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  • Area 1: Course Content Outline and Subtopics

    1.       Create 14 topics (with sub-topics) to represent 14 weeks of Learning and Teaching Activities.

    2.       Total SLT for this section must be 84.

    3.       Each topic has 6 SLT to be distributed for Learning and Teaching Activities.

    4.       Each topic must allocate 1 SLT for Tutorial section under Online/Technology mediated (Synchronous)

    5.       The other 5 SLT distribution are based on the following parameters.

    No.

    Learning and Teaching Activities

    SLT Value

    Location

    1.

    10 minutes Pre-Recorded Lecture Video

    1

    NF2F

    2.

    5 pages of Module (SIM)

    1

    NF2F

    3.

    		1 hour Discussion Forum Activity1NF2F

    4.

     Quiz (10 MCQs or 5 Open-Ended Questions)

    1

    NF2F


     

    Area 2 & 3: Continuous Assessment and Final Assessment

    1.       Continuous assessment and final assessment must total 100% or 36 SLT

    2.       Example of the distribution of SLT for assessments are as follows:

    No.

    Continuous Assessment

    Location

    1.       Online/Technology mediated (Synchronous)

     

    NF2F

    1.

    Assignments

     

    (X% * 36)

    2.

    Presentation (30 Minutes)

    0.5

    (X% * 36) – 0.5

    3.

    2 Quiz (30 minutes each)

    1

    (X% * 36) – 1

    4.

    Article Review

     

    (X% * 36)

     

    No.

    Final

    Assessment

    Location

    1.       Online/Technology mediated (Synchronous)

     

    NF2F

    5.

    Final Exam (3 hours)

    3

    (X% * 36) - 3

     


    Topic
    2

  • No.

    ITEMS

    CHECK

    1

    INTRODUCTION

     

    1.1

    Use conversational language

     

    1.2

    Explain the importance of the topic

     

    1.3

    Gain the students attention (Use quotes, incidences, fun facts, case studies, etc)

     

    1.4

    Recall prior knowledge

     

     

     

     

    2

    LEARNING OUTCOMES

     

    2.1

    Develop using Bloom’s Taxonomy

     

    2.2

    The learning outcomes must reflect the programme level

     

    2.3

    Recommended number of Learning Outcomes is between 4 - 8

     

     

     

     

    3

    BODY OF CONTENT

     

    3.1

    Must reflect the Learning Outcomes

     

    3.2

    Use conversational language

     

    3.3

    Must be original

     

    3.4

    Must have the right depth

     

    3.5

    Must be current

     

    3.6

    Must be accurate

     

    3.7

    Provide examples to reinforce knowledge

     

    3.8

    Provide Self-Check questions, tips and LMS discussion questions

     

    3.9

    Provide Activities

     

    3.10

    Provide links to external content (videos, notes, etc) if they add value to the topic

     

    3.11

    Images, figures, tables must be numbered accordingly and cited (if taken from external sources)

     

     

     

     

    4

    SUMMARY

     

    4.1

    Highlight the important sections in the topic

     

    4.2

    Highlight the learning outcomes

     

    4.3

    Prompt students to complete the assessments and post questions in the LMS discussion forum if they have questions.

     

     

     

     

    5

    		REFERENCES
    5.1Content taken from external sites must be cited here

     

     

     

     


     

     

     

     

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  • Facilitators and teachers play an invaluable role in our society, passing along a wealth of knowledge to students of all ages and life stages. While the titles are often used interchangeably, the skills and responsibilities of a facilitator vs. teacher can be very different. 

    What Is a Facilitator?               

    While many types of facilitators work in a variety of settings, they each share a common goal: helping people learn. Many areas of expertise combine to make up what a facilitator is trained to offer. Facilitators focus on easing the learning process, arming students or employees with strategies for cultivating ideas, fostering creativity, improving communication, and deepening comprehension. 

    Facilitators can improve a workplace or learning environment by: 

    • Acting as mediators. Facilitators often work in group settings. By acting as mediators and encouraging a healthy discussion, they’re able to increase participation, fostering new ideas or solutions.  
    • Engaging in active listening and problem-solving. Understanding how to best help someone requires reliance on strong active listening skills. By narrowing down the specific challenges an individual is facing, facilitators are able to help find a solution. 
    • Using preparation or engagement techniques. Even though facilitators aren’t required to have background knowledge in a subject, proper preparation is crucial for facilitation. Arriving prepared with activities and strategies to keep students and coworkers engaged can streamline learning or workplace development, encouraging individuals to invest in the process. 

    While teachers impart information, facilitators help students absorb that information. By offering skills, strategies, and resources to boost productivity, facilitators make it easier for students or employees to participate in the learning process. Facilitators break down barriers to creativity and communication and encourage success.

    What Is a Teacher?             

    Teachers are subject matter experts who pay their knowledge forward. The main difference between facilitators and teachers is that teachers use their subject matter expertise to design curricula, presentations, and learning materials. Teachers create and implement learning materials, while facilitators support learners through the process and help maximize their education.

    What a teacher is tasked with involves advancing students’ knowledge and skills and understanding the specific subject matter. Through designing lessons and supplying resources, teachers strive to foster their students’ curiosity, creativity, and investment in learning. 

    A teacher’s day-to-day duties include the following: 

    • Lesson planning. When planning lessons, teachers look at the long- and short-term goals of their students’ curriculum. To ensure that students meet the education standards for each grade and cover the required subject matter, teachers must plan accordingly, drawing on time management, planning, and organizational skills. 
    • Testing or evaluating. Tests and evaluations allow teachers to get an idea of what content their students have mastered and what they need to review. The process also allows them to give formal grades and prepare students for state-mandated testing.  
    • Giving presentations and communicating. Teaching includes giving presentations and communicating orally and in writing. The more comfortable teachers are with presenting and communicating, the more time and resources they can put toward evaluating and building rapport with students. 

    Educators, whether they’re classroom teachers or workplace facilitators, shape the way we learn, see the world, and approach our futures. For educators, developing teaching skills takes time and dedication to their craft. Developing expertise in how to guide that learning and fostering students’ curiosity can be a stimulating and fulfilling career. 

    Considering the distinction between a facilitator and a teacher can shed light on the processes these educators use to spark learning in any student. Moreover, the comparison can help aspiring and practicing teachers broaden their perspective on what a teacher is.



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