TUTORÍA 1 - EC0301 Y EC0217.01 - G9 CAEXVIP- (18 FEB 2025)

Introduction to the Training Program

Overview of the Session

• The session is an introduction to the first tutoring session for Competency Standards 301 and 217.01, focusing on expert training programs.

• Participants are reminded that this is specifically for Group Nine, clarifying any confusion regarding attendance.

Competency Standards Explained

Details of Standard 301

• Standard 301 pertains to designing human capital training courses in a group setting, including course evaluation instruments and manuals.

Details of Standard 217.01

• Standard 217.01 focuses solely on delivering human capital training courses in a group setting, emphasizing course preparation and evaluation during delivery.

Access Issues and Support

Platform Access Concerns

• Participants experiencing access issues are advised to contact support via email or WhatsApp for assistance with platform access problems.

• A recent maintenance issue affected platform accessibility; however, it has been resolved now.

Clarification on Course Design

Differences Between Standards

• While both standards share common elements, they serve different functions: one focuses on course design (Standard 301) while the other emphasizes course delivery (Standard 217.01).

• It’s important to differentiate between products required by each standard; for instance, evaluations differ based on whether it's about design or delivery performance outcomes.

Integration with Other Standards

Relation to Online Courses

• There is mention of another standard (366) related to online course development; participants can use similar themes but must adapt tools according to modality differences (in-person vs virtual).

Clarification on Non-Certification Standards

Evaluation Instruments and Course Manuals

Overview of Evaluation Purpose and Competence Level

• The evaluation aims to demonstrate competence at a level three standard, which was discussed in the initial session. It includes relevant aspects of evaluation as a crucial part of the course design.

Workplace Assessment Recommendations

• To meet the competency standard, evaluations should ideally occur in a workplace setting during regular work hours. However, if this is not feasible, simulated environments can be used for course design practice.

Required Evaluation Instruments

• Essential instruments include:

• At least one tool to assess skills.

• One tool for knowledge assessment.

• A satisfaction survey for course feedback.

These tools are necessary supports outlined in the instructor's manual.

Course Design Documentation

• The first product required from course design is a descriptive letter that serves as a guide for instructors, detailing the entire structure and execution plan of the course. This document must adhere to specific guidelines including format and content requirements such as participant profiles and learning objectives.

Key Elements of Descriptive Letter

• The descriptive letter must include:

• Course name and designer's name fields.

• Dates of course delivery (to be filled later).

• Entry requirements based on participant profiles.

• Number of hours and participants expected.

• Learning objectives clearly defined.

This ensures clarity in planning before actual implementation begins.

Structuring Course Content

• The letter should outline:

• Different phases of training (e.g., framing, development, closure).

• Detailed content description along with instructional techniques and group activities planned.

• Strategies for evaluating learning outcomes alongside materials needed for instruction.

All elements must be free from spelling errors to maintain professionalism.

Evaluation Criteria for Products

• Subsequent products derived from the descriptive letter will also need to meet specific criteria:

• General objectives must be articulated clearly according to set specifications.

• Each product will undergo evaluation using checklists that assess their characteristics against established standards. This includes defining topics, instructional techniques, group activities, and selected teaching materials.

Importance of Glossary and Attitudes in Design Standards

• Element two focuses on designing evaluation instruments that align with the overall course goals while incorporating essential terminology (glossary) related to attitudes, habits, and values pertinent to effective teaching practices. These components are critical during alignment discussions throughout the design process.

Designing Evaluation Instruments

• When creating evaluation tools:

• Include spaces for recording names (instructor/participant) and application dates (to be completed later).

Evaluation Strategies and Course Design

Importance of Alignment in Evaluation Instruments

• The discussion emphasizes the necessity for evaluation instruments to align with the strategies outlined in the course description, ensuring that all designed tools are relevant and applicable.

• It is highlighted that understanding various types of evaluation instruments is crucial for effective assessment, as they play a significant role in measuring learning outcomes.

Designing Effective Assessment Tools

• Key components of assessment tools include application instructions, item responses, and satisfaction surveys which gauge participant feedback at the end of a course.

• The design of training manuals must adhere to specific guidelines that outline what should be included, such as participant introductions and developed topics.

Challenges in Standardized Training Methodologies

• The speaker notes that aligning with established standards can be challenging for those experienced in traditional teaching methods, often requiring adaptation to new frameworks.

• Personal experience reveals that while empathy and rapport with participants are important, they do not guarantee achievement of learning objectives or meaningful application of knowledge.

Ensuring Learning Objectives Are Met

• A focus on competency-based education ensures that participants not only learn but also understand the significance behind their actions within their personal or professional contexts.

• Questions arise regarding whether learning objectives should maintain uniformity across different domains (cognitive, psychomotor, affective), suggesting consistency enhances coherence in educational outcomes.

Cognitive Foundations for Competency Development

• It is recommended that cognitive objectives align with practical skills to avoid superficial learning experiences; higher cognitive levels should support deeper understanding.

• Emphasizing cognitive foundations allows learners to grasp why certain procedures matter, fostering a more profound connection between knowledge and its application.

Addressing Knowledge Application Gaps

• There is concern about an overemphasis on theoretical knowledge without practical application leading to confusion among learners about how to utilize what they've learned effectively.

Understanding Learning Objectives and Competencies

The Importance of Cognitive Objectives

• Emphasizes the need for cognitive objectives to be prioritized, ensuring that knowledge is not only acquired but also applied effectively.

• Suggests a balanced approach depending on the course nature, where theoretical topics may require more focus without neglecting skills and values development.

Practical vs. Theoretical Focus

• Discusses the importance of practical application in learning, indicating that while cognitive support is necessary, practical and affective aspects should also be emphasized.

Study Guides and Standards

• Mentions the use of study guides provided by evaluators as supportive material for candidates to focus their studies on specific standards.

• Clarifies that each standard has its own study guide which should not be mixed up; these guides help participants understand what they will be evaluated on.

Instructional Design Foundations

• Highlights the shift from traditional to online instructional environments, stressing clarity in objectives and alignment with learning needs.

• Stresses that identifying participant learning needs is crucial for developing effective learning objectives.

Evidence of Learning Outcomes

• Explains how learning objectives inform thematic content and activities necessary for evaluating skill development.

• Underlines the significance of defining evaluation criteria based on established objectives to ensure meaningful assessment outcomes.

Course Structure and Evaluation Process

• Discusses flexibility in course design allowing evidence collection for multiple standards within one course framework.

• Warns about potential time management issues when creating separate courses for different standards but encourages participants' autonomy in decision-making.

Evaluation Timeline and Extensions

• Provides information about evaluation timelines, including a grace period after deadlines for those who may fall behind due to justifiable circumstances.

Managing Anxiety Around Evaluations

• Acknowledges common anxieties related to upcoming evaluations while encouraging focus on current tasks rather than future concerns.

Task Assignment for Further Analysis

Course Standards and Evaluation Process

Overview of Course Standards

• The discussion introduces a standard for the in-person group training of human capital, emphasizing its relevance for trainers involved in such courses.

• It highlights that this standard is aimed at individuals in middle management who supervise subordinates while receiving guidance from higher authorities.

Certification Validity

• The certification obtained from this standard is permanent until an update occurs; however, another certification (301) has a validity of four years.

Course Structure and Evaluation

• A course can last a minimum of two hours, whether real or simulated. An example is provided where a trainer named Daniel prepares for an evaluation during his scheduled course.

• For evaluations, the session must be two hours long, regardless of the total duration of the course being taught.

Risks in Real Courses

• Conducting evaluations during actual courses poses risks as participants may not be prepared to assist with the evaluation process.

• Uncontrolled dynamics during real courses could negatively impact evaluation outcomes due to unpredictable participant behavior.

Recommendations for Simulated Evaluations

• It is recommended to conduct evaluations in a controlled simulated environment where participants are aware they are part of an assessment process.

• This approach allows better management of time and group dynamics, ensuring compliance with all standards required for evaluation.

Requirements for Effective Training Sessions

Participant Requirements

• A minimum of four participants is required for effective training sessions. Adjustments were made post-pandemic to allow two physical and two remote attendees if necessary.

Interaction Tools and Conditions

• Trainers must ensure adequate conditions for interaction between remote participants through synchronous communication tools that facilitate real-time engagement.

Material and Resource Needs

Evaluation Duration and Standards

Overview of Evaluation Process

• The estimated duration for the evaluation is three hours, which includes one hour for the evaluator to apply checklists on submitted products.

• Two hours are allocated for fieldwork where participants can conduct the course, leading to the delivery of applied instruments and a final report with results provided later.

Importance of Time Management

• It’s crucial to note that if a course exceeds two hours, only two hours will be available for evaluation by the evaluator.

• Recommendations suggest adjusting course durations to fit within 2 hours and 15 minutes, allowing for a 15-minute tolerance.

Evaluation Instruments and Standards

Development of Evaluation Tools

• The evaluation instruments used (301 and 27.01) were created by the same committee that established the standards, ensuring alignment with standard requirements.

• Participants can trust that evaluations will strictly adhere to what is outlined in the standards.

Reference Materials

• Additional references are provided for those interested in deeper exploration of relevant bibliographies related to these standards.

Course Preparation Elements

Key Components of Course Design

• Element one focuses on preparing the session, aligning closely with element one from standard 301 regarding course design.

• Element two pertains specifically to conducting training sessions while element three addresses evaluating those sessions.

Performance Criteria

• Before starting a course, it’s essential to verify resource availability as per specified checklists.

• A checklist must be prepared prior to imparting training; this serves both as an evaluative product and a guide during performance execution.

Documentation Requirements

Essential Documentation

• Required products include a verification checklist and a planning document (formerly known as descriptive letter), which outlines necessary components similar to those in standard 301.

Learning Objectives

Evaluation Criteria for Course Instructors

Overview of Evaluation Components

• The evaluation focuses on performance indicators that transform into assessment items, including checklists and observation guides.

• Knowledge assessments are derived from established criteria, with attitudes, habits, and values linked to product-related responsibilities.

• A glossary is provided to clarify terms related to the course alignment process and expectations for instructor performance.

Instructional Techniques and Assessment

• Instructors will be evaluated based on their use of various instructional techniques during course delivery, such as group integration and expository methods.

• Observations will focus on how instructors manage learning processes using principles of adult education and group dynamics.

• Evaluations include knowledge assessments regarding group dynamics, participant roles, attitudes, habits, and values without specific products being assessed.

Performance Evaluation Elements

• The third element emphasizes the importance of evaluating the session itself as a key differentiator in this methodology.

• Instructors must inform participants about learning evaluation methods during the framing stage; they are also required to apply diagnostic evaluations at specified times.

• Formative or summative evaluations must be conducted alongside satisfaction surveys post-course delivery.

Final Reporting Requirements

• After course completion, instructors must submit applied instruments for evaluation within a brief timeframe as directed by evaluators.

• A final report format will be discussed in upcoming sessions; it includes all necessary criteria and guidelines for submission.

Recommendations for Course Preparation

• Instructors should select courses aligned with their expertise to minimize stress over unfamiliar topics while ensuring compliance with standards.

• If adapting a course from 301 to 217.01 standards, adjustments should ensure alignment with two-hour requirements while maintaining flexibility in content duration.

• The planning document serves as an essential support tool rather than something to memorize; it can guide material development like PowerPoint presentations.

Additional Resources

• An editable planning document is available that includes instructions tailored for individual courses; examples will be shared during sessions.

Course Planning Document Overview

Introduction to the Course Planning Document

• The document referred to as "carta descriptiva" is essential for presenting evidence for standard 217.01, labeled as the course planning document.

• Instructions are provided in red text within the document, which should be removed once completed.

Structure of the Course Planning Document

• The course planning document consists of four main sections:

1. General Information

2. Framing (Encuadre)

3. Course Development

4. Evaluation and Closure

General Information Section

• This section includes critical details such as:

• Course name, duration, number of participants, participant profile.

• General objectives and specific goals aligned with course benefits and requirements that must match the product list.

Framing Section

• The second section focuses on instructor-participant interaction, establishing a connection before diving into content delivery.

Course Development Section

• In this part, learning objectives are elaborated through various instructional techniques like exposition, demonstration, dialogue, and discussion.

• It outlines evaluation moments including diagnostic assessments at different stages: formative evaluations during development and final evaluations before closure.

Importance of Format Compliance

• Emphasis is placed on adhering to format standards outlined in both documents (217.01 and 301), suggesting that working from the format of standard 217.01 ensures compliance with all necessary elements from standard 301.

Example Reference Material

• An example PDF illustrating a well-designed course is available for reference; it showcases how to structure a course effectively while filling in necessary details like dates and participant profiles appropriately.

Alignment with Learning Objectives

• Participants are encouraged to review alignment with standard 217 regarding learning objectives to ensure they meet competency-based education models effectively.

• A focus on cognitive theory related to training design is crucial for successful implementation without previous methodological barriers hindering progress.

Methodological Considerations

• Adhering strictly to prescribed methodologies can ease transitions from previous teaching methods; integrating existing materials requires careful adjustment of objectives and content based on new frameworks outlined by standards.

Course Design and Evaluation Insights

Choosing the Right Topic for Course Design

• It is crucial to select a topic that aligns with existing methodologies without forcing an incompatible approach, as this can lead to frustration.

• When setting learning objectives, ensure they are achievable within the time constraints of 2 hours; higher-level objectives may not be feasible in such a short timeframe.

Learning Levels and Objectives

• The maximum attainable learning level in two hours is Level 3, which includes knowledge acquisition, comprehension, and application in psychomotor skills.

• Participants should develop awareness of the subject's importance and be able to manage it consciously.

Evaluation Process Overview

• Evaluators will contact participants based on a predetermined schedule provided by the evaluation center (Cid).

• The evaluation process involves real-time performance assessments during sessions, while some evaluations can occur remotely.

Scheduling and Deadlines

• Important dates include March 15 for programming deadlines and March 31 for final evaluations. Participants must prepare evidence throughout this period.

• Evaluators will review submitted products before formal evaluations to ensure alignment with requirements but cannot assist directly in making adjustments.

Standards and References for Course Development

• Courses must be grounded in reliable literature or standards; personal experience alone is insufficient as a basis for course content.

• While having an official standard is beneficial, other credible references like scientific publications or operational manuals can also support course design.

Team Dynamics in Course Delivery

• For courses requiring multiple instructors, clear guidelines should specify roles; however, only one instructor may deliver certain courses (e.g., 217.01).

Understanding Evaluation Instruments in Educational Standards

Importance of Evaluation Instruments

• The discussion begins with the necessity of establishing minimum requirements in knowledge, skills, attitudes, habits, and values to develop educational standards.

• It is clarified that evaluation instruments can be determined before developing thematic content based on established objectives.

• Different types of evaluation tools are mentioned: observation guides for performance assessment, checklists for product evidence, and questionnaires for knowledge verification.

Designing Instructional Materials

• The conversation highlights the relationship between instructional design and participant manuals provided during courses.

• Participants are reminded about accessing recorded sessions to aid their understanding of course alignments and evaluations.

Scheduling Evaluations

• Clarification is made regarding real-time execution of courses rather than using recordings for evaluations.

• Emphasis is placed on selecting a topic and developing it according to specific standards when multiple sessions are involved.

Deadlines and Preparation

• Participants must complete their products by March 15th to prepare for evaluations scheduled by March 31st.

• Instructions are given on downloading editable formats necessary for preparation; participants should save these files locally instead of editing directly from ZIP files.

Resources and Support

• Participants are encouraged to seek literature references that support their teaching materials.

• A call to action is made for participants to start drafting general information as part of their assignments during the session.

Focus Areas in Evaluation

• Tomorrow's session will focus on evaluating cognitive, psychomotor, affective, and relational social aspects based on previously discussed alignments.

• Calendars related to course schedules will be shared in the group chat for easy access.

Technical Considerations

• Participants are advised about potential issues with Office software versions affecting document editing capabilities during evaluations.

International Profiles and Support Information

Accessing International Profiles

• The speaker discusses the availability of international profiles, indicating that this information can be found online and downloaded. They express uncertainty about why it was included but confirm its accessibility.

• Participants are informed that they will not be evaluated on this specific part of the content, suggesting a focus on other areas for assessment.

Support Channels

• A WhatsApp number is provided for support-related inquiries, emphasizing the importance of having direct communication channels for assistance with platform issues.

• The speaker shares their personal contact information to facilitate further questions regarding taxonomy related to UNESCO standards.

Taxonomy and Relational Social Areas

• The discussion shifts to taxonomy, specifically referencing Bloom's taxonomy as the current framework being utilized rather than broader UNESCO guidelines.