Ethos Consultancy NZ offers you expertise gathered over many years' experience as educators, designers and researchers. This experience includes classroom teaching in intermediate, secondary and tertiary institutions and in the Vocational Education and Training (VET) sector, and in the business world. We have also participated in curriculum development at national and local levels, and managed the processes of design, build, delivery, assessment, moderation, reporting and course evaluation in a variety of educational fora.
Key areas we can help you with include, but are not limited to:
A quote would then be prepared - either hourly or a flat fee.This could be a milestone quotation which can be spread over a period of time and split up according to your requirements.
Click HERE to view a full size version of the process model
In collaboration with yourself as client(s) and content experts, we design online components once we have ascertained the desired learning outcomes, learner needs and the nature of the institutional culture.
After ascertaining the desired learning outcomes, we design a programme around learner needs. Where learner needs have not yet been assessed by the contracting provider, Ethos will devise a learner needs assessment for this purpose. Aspects assessed include learning preferences, ICT skills, access issues and delivery options. Programme design takes into account student individual and social needs as well as content and skills needs.
The programme is assessed in terms of its institutional context. This will include considering the nature and structure of the organisation and its mission in relation to legal and policy frameworks.
On completion of the needs assessment, the programme is designed by a specialist designer, using the ICTELT Process Model, in collaboration with the contracting client and the content specialist(s) / writer(s). Lessons / tutorials / courses are designed with:
All levels of student ICT / digital literacy and use of ICT are recognised (with scaffolding and support integrated into the course).
The role of the lecturer is shifted to facilitator, mentor and designer. Virtual and physical sessions are frequently student-led and student voices are encouraged and heard. The formation of a Community of Learning (virtual and physical) is actively encouraged and rapport and trust are fostered to cultivate an environment for scaffolded 'risk taking'.
Frequent, flexible opportunities are provided for formal and informal communication (e.g. 'virtual' online office hours, instant messaging, 'virtual' tutorial sessions and texting).
Students are supported / scaffolded to make their own meaning through active engagement in authentic tasks and student awareness and discussion of meta-skills are fully integrated, guided and encouraged (online and face-to-face). Frequent opportunities for and examples of modelling and scaffolding are provided in a variety of formats and contexts.
Assessment is fully-integrated, authentic, relevant and assesses what has been included in the course. There are frequent opportunities for meaningful peer assessment and multiple sources of feedback (e.g. 'outside', global experts). Assessments make use of innovative, engaging practices and approaches.
Student and tutor evaluation of the programme provides feedback, enabling improvement in the next iteration. Multiple methods of evaluation (formal and informal) are used. Evaluation is iterative and reflective (e.g. timely, 'visible' re-application of feedback for improvements and / or change).
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