DESIGN OF LEARNING ACTIVITIES

Definition: Having high levels of subject and method knowledge and being able to design learning content aligned with learning objectives, suitable methods as well as the interests, (learning) needs and motivations of the participants while taking into account the given framework conditions. This also entails the ability to create materials with consideration of the group of learners and a heterogeneous classroom. 

I can describe the phases of the professional cycle of activity of adult trainer (development, organisation, performance, assessment) and understand how they relate to each other

I can identify different methods and tools to categorise education and training needs (individual and organisational need assessment etc.)

I can formulate competence-oriented learning goals for education programmes (differentiation between the concepts outcome-based vs. knowledge-based; defining learning objectives: learning objective taxonomies, SMART and SPICE system, etc.)

I am familiar with a broad spectrum of adult education methods and can cite their advantages and disadvantages, limitations and possibilities (opening methods, methods to impart knowledge and content; moderation techniques)

I can create a methodological-didactic design for teaching/learning processes (e.g. with details of methods, didactics)

I can plan lesson content and alternative scenarios in the event of unexpected situations

I can select and use appropriate ICT tools to design learning content

I can design content to build learners’ technology and digital media literacy skills

I can design content to build learners’ higher-order thinking, communication and problem solving skills