Ready-Set-Go-Checklist: A Facilitator’s Tool for Digital Badge Awards

Description

This Facilitator Checklist has been compiled from our experience as facilitators delivering the PACT Open Course with the National Forum. From our reflection, we created this resource to aid fellow facilitators save time and outlined key pre-Course, during-Course, and post-Course activities essential to the smooth running of all Open Courses.

Benefit of this resource and how to make the best use of it

Overcoming ‘Time Poverty’:

In any higher education role there will be times
when we find ourselves ‘time poor’. That’s why, practicable advice to quickly and easily integrate the uptake and sharing of teaching best practice
is always welcome.

“High quality CPD works, and having proactive resource development by committed educators such as Michelle and Edel ensures that Open Courses continues to thrive in upskilling, advancing participants’ career pathways, improving student learning outcomes, and revitalising participants’ enthusiasm for teaching and learning. The Facilitator checklist they have compiled from their own experience in delivering Open Courses is the best type of resource – teacher created material that is both experiential and imaginative – The National Forum appreciates that no-one knows
what teachers need more than other teachers! And as time-poor educators can benefit from succinct, practical, and collaboratively designed resources
like this checklist which have been peer reviewed and reflected upon, I highly recommend that you make use of it as part of your essential planning for delivery of your next Open Course.”

Roisin Donnelly, Former PD/Open Courses Sectoral
Project Manager, April 2022.

Related OER

The Toolkit includes an introduction to generative AI and lexicon of terms, guidelines for ethical use, recommended adjustments to common modes of assessment to mitigate against the potential risk of unethical use, and discipline-specific case studies of good practice that share innovative forms of learning, teaching and/or assessment.

This publication will be a helpful, collaborative resource to all teaching staff at and beyond TUS. It may also generate further ideas for improving practice and enhancing student engagement. This first compendium has led to further publications where ‘pedagogical communities of practice’ continue to share our knowledge.

The OER Recommendation aims to assist Member States to support the development and sharing of openly licensed learning and teaching materials, benefiting students, teachers, and researchers worldwide. It supports the creation, use and adaptation of inclusive and quality OER, and facilitates international cooperation in this field through five Action Areas, namely (i) building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation.

The OER Recommendation aims to assist Member States to support the development and sharing of openly licensed learning and teaching materials, benefiting students, teachers, and researchers worldwide. It supports the creation, use and adaptation of inclusive and quality OER, and facilitates international cooperation in this field through five Action Areas, namely (i) building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER; (ii) developing supportive policy; (iii) encouraging inclusive and equitable quality OER; (iv) nurturing the creation of sustainability models for OER, and (v) facilitating international cooperation.

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