41 to TD/ACT 42.46, and from TD/ACT 48.04 to TD/ACT 48.11 and at TD/ACT 43.01. Show less

This document illustrates and promotes principles of good practice for work-based learning programs, using case studies from TAFE NSW and their industry partners. The case studies were selected to illustrate the range of work-based learning activities that are possible. It aims to provide curriculum designers and deliverers with ideas and contacts to help them engage effectively in work-based learning activities. Section 1 reflects successful strategies used by course designers and deliverers in TAFE NSW to facilitate the effective implementation of work-based learning arrangements. Section 2 profiles a selection of TAFE NSW and industry programs with aspects of development and implementation highlighted for each case study. There is also an appendix which provides a brief summary of the case studies.

This publication is part of the 'Managing Teaching and Learning in the Workplace - Practical Strategies' resource kit. Related publications are indexed from TD/TNC 61.67 to TD/TNC 61.69. Show less

This manual and video cassette are for use at small and large scale vegetable farm, orchard and vineyard operations. The resource supports training in the unit RTC2701A 'Follow OHS procedures' of the National Rural Production Training Package (RTE3). It is designed for use in basic workplace safety training with new and existing employees from a non English speaking background and low-level English language skills, English speaking workers with limited literacy skills, and existing workers in need of a refresher course in workplace safety. They can be used flexibly, either in a formal group training setting or by individual learners under the guidance of a mentor. The material is divided into four sections covering the areas of personal safety, manual safety, mechanical safety and hazards, injuries and emergencies. The manual includes trainer's notes, a glossary and a competency assessment tool. Show less

This curriculum document was developed in close concert with the hairdressing industry and the Industrial and Commercial Training Commission. It should be read in association with the included hairdressing apprentice training record, a log book which, when filled in, will provide a record of what is taught at the college together with a record and assessment standards of the apprentice's work experience and on-the-job training. The book is divided into three main areas: (1) an introduction and information section for the employer and apprentice; (2) the evaluation and communication section, whereby the employer and college can communicate information of concern each to the other, and to the understanding of the apprentice; and (3) the major practical section with a breakdown of task competencies. Each publication reflects and records the responsibilities of both the educational institution and the employer, providing an integrated (TAFE/industry) curriculum. Show less

This workbook was designed for vocational education and training (VET) trainers and assessors, including those in VET in Schools programs. Specifically, the workbook: examines the communication skills content of units of competency for Certificates I and II within the National Sports Industry and Outdoor Recreation Training Packages; identifies language, literacy and numeracy issues associated with delivering and assessing such units; and provides strategies for dealing with these issues. It can be used in formal group training sessions and individually. Effective communication is vital to the instructing and mentoring components of this field of work.

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This resource kit consists of a set of 46 training cards designed to help experienced child care workers, supervisors or managers conduct high quality on-the-job training. The cards are suitable for use with all carers and there is a particular focus on the needs of those with low levels of English language and literacy. Each card takes between 30 and 40 minutes to deliver. The kit includes topic cards and activity cards. The topic cards have a structure that is easy to follow, with a scenario, questions, and ideas for discussion. The activity cards offer carers an opportunity to practice a range of literacy and communication tasks. There are two booklets which are used to keep a record of learning and assessment. Show less