This program is divided into three sections:
1. This section introduces teachers to the concept of change in society, technology and industry through an examination of case studies of changes in technical education.
2. In this section participants may undertake different units which combine both specialist and professional elements, i.e. these units will impart skills and knowledge in a particular specialist area as well as appropriate methods of teaching these within the various specialist areas. Units offered for study within Section 2 are:
P.6.1 An Introduction to the Computer for Teachers P.6.2 Theory and Practice of Portable Power Tools P.6.3 Automotive Electronics
P.6.6 The Safe Usage and Maintenance of Woodworking Machinery P.6.7 Electronics for Electrical/Electronic Practices Teachers P.6.8 Woodturning
P.6.9 Woodfinishing
P.6.10 Applied Wood Science and Materials Testing 3. This section of the program consists of:
(i) an examination of the units undertaken as examples of change and innovation within technical education;
(ii) an examination of procedures for implementation of innovation within classrooms, schools, and the technical education system.
(Variable points) In 1986 the first and third sections will be incorporated into each unit in order to conduct studies in each of these specialised fields as an integrated program.
P.7 Educational Technology
This program is designed to integrate the theory and practice of educational technology so that participants can develop an understanding of how to produce media, when to use it ancf for what purpose. The program covers the following areas: the historical development and major theoretical bases of educational technology; its relationship to curriculum development, the systematic approach to instructional design, mastery learning; a theoretical and practical study of basic photography and television in education; the selection, evaluation and utilisation of resource materials; graphics and design and production of media.
(16 points)
P.8.1 Curriculum Development (TAFE):
Implementation and Evaluation
This program is designed to enable teachers and administrators within the TAFE area of apprentice training to develop the skills to design and implement a coherent and systematic approach to curriculum development.
(9 points)
P.8.2 Curriculum Investigation and Evaluation
This program is designed to enable teachers to further develop their skills in the evaluation of subject curriculum units and programs. The program focuses on the participants' actual situation and encourages the application of various techniques in order to gather relevant information concerning an aspect of the subject curriculum. Applied projects are an integral part of the course and are designed to enable an evaluation to be designed and implemented. The final assignment, a report on the evaluation undertaken, will utilize the data gathered in the applied projects.
(9 points)
P.9 Specialist Studies Program
This program is designed for any candidate requiring points in the specialist study field. It has been developed to provide participants with a variety of studies that will be relevant to both their technical and teaching needs and to enable them to learn the skills associated with:
() the latest theory and practice of their base and extended trade/technical background;
(ii) exploring and utilising resources;
(iii) widening their industrial experience and investigating the teaching strategies which relate to them.
It designs with the participants a framework to illustrate and emphasize the need for developing and updating their technical and teaching expertise and to provide them with self-directing learning approaches to enable them to achieve these needs.
The program consists of an optional 30 hour preparatory section and a series of 20 hour modules. The purpose of the preparatory section is to provide the participant with the knowledge and skills required to design, implement and evaluate their own learning packages.
Each module has a 12 hour technical component and a related 8 hour field experience component which is followed up with a written report that inter- relates the two segments and outlines the educational and teaching implications, together with an evaluation of the content and processes involved.
The progress of each participant will be monitored and assessed by an Institute supervisor. The technical segment can be undertaken at the Institute or at other locations providing approval has been given by the appointed supervisor.
(Variable points - maximum 24)
Units
Strand 1: Teaching, Learning and the Curriculum
1.3 Specific Learning Disabilities 1.4 Remediation of Learning Disabilities
1.7 Student-centred Mastery Learning 1.8 Teacher Effectiveness Training
1.11 Teaching Mathematics in Trade Courses 1.12 Safety in the Workshop
1.13 Basic Surveying for Secondary Technical and TAFE Teachers 1.14 Occupational Safety and Health in Educational Institutions 1.15 Occupational Health and Safety for Teachers of Practical Subjects
Strand 2: Communication in Education
2.1 Visual Communication — 1A 2.2 Visual Communication — 1B
Strand 4: Education and Society
4.6 The TAFE Teacher in Special Education
Strand 5: Project and Project Methodology
5.1 Project Methodology 5.2 Project
(Further details of these studies may be found in the Institute Programs and Units Booklet 1986.)
Assessment
General Approach
For elements taught by the Institute, assessment will generally be based on participation and on the quality of assigned written or practical tasks.
Assessment in each element (subject or unit) is cumulative; final examinations are not ordinarily used. To be assessed on the basis of the normal requirements for a subject or unit, a candidate must have attended at least 80 per cent of the scheduled sessions in that subject or unit, or have completed prescribed additional work to compensate for a shortfall in attendance; but a candidate who has missed half of the scheduled sessions will be required to repeat the subject or unit.
Where a candidate's program of study for the Complementary Component includes an approved investigation and report, the assessment of that element will be based on the quality of the report and on any additional requirements (such as a test, or oral examination) that may be prescribed in addition to the report. Where a program of study for the Complementary Component includes credits for studies examined by another institution the conditions of assessment will be those of the relevant examining institution.
For elements examined by the Institute, results will be awarded in two grades only, Pass and Fail. "Result Pending" may be used in special circumstances but is a temporary result only and must be converted to Pass or Fail in a specified time.
Course Co-ordinator
Mr. Barry J. Brinkworth, Room 1311, Ext. 230.