All done and dusted? Not really… Once the pressure of the ‘assessment’ is gone, the actual learning can now begin ;-). Is that how are students feel? They work up to this crescendo of assessment, in my case, a brief presentation of my findings on the 3 design elements, and then it all starts to fall into place, like a jigsaw puzzle. It wasn’t my intention and I certainly wouldn’t wish it on my students but somehow I feel it’s the ‘reality’ of learning, especially where deadlines are concerned.
This is the first blog post for the new DTLT course I’ve just started, which happens to be the last paper required for the Certificate in Adult Teaching! Yay!
From what I gathered so far, I’ll need to design and develop a programme/course. Hmm, this may sound an impossible task but as part of my role, I’ve just been assigned to design a new course, called “English for the Workplace“. This course is expected to go ‘live’, i.e. delivered, in Feb 2014.
So, what a great opportunity to use my new (and last) paper for DTLT to develop a new course!
But wait, there is a catch!
As you can imagine, the course can be developed in any shape or form. I’ve got almost no restrictions. Actually, I don’t have any restrictions at all as the Programme Development is taking place as we speak (well, as i write). So I’ll need to wait for a while to see the Programme Regulations.
I’m sure it’ll come around very quickly so I’d better put on my thinking caps.
I’m open to all suggestions so please keep them coming.