| Course
Outline |
| (i) |
Introduction to
Training |
| a. |
The Role and Qualities of a Trainer |
| b. |
How Adults Learn – The Domains
of Learning |
| c. |
Modes of Training Delivery |
| (ii) |
How Adults Learn |
| a. |
The Characteristics of Adult Learners |
| b. |
The Learning Cycle |
| c. |
Delivery Methods – Demonstration
and Co-operative Learning |
| (iii) |
Training Needs Analysis |
| a. |
Client Needs |
| b. |
Learner Needs |
| c. |
Motivation in Adult Learning |
| (iv) |
Course Planning |
| a. |
Considerations in Course Planning |
| b. |
The Learning Group |
| c. |
Course Aims and Learning Objections |
| (v) |
Module Planning |
| a. |
Communication |
| b. |
The ECDL Module Plan – Component Parts |
| c. |
The ECDL Module Plan – Sequence and Schedule |
| (vi) |
Module Planning 2 |
| a. |
Scheduling of ECDL Modules |
| b. |
Selecting Appropriate Instructional Techniques |
| c. |
Introduction to Session Planning |
| (vii) |
Session Planning and Training
Resources |
| a. |
Developing a Session Plan |
| b. |
Session Content |
| c. |
Training Resources |
| (viii) |
The ECDL Programme |
| a. |
The ECDL Foundation and the National Operator |
| b. |
The History, Benefits and Objectives of the ECDL |
| c. |
Managing the Training Room |
| (ix) |
Practical Activities in Training
Sessions |
| a. |
Practical Project Design |
| b. |
The professionalism of the Trainer |
| c. |
Evaluation Criteria |
| (x) |
Practical Evaluation |
| a. |
Theories of Evaluation |
| b. |
Design of Evaluation Instruments |
| c. |
Responding to Evaluation |
| (xi) |
Planning and Delivering Effective
ECDL Training |
| a. |
The First ECDL Session |
| b. |
Planning for Delivery |
| c. |
Self-Evaluation |
| (xii) |
Planning and Delivering Effective
ECDL Training |
| a. |
Planning for Delivery |
| d. |
Self-Evaluation |
| e. |
The CTP Certification Programme |
| Download
Programmes’ Information document here |
