LO1 Understand the purpose and use of resources in own specialist area.

2024-07-04 20:32:57

                                                                                                            EXPECTED ANSWER GUIDELINES (EAG)

Unit number and full title:

506: Developing, Using and Organising Resources in a Specialist Area

Qualification:

TQUK Level 5 Diploma in Education and Training (DET) 6502

Issue date:

Monday 09th January 2023

Formative Submission:

Week Commencing 13th February 2023

Summative Submission:

Week Commencing 3rd April 2023

Assessors:

 

Assignment title

Resources to Engage Learners Using Blended Learning in Specialist Area

Unit Learning Outcomes (LOs)

LO1 Understand the purpose and use of resources in own specialist area. LO2 Be able to develop and use inclusive resources in own specialist area. LO3 Understand how to organise and enable access to resources.

LO4 Understand legal requirements and responsibilities relating to the development and use of resources. LO5 Understand how to evaluate own practice in relation to development and use of resources.

Funding has been allocated to review and develop resources within your specialist area. You have been asked to lead on this project and produce a report.

You have decided to review your current resources and:

The outcome of the review is that new resources are required. In order to design appropriate resources, your report needs to include:

(2.1) Analyses the principles of resource design. This may include hard copy or electronic resources. This should include learning styles and needs, accessibly, inclusivity, appropriate level, equality and diversity principles (ref. 2.1). Also VAK, positive contribution to consolidating learning, fit-for-purpose, links to preferred learning styles, addressing learning domains (Bloom), sufficient quality and quantity, current content, simple measure of gobbledygook, i.e. SMOG test readability, employing Swedish Execution Time Analysis tool, i.e. SWEET analysis, cost effective, health and safety or risk assessment requirements, user friendly. 

(2.2) Evaluates sources that inform resource development. The sources should refer to own specialist area and include reference to curricula, qualification standards and course specifications (ref. 2.2).

Points to be considered (at least 3 from each paragraph):

Sources to inform development, e.g. exploring existing good practice with peers and colleagues, library or study centre provision, internet resources to inform specific subject or area, networking with subject specialists, and individual learners.

Formal sources, e.g. advice and guidance from awarding organisations, subject journals, online reviews, vocational sector skills bodies, industry, professional bodies, and commercial providers.

(2.3) Analyses how theories, principles and models of inclusive curriculum design can be used to inform resource development. (ref. 2.3) This should include reference to the teaching and learning cycle, process, product and praxis. Theories may refer to Gardiner, Petty, Kelly and Tyler etc.

Having designed and used your resources with learners conclude your report by:

(2.4) Analyse ways in which resources can be adapted to enable an inclusive approach. (ref. 2.4) . This may include enlarged font, colour filters, scribes, readers, hearing loops etc.

Give 4 examples of why and when you had to adapt resources to enable an inclusive approach in own specialist area.

Use the following points to be considered:

Adapting resources, e.g. paper-based, e.g. adapt language to purpose, SMOG test for readability level, change of paper colour, alter font type and size, use of images and white space, providing alternatives at different levels; others, e.g. allowing learners to adapt own resources, appropriate use of PowerPoint, change environment and workplace resources, modify tools or equipment; technology e.g. software, hardware, online web based, VLE. 

Your report should be presented in a professional written format of your choice and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes.

When you have designed the resources, it should form part of the teaching portfolio of evidence. For example you can produce paper resources or electronic resources. Evidence of the resources may include photographs, screen shots and hand-outs.

Assessment feedback should comment on the effectiveness and appropriate use of the resources designed and developed.

You should produce the report in a professional written format and may include tables and diagrams where appropriate. It is envisaged that the report would have an estimated word count of 1500 – 2000 words, equivalent to 6-8 pages. The word count does not include the bibliography.

LO3 Understand how to organise and enable access to resources. LO4 Understand legal requirements and responsibilities relating to the development and use of resources.

 Task B: Evidence to be handed in: Information Booklet using the Harvard Reference Style of Referencing

 Task B (Information Booklet)

As part of the project, you are required to produce an information booklet in which you:

(3.1) Explain ways in which resources can be classified and stored. (3.1) Storage may be via hard copies or electronically for example on a VLE platform with restricted and open access.

Identify various computer file types and the selection of most appropriate, such as PDFs, MP3/4. Review the two common platforms for the access, uploading and redeveloping of learning materials Points to be considered when (all):

 Classification, e.g. clear and logical classification system for retrieval, systematic filing and management of resources, maintaining current and archive documents, produce and maintain appropriate catalogues.

Storage, e.g. suitable storage system for materials, secure environment for tools and equipment, suitable protection and storage of tapes and discs including computer floppy discs or USB devices, limited access for security, booking or issuing system to minimise losses.

(3.2) Review ways of sharing resources with other learning professionals. (3.2) This may include standardisation of course materials and assessment, case meetings, ILPs, staff development and CPD.

List and review 4 ways of sharing resources with other professionals such as network shared areas, on-line file sharing, VLEs, social networking and published journals

 Sharing resources, e.g. identifying common resources, creation and use of central resource bank, making catalogues of resources available to users, intranet for common-user storage, access to VLE (e.g. Moodle), networking with interested parties, system for trading resources, inter- organisation loans, dissemination of good practice, offering training opportunities.

LO 4. Theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area (link your answer to criteria 4.1 and 4.2 of your unit 502).

Points to be considered:

Theories, principles and models, e.g. Neuro Linguistic Programming i.e. NLP to engage different aspects of learning (Bandler & Grinder), addressing learning domains (Bloom, Romiszowski), reinforcing experiential learning cycle (Kolb), building knowledge and skills (Dale), addressing different levels of need (Maslow), development of flexible/blended resources for extended learning opportunities, virtual learning environment, i.e. VLE. 

(4.1) Review legal requirements and responsibilities relating to the development and use of resources. (4.1) This may include health and safety, safeguarding, data protection and GDPR. For example. copyright legislation, plagiarism, data protection, photocopying restrictions, personal liability issues, storage of materials in line with licensing agreements, sponsorship restrictions, awareness of specific regulations relation to internet materials and access, health and safety requirements, risk assessment, training for use of equipment.

 

(4.2) Analyse the implications of intellectual property rights and copyright for the development and use of resources. (ref. 4.2). For example: awareness of organisation and contractual obligations in relation to materials or resources produced during contracted hours, personal intellectual property rights for resources generated outside of contracted hours, restrictions on copying, acknowledgement of authorship in referencing where possible and appropriate. This is especially relevant to photocopying books, using research from the internet including images and videos. 

Your information booklet should be presented in a professional written format of your choice and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes.

You should produce the information booklet in a professional written format and may include tables and diagrams where appropriate. It is envisaged that the information booklet would have an estimated word count of 750 –1000 words, equivalent to 2-3 pages. However please note that this is guidance only and not a requirement of the assessment. The word count does not include the bibliography.

*Task B -Information Booklet (within the report)

LO2 Be able to develop and use inclusive resources in own specialist area.

Task C: Evidence to be handed in: Portfolio of teaching evidence using the Harvard Reference Style of Referencing 

In your teaching portfolio, provide evidence that you have:

(2.5) designed resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in your specialist area

Create specialist resources that involve new and emerging technologies such as KAHOOT, PADLET, IMOVIE, www.surveymonkey.com, or handouts, case studies, notes, http://www.discoveryeducation.com/free- puzzlemaker/, textbooks, artefacts, models, equipment, exemplar materials, adaptation commercial packages for specific use, tools or equipment for specific purpose, user guides to involve use of computers or equipment. New and emerging technologies, e.g. videos or DVD, resource packs of internet materials, virtual learning environment (VLE) materials, active board materials or e-learning study centre resources.

(2.6) employed resources to engage and meet the individual needs of learners in your specialist area.

Provide resources to engage your learners in own specialist area. Investigate meeting needs, e.g. allowing for greater diversification, clear and legible, more interesting learning, effective use of time, varying approaches, differentiation, supporting and extending learning, providing opportunities for functional skills, opportunity to actively engage learners, appropriate level of challenge, encouraging learning and opportunities for individualised and flexible learning.

You must refer to the table at the start of this document which identifies the criteria from each unit which must be provided. You should include evidence for 2.5 and 2.6.

Please note that there is a requirement to observe and assess practice in this task.

Task C- 1x Lesson Plan & Resource/s

LO1 Understand the purpose and use of resources in own specialist area. LO5 Understand how to evaluate own practice in relation to development and use of resources.

Task D: Evidence to be handed in: Reflective Account and Plan using the Harvard Reference Style of Referencing

(1.1) Explain the purpose of resources in teaching and learning. This should include accessibility, inclusivity, assessment, and learning. This should also be used to plan, monitor, and review learning (ref. 1.1). You should cover supporting teaching, visual prompts or stimulation, variation, and diversification of approaches, providing opportunities to develop ICT skills, more memorable, an alternative to the ‘real thing’, opportunities to actively engage learners. Learning resources, for example, engage different learning styles, provide hands- on opportunities for use of specialist tools or equipment, reinforcing learning, supporting and motivating individual learning, fostering independent learning through extended learning

(1.2) Evaluate the effectiveness of specific resources in meeting individual learning needs in teaching and learning contexts.

1.  Why is it important to meet the individual needs of the learners?

2.   What can you use to review the effectiveness of specific resources? - ; through learner feedback, standardisation meetings, and comments from external sources such as examiners

Also

Points to be considered:

Evaluates the effectiveness of specific resources in their specialist area in meeting individual learning needs (ref. 1.2). Consider specific to knowledge content, addressing and developing required skills, matched to abilities of learners, appropriate level of challenge, linked to desired learning outcomes, actively involving learners, supporting individual learning and study, aid to demonstration, the value of ‘real thing’, simulation when ‘real thing’ is unavailable, extending learning, use of new technologies.

Provide a reflective account in which you:

(5.1) evaluate the effectiveness of own practice in relation to development and use of resources to engage and meet the individual needs of learners in own specialist area

Strengths

Areas to Improve

Evaluation (5.1)

(5.2) identify own strengths and areas for improvement in relation to development and use of resources in own specialist area

(5.3) Produce a plan which identifies opportunities to improve your own skills in the development and use of resources.

Action Plan Linked to Developing, Using and Organising Resources in a Specialist Area.

What?

When?

Achieved/ Progress.

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 Your reflective account and plan may be presented in any written format of your choice.

You may produce the reflective account in a professional written format. The plan could be in the form of a CPD plan (REFLECT), action plan, PDP etc.

It is envisaged that the reflective account would have an estimated word count of 500 –750 words, equivalent to 2-3 pages.

Make sure you use academic form of writing in your reflective account. This includes linking research coherently to their writing and using referencing, such as a bibliography, citing and quotes

Merge all your tasks in one file to be submitted through Turnitin.

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