National Diploma in Adult Literacy & Numeracy Education: Ideas on How to Package It – Part 1

Designing the NDipALNE

I’ve been thinking about this for a while obviously, but I need to settle on the structure and key content and then nut out my submission for NZQA. Here’s what I’m currently thinking in terms of design for the NDipALNE.

Key considerations

  1. The Diploma needs to function as a flexibile, online distance education programme.
  2. The online programme will need to provide access for learners both nationally and internationally.
  3. The site need to be build on some kind of learning platform that works across different operating systems including mobile devices regardless of whether iPad, iPhone or Android based.
  4. The learning platform will need to have some kind of payment gateway built into it to allow for learners to purchase their training online. Also, it may need the facility to allow for groups to purchase training online as well. This means the ability to take credit card payments, paypal, and probably direct credit payments for groups inside NZ
  5. In terms of content, it should build on and extend the Embedding Literacy and Numeracy Baseline Knowledge that we’ve already established through delivery of the National Certificate in Adult Literacy and Numeracy Education (NCALNE) qualifications.
  6. If possible, unit standard 21204 and the NCALNE qualification should cross credit into the Diploma programme in order to reduce the credit load required from level 5 elective and other credits.
  7. In terms of style, the course of study should be practical, hands on, and contain no more than the minimum content required to be assessed against the Diploma outcomes.
  8. It should also be broken down into sensible chunks that could be purchased separated over time.
  9. The Diploma delivery should pose an opportunity to explore different and alternative online business models for education including subscription, pay as you go, and pay for credentials or similar.
Here’s our giant poster describing the Baseline Knowledge for Embedding Literacy and Numeracy

In terms of actual content at the moment I’m thinking that it needs to reflect a combination of several smaller modules that need to be completed first do deal with some of the “Describe knowledge of” requirements. And then these could be followed with a couple of much larger projects. Something like this:

  • Three smaller knowledge based modules including one on the Te Ao Maori connections.
  • Two large project-based modules. One would focus on the development and delivery of an embedded LN programme. The other would focus on some area of specialisation within an embedded approach, such as designing and delivering an embedded programme where there with a focus on measurement in a trades or vocational context.

The coursework would be largely self-paced with content online. Students could work to their own or organisational timeframes. And assessment would be portfolio assessment at the end of each module or negotiated timeframes.

What do you think? Let me know in the comments.

Author: Graeme Smith

Education, technology, design. Also making cool stuff...

2 thoughts

  1. Hi Graeme
    I’m wondering how much this qualification would differ from the NCALEe (Educator)?

    1. Hi Emma. Thanks for the question. Hopefully quite a lot in terms of practical application and how it’s delivered. I’d be looking to take a very hands on and practical focus if I could get this off the ground. There are some limitations due to the way the unit standards are structured of course. I’d also be looking to integrate as many units as I could and be driven by projects that focus on real needs rather than being driven by individual units. I’m not sure if you’re familiar with ALEC’s NCALNE (Voc) programme but I would try to make it a natural extension of that as much as possible. I guess the designers of this qualification saw it as a stepping stone to the Masters programmes, but I would try and mould it into a next step for our graduates who are largely vocational and trades tutors who are unlikely to progress further than a Dip like this.

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