Joy Hooker 

Attribute 7: Design, facilitate and guide learning for each individual's success, using a wide range of context-appropriate strategies

 

During 2012 I designed a new programme for EMTC - a level 4 internship (Certificate in Christian Ministries - Internship).  I was responsible for developing this programme from 'scratch' including timetables, course descriptions, assessments, lesson topics, lecture notes, student workbooks and course evaluations.  Various evaluations were completed during the year and adjustments made for 2014.  The evaluation results, analysis and adjustments made are outlined in the 2013 Annual Programme Report that I compiled.  Details are outlined in Case Study 2.

 

 

 

 

 

 

 

Specific strategies utilised

The Certificate in Christian Ministries (Internship) (CCMI) was designed as an online programme utilising live online lectures via WizIQ.  Below is a screenshot of a WizIQ lecture.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In WizIQ, a large part of the screen is taken up by powerpoint slides.  I proposed that as the major points of the lecture are on these slides, they form the bulk of the student notes with additional space provided for learners to record their own notes and reflections.  This has proven to be a popular choice with both learners and lecturers.  A pdf of both lecturer notes and student workbook for the screenshot above are included below.

 

 

 

 

 

 

 

Four main types of assessments were formulated for this course.  The rationale behind each of these is outlined below:

1.  Self-evaluation and reflection - These were included in the Practical Ministry component in order to give learners an opportunity to

     evaluate and reflect on their workplace practice. 

2.  Quizzes - The purpose of the quizzes was to ensure learners read and understood the textbook material and read back through their

     lecture notes.

3.  Forum discussion questions - These were included in order to help bridge the gap between theory and practice.  Learners were

     encouraged to think, write and interact with others regarding how their theoretical learning applied in their context.

4.  Written assessments - These varied for each course.  They could be an essay, a report, or answering a series of questions.  The

     purpose of the written assessments was to ensure learners were able to articulate their learning and bring together various

     facets of what they were being taught.

 

This programme also included four block courses which were held in Auckland.  The first of these was held during the first week of classes in order to introduce the programme and begin building community among the learners.  It also gave an opportunity for learners to meet their lecturers face-to-face rather than only online, and to interact with them informally.  EMTC staff had the opportunity to build relationship with each intern, provide individual support and answer questions regarding assessments.  The blended learning mode of delivery was also put into place in order to include interns in the further development of networks across the Elim churches in New Zealand.

 

Further strategies are detailed in Case Study 2.