Tag: NZDALN

ALEC Policies: An Update and Review

May 1, 2014

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by

Graeme Smith

in Edtech, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Literacy and Numeracy, NCALNE, Policy, Professional Development, QMS, Qualifications, Uncategorized

I’ve got my head stuck in our QMS at the moment… Right now I’m trolling through all of ALEC’s Policies at the moment as part of our preparation for the upcoming NZQA mandated External Evaluation and Review (EER) which is happening to us later in the year. I’m much clearer this time around on the difference…
New Zealand Diploma of Adult Literacy & Numeracy (NZDipALN): First Big Project

Mar 17, 2014

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by

Graeme Smith

in DipALNE, Edtech, Education, Education delivery model, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Evaluation, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Voc), NCALNE Lite, NDipALNE, New Zealand Context, NZCALN, NZDALN, Online assessment, Online learning, Pathways Awarua, Personal development, Professional Development, Qualifications

Ok… so we’ll have to change this graphic to reflect the change in name from National Diploma in Adult Literacy and Numeracy Education (NDipALNE) to the New Zealand Diploma in Adult Literacy and Numeracy (NZDALN) or something similar. In terms of course content, what I’m planning is a couple of big projects that bookend several…
New Zealand Diploma of Adult Literacy & Numeracy (NZDipALN): The ALEC Model

Mar 17, 2014

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by

Graeme Smith

in 21204, ALEC, Assessment, Business model generation, Complete NCALE, Complete NCALNE, Design, Diagnostic, DipALNE, Diploma, Disruption, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Evaluation, Finish NCALE, Finish NCALNE, Improve teaching practice, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, Mastery, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, Numeracy, Numeracy Indicators, NZCALN, NZDALN, NZQA, Online assessment, Online learning, Pathways Awarua, Personal development, Prison literacy, Productivity, Professional Development, Qualifications, Resources, Tutor, Tutor Profile, Uncategorized

Once again… I’ve started work on the Diploma. This is like about the 5th time I’ve had a go at writing this thing and hopefully, this time I’ll finish it. Actually, this time it should be more of a collaboration, but more on that in a future post. What I wanted to establish here is…
Discussion questions (And my answers) for the Revised Tertiary Landscape

Feb 19, 2014

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by

Graeme Smith

in 21204, ALEC, Compliance, Design, DipALNE, Diploma, Disruption, Edtech, Education, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Finish NCALE, Finish NCALNE, Learning Progressions, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Mandatory review, Maori Literacy, Maori literacy initiatives, Maori literacy numeracy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZCALN, NZDALN, NZQA, Professional Development, Qualifications, TEC

These are the discussion questions from the governance group at NZQA looking at the review of adult tertiary teaching qualifications at the moment. I’ve inserted my answers. Discussion questions and prompts from the NZQA The following questions are designed to prompt thinking and feedback as you consider the landscape and rationale. 1. To what extent…
Adult Tertiary Teaching – The Revised Landscape

Feb 19, 2014

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by

Graeme Smith

in 21204, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, NZCALN, NZDALN, NZQA

It’s kind of a poetic metaphor for a large bureaucracy like the NZQA to use, but they insist on talking about the tertiary landscape. I get it… and I kind of like it… but my mind automatically goes to science fiction novels where the characters are terraforming planets. And perhaps there is a certain amount…
NZQA Review of Adult and Tertiary Teaching Qualifications (including NCALNE) Update

Feb 18, 2014

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by

Graeme Smith

in 21204, ALEC, Assessment, Complete NCALE, Complete NCALNE, Compliance, Design, DipALNE, Edtech, Education, ELN Tutor, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Finish NCALE, Finish NCALNE, Learning Progressions, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Mandatory review, Maori Literacy, Maori literacy initiatives, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, NCALNE, NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand Context, NZDALN, NZQA, Pathways Awarua, Personal development, Professional Development, Qualifications, Reading comprehension

For those of you tracking these changes or just interested. The NZQA governance group has just published their first discussion document and minutes. You can access it on the NZQA website here. I’ll post further comments when I’ve had a chance to digest it carefully. However, for now: It looks like the NCALNE (Voc) Qualification…