04853nam 2200601 450 991077959690332120230828201029.01-86922-379-91-299-19046-4(CKB)2550000001005961(EBL)3544756(OCoLC)842860075(SSID)ssj0001562106(PQKBManifestationID)16204864(PQKBTitleCode)TC0001562106(PQKBWorkID)14833298(PQKB)11369865(MiAaPQ)EBC3544756(Au-PeEL)EBL3544756(CaPaEBR)ebr11082452(CaONFJC)MIL450296(EXLCZ)99255000000100596120150804d2006 uy| 0engur|n|---|||||txtccrA framework for the development of learning programmes for adult learners in outcomes based mode for programme planners and educators /Ursula Moodie and Sarah Gravett (co-author)Randburg, Republic of South Africa :Knowres Publishing,2006.1 online resource (180 p.)Description based upon print version of record.1-86922-138-9 Includes bibliographical references.Cover; Copyright; Acknowledgement; CONTENT; About the authors; Preface; Diagrammatic presentation of events; Introduction; Theoretical underpinnings; Theoretical underpinnings; Critical cross-field outcomes; SECTION 1: A framework for the development of learning programmesfor adult learners in outcomes-based mode; Identifying the needs of the organisation; Background; Step-by-step approach to identify the needs of the organisation; Analysing the job/task; Background; Step-by-step guide to performing a task analysis:; Identifying learner needs; BackgroundStep-by-step approach to assess the needs of learnersDetermining learning outcomes; Background; Guide for obtaining learning outcomes; Format for learning outcomes; Checklist for writing learning outcomes; Developing assessment criteria; Background; Format for assessment criteria; Selecting, sequencing and prioritising the content; Background; Selecting of content; Level descriptors; Sequencing content; Prioritising of content; Checklist for developing and sequencing content; Selecting appropriate instructional methods; Background; Step-by-step guidelines for designing learning tasksSelecting assessment instruments and developing assessment tasksBackground; Explanation of terms; Formative and summative assessment; Integrated assessment; Applied competence; Credibility of assessment; Time planning for assessment; Choosing assessment methods and instruments; Feedback; Self-assessment; Time and location of training; Physical format for print material with a focus on distance education; Synopsis; Glossary; SECTION 2: Selecting assessment instruments and developingassessment tasks; Foreword; Appendix A: Excerpt from learning materials for face-to-face facilitationQualification titlePurpose of the unit standard; Learning assumed to be in place; Unit standard range; Specific outcomes and assessment criteria; Unit standard accreditation and moderation options; Unit standard essential embedded knowledge; Critical cross-field outcomes (CCFO); Module 10: Develop training materials; Introduction; Purpose of the module; Specific outcomes; Assessment; Portfolio of evidence for assessment purposes; Time frame; Learning materials; Recommended text books; Learning units; Learning outcomes; Assessment criteria; Introduction; Preparing draft training materialsClosurePonder sheet; Conclusion; Appendix B Excerpt from learning material for distance educationlearning programmes; Qualification title; Purpose of the unit standard; Learning assumed to be in place; Unit standard range; Specific outcomes and assessment criteria; Unit standard accreditation and moderation options; Unit standard essential embedded knowledge; Critical cross-field outcomes (CCFO); Introduction; Structure of the module; The module: Operate coagulation, flocculation and sedimentationprocesses; Purpose of the module; Learning unit; Learning outcomes; Learning tasks; AssessmentPortfolio of evidence for assessment purposesAdult educationCurriculaPlanningEmployeesTraining ofAdult educationCurriculaPlanning.EmployeesTraining of.Moodie Ursula1548125Gravett SarahMiAaPQMiAaPQMiAaPQBOOK9910779596903321A framework for the development of learning programmes for adult learners in outcomes based mode3804936UNINA