Part

Activity name

Activity type(s)

Activity Learning Outcome(s) or Aims

Academic Programme Learning Outcome(s) being addressed by this Activity

Themes covered

8.1

Phase 4 OER Development activity

1. Assimilative

2. Finding and handling information

3. Communication

4. Productive

5. Experiential

After completing the Phase 4 activity and assignment you should be able to:

1. Test your chosen course, whether as is or whether adapted by your team, by seeking feedback on it from students

2. Evaluating your chosen course against the general graduate competencies that employers are looking for

3. Explain what changes you need to make in response to this feedback to others.

1. Explain the role of quality assurance and enhancement processes for providing a good quality distance learning experience for students

2. Understand what the principles and practices of openness in education means for you and your institution in developing and sharing educational resources

3. Evaluate the learning needs of students to help inform the design of teaching programmes

4. Design and develop open educational resources (OER), whether online or in a physical form, that teach and assess learning outcomes

5. Understand the common competencies that employers in Myanmar are seeking from university graduates

Open Education; Learning Design; Distance Education

8.2

How to become an online facilitator (online course)

1.Assimilative

2.Finding and Handling Information

After completing this course, you will be able to:

Understand the role of the facilitator within the context of online conversations.

Demonstrate knowledge of the organisational, technical and communication skills required of a successful facilitator.

Communicate effectively online with learners, paying attention to their diverse needs and backgrounds.

Suggest further areas of study for learners, promoting relevant content.

Reflect on and apply different approaches to your role as facilitator depending on the context.

1. Explain the role of quality assurance and enhancement processes for providing a good quality distance learning experience for students.

3. Evaluate the learning needs of students to help inform the design of teaching programmes.

5. Understand the common competencies that employers in Myanmar are seeking from university graduates.

Learning Design, Distance Education, Professional Development