Design adventure-based learning programs

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISOABL003, 'Design adventure-based learning programs'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Design adventure-based learning programs' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENTS

PERFORMANCECRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify program objectives and learning needs of participant groups

1.1. Identify and analyse program objectives and learning needs of different consumer markets.

1.2. Consult with clients to determine program budget, objectives and special learning requirements for particular client groups.

1.3. Discuss and determine complex learning needs of participants and known barriers to learning.

1.4. Identify characteristics and abilities of participants that affect participation in recreational activities.

2. Design the structure and content of the program.

2.1. Consult with external service providers, as required, to assist with design of programs to meet special needs of participants.

2.2. Select an adventure-based learning model to meet participant needs, and determine phases to allow for progression and transfer of learning.

2.3. Determine and document learning outcomes according to identified learning objectives and needs.

2.4. Select suitable recreational activities and environments in line with learning outcomes, and participant abilities.

2.5. Program a sequence of activities to provide effective staged achievement of learning outcomes.

2.6. Select facilitation techniques suitable for learning outcomes, participant needs and the stages of group development.

2.7. Develop and document session plans for each stage of the program.

2.8. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures.

2.9. Document and present final program within client and organisational budgetary constraints for approval by relevant personnel and or clients.

3. Evaluate effectiveness of the program.

3.1. Develop methods and tools to monitor individual and group development during programs.

3.2. Liaise with delivery personnel throughout program operation to identify successes, problems and difficulties.

3.3. Obtain and evaluate feedback from delivery personnel, client groups and participants.

3.4. Evaluate program according consultation with others.

3.5. Modify and continuously improve current and future programs according to feedback and program evaluation.