RPL+Questions+6+-+10

// 6. What strategies did you use to engage key stakeholders in the building, review and approval of your learning programs? //
 * Q6. **

I analyse the training package for the rules, I interrogate the units of competence for the elements, performance criteria, the required skills and knowledge and the critical aspects of evidence, as well as the methods of assessment.

I then talk to contacts from the relevant industry for input as to job role and job tasks. I also have discussions with the lecturers in the area most of which are still working in the industry to some extent. Where possible I have discussions with relevant professional associations.

I use the academic support team within the college to guide and review programs where appropriate.

I take into account feedback from students about the courses so far and how their expectations have measured up to their outcomes.

I get my assessment tool validated to make sure that they comply with the principles of assessment and rules of evidence.


 * Q7. **

// 7. A. What parts of the training package are you allowed to contextualise? //

// B. How have you contextualised your programs’ delivery and assessment to reflect your learner group’s workplace or industry requirements (address delivery and assessment contextualisation)? //

A. You can contextualise the unit of competency to reflect the industry area in which it is being delivered. That is the industry language can be used and industry requirement can be taught. This however, does not mean that the elements, performance criteria or critical aspects of evidence can be altered or ignored. Contextualisation is about adapting the unit to the relevant industry needs while working within the requirements of the unit.

B. I have outlined how aspects of the delivery have meaning within the broader industry context and how various lessons fit with each other. I give examples of work place tasks and why they are done in a particular way. I use industry language and terminology, and demonstrate current practices in workflow and product development. I talk about my experience within the industry and use examples of mistakes and wins I have had to emphasis the important of good work practice.

I ensure that while I use industry examples and terminology I still adhere to the correct AQF level for the unit and keep the tasks at the appropriate level.

// 8. How have you selected the units for your learning program so that they meet your learner group’s requirements? Include how you unpacked the qualification rules and how you accounted for any licensing requirements or prerequisite units. //
 * Q8. **

I analyse the training package and look at the rules for the qualification, the number of units and the core versus the electives or specialist units.

After discussions with industry and professional bodies I select the units that would suit the job roles from the list of allowable units.

I check if any unit has a prerequisite and if that is the case I ensure it is delivered prior to the unit, to ensure the student has completed the prerequisite first. I ensure the student is not enrolled into a unit until they have obtained competence in the prerequisite unit first.

Our courses do not have licensing requirements but if they did I would consult the appropriate licensing body to find out the requirements and then include this in an initial unit or cluster to ensure the students can achieve the required licensing as part of their studies.


 * Q9. **

// 9. What actions have you taken to find review existing resources to aid delivery? For example //

// a. Colleagues //

// b. EQUELLA //

// c. Library //

// d. Industry groups or bodies //

I work with colleagues to share and exchange learning resources for common areas, this is within my immediate study area, the portfolio and other portfolios that I have communications with. For example I work in the media portfolio but I am also located near the design portfolio and share resources with the lecturers from both portfolios. These resources include handouts, books, educational pamphlets, PowerPoint presentations and other appropriate digital files.

I read journals in the library and subscribe to other publications myself, both as hard copies and I belong to online subscriptions for web technology and gain resources and ideas from the regular posting and newsletters.

Where it is possible, resources can be obtained from industry groups and we are fortunate to have some casual lecturer from these professional bodies working in our study area.

I regularly look at new publications from Peachpit Press, Pearson Education and similar publishers for new texts and references, and I am on mailing list for new items as they become available.

I also research new trends on the web, which is most appropriate as I teach web design and software subjects.

// 10. What measures do you take to ensure a safe learning and assessment environment (including hazard identification, risk assessment and the implementation and monitoring of controls, and emergency procedures)? Provide two actual examples. //
 * Q10. **

As part of the introduction to the UOC I take my students through the correct OHS for safe computer usage.

egThis includes correct posture, positioning of seat height, positioning of monitor and the correct placement of keyboards. I also take my students through some very simple and gentle eye, neck and shoulder stretches and discuss the importance of giving their eyes a rest over prolonged periods of computer usage. I talk to them about the risk to their eyesight in the longer term from eye strain.

I explain about the evaluation procedures and the alarm system. I show the students the evacuation point and explain how they must all stay together and be marked off at the evaluation point for their own safety.

I speak about avoiding tripping hazards in the computer lab with cables and bags left in the walkways.

I speak about the student code of conduct and that this is a safe place of learning and that each person has the right to be heard. We discuss the appropriate behaviour within the classroom environment, and what is expected from them and what they can expect.

I monitor the noise levels during class and as is the case with lots of young people the noise levels can get a bit loud so I remind them to lower the sound levels.

egThe students use headphones for video editing and I make sure the noise levels are not too loud for each student, pointing out the risk to their long term hearing from excessive prolonged noise levels.