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.
This OER provides teaching and learning material in technologies applied to sustainability and resilience system design solutions, in particular, electronics prototypes involving sensors and actuators.
This lecture presents students, and professionals who are training in crime statistics reporting, with a concrete tutorial in how to critically evaluate government crime statistics with reference to public data collected from public surveys on their recounted experiences of crime.
This workbook takes the student on a conceptual journey aiding their understanding of what is meant by the quantitative-qualitative research process in contemporary legal empirical research. Although, of interest to social science students, the particular worked examples relate to how to do research on law, legal policy and review.