Condition Monitoring Maintenance Program
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Course Contents
Preparing for the programme
Pre-course activity

Day one
1.1 Welcome and introductions
1.1.1 Housekeeping and icebreaker
1.1.2 Review and discuss programme structure, expectations and needs
1.1.3 Identify personal learning goals 
1.1.4 Pre-course activity review
1.1.5 Personal project planning
1.2 Stakeholder perspectives
1.2.1 The Student
1.2.2 The Practitioner
1.2.3 The Organisation
1.3 Key characteristics of high quality online teaching 
1.3.1 Engagement
1.3.2 Access
1.3.3 Affordability
1.3.4 Equity
1.3.5 Sustainability
1.4 Technology and learning
1.4.1 Key concepts, theories and pedagogies
1.4.2 Common methodologies
1.5         Tools and platforms: An adapted diffusion of innovations
1.5.1 Conventional, tried and tested
1.5.2 The early majority
1.5.3 The early adopters
1.5.4 The innovators
1.6         Plenary, review, reflect and outline for day two

Day two
2.1         Recap and introduction to day two
2.1.1 Review and discuss programme structure, expectations and needs
2.1.2 Review personal learning goals
2.2         Instructional design
2.2.1 Elements of an effective online syllabus/schedule 
2.2.2 Identifying learning needs
2.2.3 Determining learning approaches
2.2.4 Creating materials
2.2.5 Delivering learning
2.2.6 Measuring effectiveness
2.3         Personal project planning: Identifying learning needs
2.3.1 Determine overall goals
2.3.2 Assess learning needs
2.3.3 Identify target audience
2.3.4 Determine delivery environment
2.4         Personal project planning: Determining learning approaches
2.4.1 Learning outcomes
2.4.2 Assessment instruments
2.4.3 Activities
2.4.4 Content and instruction strategies 
2.5          Personal project planning: Creating materials
2.5.1 Asset design and management
2.6         Personal project planning: Delivering learning
2.6.1 Distributing the programme
2.6.2 Learner support
2.7         Personal project planning: Measuring effectiveness
2.7.1 Assessing whether learning needs have been met
2.7.2 Impact and effectiveness
2.8          Professional development
2.8.1 A professional development approach
2.8.2 Summary
2.8.3 Buddying up and looking ahead
2.9         Plenary, review, reflect and close

Please note this programme is indicative and subject to minor changes before delivery.

Benefits to Organization

Technology-enhanced open and distance learning (ODL) is established in many developed and developing countries as an accepted and credible route to achieving tertiary education. The current huge global expansion of ODL is driven by the recognition of the fundamental right of all citizens to have choices about their access to education, and enabled by a massive growth in information and communication technologies. Equipment has got smaller, the internet has got faster, and flexibility, portability and integration have increased. Effective ODL has become essential in the drive to increase access to high quality education that is affordable and relevant in a knowledge society. 
Providing high quality ODL has the potential for your institution to increase impact in both quality and quantity. It can support additional learning for campus-based students and increase the institutional reach to diverse and geographically dispersed communities, making it an excellent platform for strategic institutional growth. However, as with any strategic activity, it is essential that those tasked with designing and delivering ODL are given the knowledge, understanding, skills and resources to do it well. This is particularly relevant in the field of ODL, where there are many examples of poor ODL creating a reputational burden to be overcome.

This workshop will support your academic staff to:
Understand the institutional context needed to develop and deliver high quality, affordable and effective online learning
Develop practical skills and create a plan for the immediate design and implementation of one course or module
Plan further and ongoing professional development in ODL according to their discipline and institutional interests

It is highly recommended that groups from the same institution attend together, ideally in workshop sets (eg 10 academics from humanities and social sciences, 10 academics from maths and sciences etc). In this instance, delivery can be tailored to maximize benefits by supporting participants to form institutionally-based communities of practice for sharing learning around the ongoing development, delivery and growth of ODL.

Benefits to Individual

This workshop will support you to:
Develop knowledge, understanding, skills and practice in ODL
Create a plan for the design and implementation of one course or module for current or potential students
Build a practical workbook resource for future use and reference
Plan further and ongoing professional development in ODL according to your discipline and institutional interests

You will also receive a certificate of participation for your professional development Portfolio.

Training Objectives

By the end of the workshop, participants will be able to:
1. Discuss the choices that practitioners make about using technologies to support students in higher education, training or professional development; 
2. Identify the choices that students make about the technologies and platforms they use for learning; 
3. Describe the current debates and some of the key theories that practitioners draw on in the field of technology-enhanced learning; 
4. Use and evaluate a range of conventional and innovative technologies and tools for individual and collaborative learning; 
5. Draw on a range of evidence to support their own choices in designing learning activities or creating a specification for a module or training-package;
6. Create practical instructional design plans mapped to discipline, learning needs and approaches; 
7. Seek out ideas and insights from the leading edge of practice and research relevant to their interests or professional concerns in technology-enhanced learning.