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Due to the allocation of time for onsite training which is usually conducted on one full day, there is no time for the participants to do pre-work and pre-reading. Hence, onsite participants will be back to the "traditional brick-and-mortar" approach of "direct" teaching. All assignments will be conducted onsite.
For in-house training, there is a need to "value-add" to the client that forms the class themselves are looking for "integration" of the BC process and plan. Though this is a training session, instructors are required to review the assignment and provide constructive comments besides conducting the marking of the assessment.
Participants for the WSQ course used to be provided with Workbook as developed with the approval of the SSG WSQ program. BCM Institute has decided to provide both the workbook (SSG's approved handbook) and also the handbook (with PowerPoint slides for the WSQ course) combined as one to be given to the participants.
This will minimise the need for them to ask for the PowerPoint from you as an instructor. It also allows the student to follow your presentation as you present.
These slides will be extracted and placed into a new file "Introduction to WSQ Programme". Only instructors teaching session 1 of the WSQ course should present this. One way to check is to confirm that all participants attending say, the second course WSQ_BCM-320 are the same. If that is correct, do not present the SSG introduction.
If you have confirmed that all participants attending say, the second course WSQ-BCM-320 or WSQ-BCM-330 are the same participants, you can briefly walk through the "Introduction to BCM" slides highlighting that this section is for newcomers who did not attend the WSQ-BCM-310 and also someone who has joined us for the second course after completing one of the course some time ago.
The requirement from SSG is to have a 3 and 1/2 hour per 1/2 day session or an 8 hour per day onsite class. The timing is prescribed in the course development and funding is according to the hours that the participants have attended. The course can be completed very earlier if you choose to read the slides and hence, planning is crucial to not finish early is strongly advised.
There is a need to pace and time yourself. The need to partition the time and move to the next set of content.
Change in our approach to our participant's learning journey: For blended learning, they have done the prior readings and assignments before meeting with you online. Hence, there is still presentation, but the key is to discuss and share and let them ask questions about the work they have completed and are unsure.
The use of the video conferencing tool is pretty simple but the use of breakout rooms and some of the other features can prove to be challenging to some of our instructors. Do spend some time to discuss with the program admin team if you need some prior "walkthrough" of the features.
It is no longer a straight presentation to the participants (as per onsite training) as participants have pre-read the material (for blended learning) via articles and blogs and also completed assignments (with guidance notes) prior to attending your course. The focus is still on the key points presented n the PowerPoint slides but also the sharing of challenges and experience and most recently, some of the COVID-19 applications.
The purpose of the pre-course work is to get the participants to present their assignments for discussion. Ask them to share their assignment during the workshop via "Share Screen." This helps break the one-way teaching only mode by the instructor.
When you are facilitating the workshop, the participants are required to do the necessary preparation before attending your online workshop. You need to be clear on their preparation completed and also advise them when and what to submit. An example of such an additional briefing note is provided to you for your module. Note that some modules are still being constructed.