Assist learners to choose their initial pathway ie attendance pattern, whether to participate VOOCs, Facebook, Forum, Blog, Twitter
Ensure students have viewed ‘harassment free institute’ video etc – signed off – see CAG Blog
Auditing requirements – latest versions, validation, educational team qualifications.
CLAMS roll book/SALM
- Ensure that single assessment event records in CLAMS ie e-portfolio
Provide support based on results from diagnostic testing
Head teacher liaison
iTAFE project manager liaison
Lead team to participate weekly in the iTAFE community of practice
Education Support Officer (ESO). The role of the ESO involves a range of activities which directly and indirectly support learning and enhance the educative process. The activities are performed under the supervision or guidance of a Head Teacher or Mentor. In itafe.net these include but are not limited to:
Introduce yourself to Deployment Trial Help Desk Support (Adele Rowlison) and other ESOs
First point of contact
- Confirm iTAFE enrolment - Share CAG webmix (*see process below) - Ensure learner review of CAG Blog and sign-off harassment free institute (in support of mentor)
Identify learner support
- Diagnostic tool - Develop learner pathway in liaison with learner and mentor - Tech support – Access and ability, to determine learner requirements - Establish relationship with learner for follow-up - Work placement arrangements (team if required) - Introduce support services
Assist with web 2.0 connection
- Learner account creation and guidance to CAG assistance videos - If using mobile devices requirement for following apps: Blogger, Skype, Adobe Connect, Prezzi, Proboards, Symbaloo, Twitter, FB
Connecting learners – sense of community
Troubleshooting in general
Define roles of whom to contact for what
Logins – TAFE
Assist learners to access additional resources/equipment eg Libraries, Hubs
Maintain up to date knowledge of the following:
- Web 2.0 tools - Webmix and iTAFE navigation - Adobe connect/Vantage Point - Mahara
Meet with mentor and assessor and contribute as a team member.
Participate in the iTAFE community of practice weekly.
This role does not teach or prepare lessons or resources and does not deliver training nor undertake assessment.
Assessor. The role of the Assessor involves a range of activities which directly and indirectly support learning and enhance the educative process. An assessor may:
Review/supervise taster assessment results
- Follow up learners for enrolment
Participate in planning meeting with all three roles
Ensure the Learner and Assessor have a clear understanding of assessment requirements ie Rubric, webmix, RPL – explanation and assisting to gather evidence process
Plan to consult learner analytics
Develop tracking sheet to monitor learner progress (optional)
Completion schedule based on HI and learner requirements
Familiarise yourself with e-portfolio tools, Mahara, Webmix options
Suggest evidence ideas to learners
Review TAS
This role does not teach or deliver training
Phase 2 – Orientation and Learning
MENTOR
ESO
ASSESSOR
Share UOC webmix with learner (*see process below)
Maintain Scoop It
VOOC is polished ready to go with detailed session plan (ASQA)
Upload schedule of delivery to all Web 2.0 tools
VET Open Online Courses (VOOCs)
- Plan to Tweet
Mentor learning process:
- Authentic and activity based learning - Facebook – in closed group sessions - Twitter – tweet important points - Blog – provide feedback - Forum – moderate discussion - ePortfolio – provide feedback - In the field - Web 2.0 tools as selected in itafe.net
Monitor behavior/tone in forums, blog and VOOCS
Challenge
Stimulate
Engage
Ensure meeting ASQA requirements
Evaluate and continuously improve sessions and evaluate diagnostic tool and learner feedback and record for ASQA
Identify shortcomings
Ensure learner is fully orientated and at ease with TAFE and its resources
Keep currency both technical and industry
Continuous improvement via constant researching
Manage/facilitate learning resources through UOC webmixes
Maintain CLAMS rolls
Promote a friendly can-do attitude
Work in team for delivery
Access Webmix with team
Making sure links work? Mentor
ID gaps
Tech troubleshooting with VOOC
Encourage learners to collaborate, interact and engage
Share diagnostic report outcomes
Follow up learner difficulties
Social media troubleshooting
Tutoring support and feedback
Social media engagement – encourage
Monitoring student engagement in forums, blogs, VOOCs etc (participation/attendance)
Assisting mentor in VOOC
Check sign-offs for compliance
Access and utilise learner analytics reports
- Distribute results to team - Work with team to analyse and put interventions in place
Support Mentor and Assessor if needed
Support team to meet ASQA requirements
Ensure the learner and assessor have a full understanding of the assessment process
Motivate and encourage learners to collaborate, interact and engage in their chosen learning activities
Conduct audit of learner sign-off for SAGs and follow up missing responses
Provide advice to learners regarding ways in which evidence can be gathered
Discuss with individuals how the evidence can be presented and assist them to identify how it links to the UOC.
Analyse and respond to diagnostic testing reports.
Be present in VOOC sessions to suggest formative evidence.
Support Mentor/ESO.
Assist learners in VOOC with suggestions/advice for assessment evidence
Address RPL applications.
Record CLAMS results and learner notes.
Identify gaps in content and rubric and collate for continual improvement process
Interact and monitor learner participation in web 2.0 tools
Meets ASQA requirements regarding assessment
Phase 3 – Assessment
MENTOR
ESO
ASSESSOR
Check assessor is up to date with marking
Collaborate and feedback within team:
- Webmix - VOOCs e.g. attendance, number of sessions (too long or short?) - What was successful? (review and evaluate with team and learners) - What wasn’t successful? (review and evaluate with team and learners) - Any improvements? - Web Tools? - Rubric (what worked? What didn’t work? Common problems)
Ensure validation is up to date
Set up for next phase – quality improvement process
- Initial improvements to resources and tools
Pass on ‘how things were done’ to next Mentor
Organise moderation of assessments
Check all marks entered on CLAMS
Follow-up the Learner Analytical Report as appropriate
Calling and recording meetings with team
Liaise with assessor to identify and respond to learning gaps
Maintain records for ASQA audit
Technical support with submission of e-Portfolio
Continuous follow-up with learners
Ensure workplace completion
Team meetings
Collate course evaluations and direct learners to evaluations
Reminder of deadlines
Listen to, support and advise learner throughout the assessment process
Liaise with Mentor and Assessor for successful completion
Completion data - feedback to Head Teacher
Liaise with Mentor and Assessor for late/resubmission
Feedback on learner capabilities in regard to VOOC sessions, web tools etc. Share above feedback with Mentor/Assessor
Where, were the main areas, needing support throughout the course?
Feedback on how many hours were spent supporting leaners (keep a log)
Assess learner evidence e-portfolios
Provide learner with feedback regarding assessments and negotiate pathways if Not Yet Competent
Individual discussion with learner re rubric/assessment requirements
Negotiate assessment dates/time for assessment in workplace/Skype
Time management of assessment
Feedback/response to learner in a timely manner
Determine that the assessment requirements and evidence presented meet AQF guidelines
Ensure documentation of evidence and results is comprehensive enough
Hold/retain assessment evidence for audit purposes
Identify gaps within assessment submission
Document or keep a log of problems or what things worked well - then report back to the team as part of feedback
Identify different needs of learners with initial consultation, discussion of rubric and VOOCs
Quality Assurance – if there is a change required – team ensures moderation of Rubric
Post Assessment Validation – (Assessor, Mentor, Industry Expert)
Review assessment only pathway record electronically on cont. register per ASQA and adjust TAS as required
- Checking product
- Familiarise with webmix content
- Contextualise webmix
- Links – all live- Blogs – current information
- Forums – new groups, links live
- Social media – personalise learning group
- Plan to tweet
- Support educational team
- Ensure compliance by all 3 roles
- Adobe sessions (VOOCs) ready
- Adobe Links in Moodle- Layouts
- Testing
- VOOC schedule dates
- Welcome contact email (optional)
- Meet with team to discuss cohort
- Thorough understanding of UOC
- Assist learners to choose their initial pathway ie attendance pattern, whether to participate VOOCs, Facebook, Forum, Blog, Twitter
- Ensure students have viewed ‘harassment free institute’ video etc – signed off – see CAG Blog
- Auditing requirements – latest versions, validation, educational team qualifications.
- CLAMS roll book/SALM
- Ensure that single assessment event records in CLAMS ie e-portfolioLead team to participate weekly in the iTAFE community of practice
- Introduce yourself to Deployment Trial Help Desk Support (Adele Rowlison) and other ESOs
- First point of contact
- Confirm iTAFE enrolment- Share CAG webmix (*see process below)
- Ensure learner review of CAG Blog and sign-off harassment free institute (in support of mentor)
- Identify learner support
- Diagnostic tool- Develop learner pathway in liaison with learner and mentor
- Tech support – Access and ability, to determine learner requirements
- Establish relationship with learner for follow-up
- Work placement arrangements (team if required)
- Introduce support services
- Assist with web 2.0 connection
- Learner account creation and guidance to CAG assistance videos- If using mobile devices requirement for following apps: Blogger, Skype, Adobe Connect, Prezzi, Proboards, Symbaloo, Twitter, FB
- Connecting learners – sense of community
- Troubleshooting in general
- Define roles of whom to contact for what
- Logins – TAFE
- Assist learners to access additional resources/equipment eg Libraries, Hubs
- Maintain up to date knowledge of the following:
- Web 2.0 tools- Webmix and iTAFE navigation
- Adobe connect/Vantage Point
- Mahara
This role does not teach or prepare lessons or resources and does not deliver training nor undertake assessment.
- Review/supervise taster assessment results
- Follow up learners for enrolmentThis role does not teach or deliver training
Phase 2 – Orientation and Learning
- Share UOC webmix with learner (*see process below)
- Maintain Scoop It
- VOOC is polished ready to go with detailed session plan (ASQA)
- Upload schedule of delivery to all Web 2.0 tools
- VET Open Online Courses (VOOCs)
- Plan to Tweet- Mentor learning process:
- Authentic and activity based learning- Facebook – in closed group sessions
- Twitter – tweet important points
- Blog – provide feedback
- Forum – moderate discussion
- ePortfolio – provide feedback
- In the field
- Web 2.0 tools as selected in itafe.net
- Work with team to analyse and put interventions in place
Phase 3 – Assessment
- Check assessor is up to date with marking
- Collaborate and feedback within team:
- Webmix- VOOCs e.g. attendance, number of sessions (too long or short?)
- What was successful? (review and evaluate with team and learners)
- What wasn’t successful? (review and evaluate with team and learners)
- Any improvements?
- Web Tools?
- Rubric (what worked? What didn’t work? Common problems)
- Ensure validation is up to date
- Set up for next phase – quality improvement process
- Initial improvements to resources and tools