In this module, participants will learn about the theoretical and practical aspects of small group teaching methodology. Small group teaching is not lecturing to a small group. It is facilitating the
participation of the group in an inquiry or problem-solving activity. In small group teaching, the instructor becomes a facilitator promoting collaborative learning. The facilitator concentrates on
creating an environment in which all participants collaborate and become mutually supportive to enhance each individual's learning. Small group teaching is optimal for active learning, which is becoming regarded as an essential element at all levels of education and which typically is not present in the traditional passive lecture. This is one technique for generating open communication among all the participants of the group and also between the group and the facilitator.

The search for educational methodologies that emphasize real world challenges, problem-solving, inventive thinking, higher order inquiry skills, multi-disciplinary learning, independent learning, e-learning, information and knowledge management and collaborative skills appear to have a confluence in problem-based learning (PBL). 

In PBL, problems scenarios - past, present, future and the unexpected, are used powerfully to stimulate learning and enhance the quality of thinking. How do we design scenarios and problems (from industry, business and social environments) to motivate insightful and innovate thinking? Furthermore, in the internet era, learner's availability of, and accessibility to, information has re-defined the roles of trainers and ushered in new possibilities with PBL. As coaches, facilitators and designers of learning, the challenge is to also empower learners to learn how to learn and to make better use of the accessibility and wealth of knowledge. Selected topics include the following:

• Introduction to educational innovation
• Introduction to PBL
• Experiencing and learning PBL
• Problem design and implementation
• PBL coaching and facilitation
• PBL curriculum and assessment

This module will cover the concepts 'Conventional Assessment' and 'Alternative Assessment' for use in Higher Education. Different ways of assessing students' work and grading will be discussed together with consideration for the broader issues of validity, reliability and objectivity. 

Problems, issues and research related to assessment will be discussed. The following are the key issues: 

Assessment for learning. The Polygamous Rule in Assessment: Why, What, How and When? Necessary basics: Goals and objectives. Concepts of testing, measurement, evaluation and assessment. Theoretical underpinnings. Problems/Issues and research. 

Purposes, priorities, processes in assessment in education. Present approaches and future challenges. Forms of assessment: different methods and innovative procedures for higher-order thinking skills and critical and creative thinking skills. Problems/Issues and research. 

Development of quality assessment instruments: techniques and procedures, including MCQ design and testing. Evaluation criteria for quality measures: validity, reliability and objectivity: Related/Issues and research. 

Management and interpretation of assessment data. Basic and related statistics: In search of a fair system of awards. Problems/Issues and related research.

This module examines the principles and approaches of curriculum design. At the end of the module, each participant will have acquired skills in systematically developing a curriculum for the module/course that the individual wants to teach. Participants will:

• Develop a profile of the learners
• List down module aims
• Write out module objectives/outcomes (what learners will learn at the end of the module)
• Design a conceptual framework based on learning styles for the content and different teaching approaches
• Construct assessment modes and grading
• Develop instructional plans using different motivating teaching strategies
• Write out detailed instructional guides for each topic and time frame

This module introduces participants to a relatively new learning framework in vocational training. 'Flexible Learning' expands choice on what, when, where and how people learn. It supports different styles of learning, including e-learning. The world we live in today demands a flexible approach. A number of recent studies illustrate the growing trend to blended learning, that is, incorporating the use of information and communication technologies (ICT) into the delivery of education to augment rather than replace face to face teaching. E-learning is now an integral part of organisational training in developed countries. The module centres largely on the planning and designing of e-learning, online learning and blended learning.

Essentially, the assessment of participants will be part of the pedagogy of the programme. They will thus be formatively assessed throughout, but will also undergo a final summative assessment, in the form of an assignment. All assignments will be graded.