Learner Guide Framework

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					               Centre for Learning and Teaching Development
                  Continuous Professional Development Unit




                        LEARNER GUIDE

FACULTY OF     :……………………………………………………………



SCHOOL OF      :……………………………………………………………



DEPARTMENT     :……………………………………………………………



QUALIFICATION :……………………………………………………………



QUALIFICATION CODE:…………………………………………………….



SUBJECT:.………………………………………………………………………



SUBJECT CODE:……………………………………………………………….



COMPILED BY:   Lecturer Name | Department | Office No. | Telephone Number | E-Mail Address

……………………………………………………………………………………………………………………………
                                   TABLE OF CONTENTS

1. Welcome Page                                                         PAGE NUMBER
1.1 Welcome and introduction                                                  1
1.2 Departmental information                                                  1
1.3 Information about lecturers                                               1
1.4 Lecture information (incl. Brief on Experiential Training/Service        2
Learning/Work Integrated Learning)
1.5 Statement of roles and responsibilities                                  2
1.6 Learning and Teaching strategies                                         2
1.7 Assessment and Evaluation                                                2
1.8 Learning Materials                                                       4
1.9 Attendance requirements (non credit bearing compulsory                   4
activities)
2. Technical Component
2.1 Course Information                                                       4
2.1.1 Credit Value                                                           4
2.1.2 NQF Level                                                              4
2.1.3 Field                                                                  4
2.1.4 Sub-field                                                              4
2.1.5 Purpose of the course                                                  4
2.1.6 Purpose statement of the qualification                                 5
2.2 Learning assumed to be in place and recognition of prior                 5
learning
2.3 Course rules                                                             5
2.4 Exit level outcomes/specific outcomes                                    5
2.5 Critical cross-field outcomes                                            5
2.6 Assessment criteria                                                      5
2.7 Moderation                                                               5
2.8 Articulation, progression & portability possibilities                    5
3. Learning Component
3.1 Course structure                                                         5
3.2 Work programme (Scheme of work)                                          7
4. Plagiarism




………………………………………………………………………………………………………
1. WELCOME PAGE

1.1 Welcome and introduction
       Should contain:

      a friendly welcome to the learners
      a brief statement explaining the purpose of the learner guide
      purpose statement for the qualification for which the course forms part
      an Overview of what is covered in the learner guide
      a brief definition of a learning outcome, assessment criteria, assessment
       strategies and embedded knowledge (indicative content)
      The lecturer’s philosophy of teaching (eg How you think students learn best and
       what good/ effective teaching is about )
      State the place of this subject within the learning programme. Show how the
       subject aligns with the broader content/other subjects of the learning
       programme

1.2 Departmental information
       Head of Department               :………………………………………………………
       Room number                      :………………………………………………………
       Telephone                        :………………………………………………………
       Fax No                           :………………………………………………………
       Departmental Secretary           :………………………………………………………

       Contact details                  :………………………………………………………

1.3 Information about lecturers
       Learners are given information about who lecturers the course and where.
Title and         Course/Module        Office No.     Telephone         Consultation
Surname                                               and Email
                                                      address
Mr/Ms/Dr/Prof     Management 101       D23            047 000 0000      By
Nobody                                                                  appointment
                                                                        – Mondays
                                                                        and
                                                                        Wednesdays
                                                                        (10:00 –
                                                                        11:00




                                           1
1.4 Lecture information (incl. Brief on Experiential Training/Service Learning/Work
    Integrated Learning)
       Learners are given information about lecture venue, duration of lessons and
       times.

1.4.1    Brief on Experiential Training/Service Learning/Work Integrated Learning
        Learners are given brief information about experiential training/service
        learning/work integrated learning.

        (Purpose of experiential learning, what needs to be done e.g. completion of
        logbook, conduct/ misconduct on the part of the student)


1.5 Statement of roles and responsibilities

        The lecturers' and learners' roles and responsibilities are clearly defined. These
        could be related to
         Attendance of classes
            (What is the Dept/subject policy on class attendance? If there is none, what
            are your expectations as a lecturer? Emphasize importance of punctuality and
            use of the library)

           Absence from class and tests.
            (What are the consequences of missing out on a test? (What proof/ evidence
            needs to be submitted in cases of a family bereavement, or sickness?)

           Late submission of assignments and projects, absenteeism from assessments,
            etc.

1.6 Learning and Teaching strategies

        The University has adopted an OBE approach to teaching and learning.
        Consequently, teaching and assessment strategies must be learner-centred.

        (Mention the teaching strategies to be used – lectures, small group work,
        cooperative learning, research, problem solving, practicals, case studies, field
        work, etc . Give advice on studying the subject effectively.)

1.7 Assessment and Evaluation

        How assessment is to be conducted throughout the year, calculation of
        year/semester mark, contribution of assignments, project, etc is explained.




                                              2
        Assessment is dual in nature and boils down to continuous and summative
        assessment. You could spell out, especially with formative/continuous
        assessment, by explaining to students how it works. The following is an example:

     Assessment methods
     Continuous : Throughout the semester in the form of class tests, assignments,
      self-evaluation exercises, practical work and a semester test.
     Summative in form of the semester examination or a final project if the module
      is only continuous assessed.

       Year mark / Semester mark
        Give a complete breakdown of the year/semester mark, i.e. what each
        assessment task weighs towards the year/semester mark
        example:

       Class tests:                           10%
       Assignments                            30%
       Practical test                         20%
       Presentations                          10%
       Semester test                          40%


         Specify the number of assignments that must be handed in and specify the
          number that will be included in the calculation of the year/semester mark.
         Specify the number of class tests that will be written and specify the number
          that will be included in the calculation of the year/semester mark.
         Inform learners that a semester test must be written (if applicable).

The year/semester mark should be defined as follows:

    It is the average of all the marks that a learner earns over a prescribed period by
    means of continuous assessment in a module, on the basis of the completion of the
    assessment tasks that are required within the module and for which a mark was
    awarded.

    Also indicate to students what the rule stipulates about entry to examinations
    e.g. a minimum of 40% year/semester mark is required to be allowed to sit for
    examinations.

       Examination mark
        Examples:

       You write (depending on the credits/estimated learning hours per module) one 2 hour
        examination paper that counts 100.
       You need a sub-minimum of 50% to pass the examination.


                                                  3

        Final module mark

         Examples:
        The module mark is compiled from the year/semester mark and examination mark in a 40:60
         relationship.
        You need a sub-minimum of 50% to pass the module .



1.8 Learning Materials

       Primary (prescribed texts) and secondary sources of information and materials
        are given.
       Provide complete bibliographical reference of prescribed sources
       Explain institutional referencing system, eg, Harvard

1.9 Attendance requirements (non credit bearing compulsory activities)

         Specify the required class attendance. It can be worded as follows: Learners
         may be absent with a valid excuse for a maximum of a third of the class
         gatherings. In all instances of absence the student has to, either before the
         absence or as soon as possible after the absence, provide a written reason to the
         lecturer or the head of the department.

         Etc. [anything else that may be applicable, e.g. participation to class outings,
         attendance of group classes / tutorials, participation in class discussions, viewing
         of prescribed videos, films etc.]


2.       TECHNICAL COMPONENT

2.1      Course Information
               This section focuses on SAQA, NQF and OBE compliance. Visit
               www.saqa.org.za to download the NQF structure and other relevant
               information on the qualification you are offering).
         2.1    COURSE INFORMATION
         2.1.1 CREDIT VALUE
         2.1.2 NQF LEVEL
         2.1.3 FIELD
         2.1.4 SUB-FIELD
         2.1.5 PURPOSE OF THE COURSE (This should capture what the learner will
                know and be able to do at the end of the programme).


                                                  4
      2.1.6 PURPOSE STATEMENT OF THE QUALIFICATION


2.2 Learning assumed to be in place and recognition of prior learning

      (NQF SAQA LINK) defines RPL as the recognition of skills, knowledge and
      capability currently held by a person, regardless of how, where and when the
      learning occurred. Briefly explain how your Dept. responds to RPL issues.

2.3 Course rules/Pre-requisites

Admission requirements, and rules of combination/ articulation.

2.4 Exit level outcomes/specific outcomes

ELOs are overarching outcomes required in order to achieve a qualification, whether or
not the qualification is unit-standard based. These are further broken down into critical
and specific cross-field outcomes.


2.5 Critical cross-field outcomes

These are qualities underpinning all qualifications. Write only those that your course
covers.


2.6 Assessment criteria

These should be linked to/ aligned with 10


2.7 Moderation

Explain institutional/ subject moderation policy, its purpose, and how it is implemented.


2.8 Articulation, progression & portability possibilities


3.    LEARNING COMPONENT
3.1 Course Structure

3.2 Work Programme (Scheme of work)




                                             5
     Tabulate the schedule of topics to be covered for the semester/year for example,
     include week ending date, topic.


           This section deals with

                How the content is broken up into manageable chunks in a logical and coherent
                 manner suitable for learning and teaching
                compilation of a work programme that specifies how teaching, learning and
                 assessment will be sequenced in a particular year.
                What will be taught and when and whether that is completed.


           The following exemplar demonstrates how your lecturer has planned your
           work for the course for the whole year:

           CONTENT STRUCTURE: HUMAN RESOURCE: 120 CREDITS
           This is a plan that shows the overview of learning, teaching and assessment that
           will take place to cover 120 credits.


TOPIC                                                                       INTEGRATION

                                              Recruitment sources

Human Resource         Recruitment                       Headhunting
Provisioning                                             Adverts
                                                         Walk-ins



                       Selection              Selection Strategy

                                              Selection Process

                       Placement and          HR Placement
                       Orientation
                                              HR Induction

                                              Criteria for tests

                       Selection and Tests    Types of selection tests

                                              Advantages and
                                              disadvantages of test




                                                      6
              WORK PROGRAMME HUMAN RESOURCE : 120 CREDITS

WK       ELO/SO       INTEGRATI     CONTENT        RESOURC      Assess-      Learnin   DATE
1                     ON                           ES           ment         g&        COMPLET
                                                   NEEDED                    Teachi    ED
                                                                             ng
                                                                             Stra-
                                                                             tegies

1/2/0    SO 1         MARKETING     Formal/Infor   Copies of    Question     Buzz      5/2/08
8        Apply        AC:3          mal            adverts      and          groups
         recruitme                  Businesses                  Answer/
         nt                         Refer to pgs                Test
         AC:                        55-70 of                    /Assignme
         Recruitme                  prescribed                  nt/
         nt is                      book                        Project
         described
         Sources
         of
         recruitme
         nt are
         identified



        4. PLAGIARISM
        Bibliographical referencing (Refer to the institutional /Departmental reference / the
        preferred reference system, plagiarism)

          Any enquiries may be directed to the Head of Department: Continuous Professional
                                          Development Unit.

                                             Mr Z Baleni
                                           Tel: 047 502 2804
                                           Cell: 082 505 6264
                                           zbaleni@wsu.ac.za




                                                    7

				
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