Haracteristics of Quality Teaching within the adult, vocational and higher education sector

Essay/Power Point format (Must be written at Graduate Level)
This is the task
Characteristics of Quality Teaching within the adult, vocational and higher education sector
You have been asked to orient a group of beginning teachers / trainers about the characteristics of quality teaching within the adult, vocational and higher education sector. Develop a PowerPoint (please only use Microsoft PowerPoint) presentation that provides an overview of this topic. Include detailed notes that provide further details about the slides and the way the presentation will be delivered.
1000-1500 words (approx 15-20 slides) bullet points are okay, not too much text on each slide.

Instructions
I work in the VET sector so the power point will also need to relate to a higher education/VET perspective.

Iave attached the course outline so you can see how the powerpoint on quality teaching assessment fits into the course structure.
Please note this powerpoint can be completed just as the text for the slides and the accompanying notes for each slide, you do not have to waste your time with design features if you donat want to. I have included the course reading for the subject which I would like incorporated into the powerpoint in addition to 4 PDF document (they are summaries but I can send through the full pdf). All work gets submitted through Turnitin plagiarism software.

In this task I believe the professor is looking for;
a? the importance of continuing professional development,
a? the emergence Communities of Practices and the need to be involved in these,
a? formative assessment as a tool for learning rather than a tool to assess of learning,
a? lifelong learning: learning doesnat stop at school/college, adults naturally desire skills for lifelong learning in order to equip themselves with the rapidly changing demands of work, and the ability to adjust to change with uncertainty
a? learning skills rather than full qualifications,
a? employers want customized learning,
a? uptake of e-learning a quality teaching means teachers need to be skilled in the use of technology (for their own confidence as well so they donat feel they look stupid in front of their students) solution a continued professional development by learning from others, sharing resources, peer support, formal and informal networks
a? increase need for workplace assessing.
a? Quality teaching the environment is collaborative, interactive, constructivist methodology
a? individualized learning,

All these things in a global economy have changed the role of the VET teacher and the definition of what quality teaching is.
Subject Outline
The Adult Education, Higher Education and VET suite of courses is designed to respond to the emerging global importance of adult and further education in the early 21st Century linked to the emerging notion of lifelong learning. Often seen as the forgotten sector and the poor cousin, the areas of continuing and further education, technical education, professional education, career education, higher education and vocational education have now assumed a new importance. Adult education and training has been linked to the performance of the nations in the global economy and the notion of lifelong learning has been promoted as platform for individual and collective economic prosperity and stability.
Education and training is not only a vital response to developments in industry and the globalisation of the world economy but also a means of developing civic connectedness and social inclusion. The global market has led to an increasing trans-nationalism in adult, vocational and tertiary education, which is turn, has fuelled a vibrant global market. This market has also been underpinned by the emergence of multidimensional digital learning environments. This complexity of space, time, place and purpose means that there are new challenges in the task of adult education and training and this will require adult educators, teachers, instructors and administrators with the theoretical and practical background to respond in a way that provides new creative opportunities for learners. In terms of social inclusion, the recent Bradley review of Higher Education (2008) and the resulting Higher Education reforms has led to the establishment of targets for university participation and also, a need to improve educational pathways between sectors.
The way adults learn remains the same. However, our knowledge of this process has improved significantly over the last 10 20 years. Ideas of constructivism and situated learning are dominant theories that explain this process.
As a result of this new knowledge the ways we approach teaching and assessing adult learning have evolved significantly. In the following readings you will encounter notions of collaboration, reflection, authenticity and the challenges they pose for adult educators.

Teaching adults involves many different strategies. In the past the lecturing has predominated. Now, we recognise that adults benefit by being taught in collaborative settings that involve interacting and solving problems that are directly relevant to their context.
There are many different types of assessment and approaches to assessing students when we start to look at the adult education arena then new questions arise relating to making assessment authentic or assessing in a distance mode.
Assessment is part of the learning cycle so it is necessary to ensure that assessment tasks meet learning objectives, are formative, valid and, where possible, negotiated. Brookfield (1990) argues that educators need to spend time providing constructive feedback on assessment tasks as this is an essential requirement for effective learning.
Subject Readings that will help
Authentic Assessment
Sandra Kerka examines the nature of authentic assessment and how this approach can benefit the Vocational Education sector

Kerka, S. (1995). Authentic Assessment in Vocational Education. ERIC/ACVE.

Formative Assessment
Derrick and Ecclestone provide a comprehensive overview of assessment issues in relation to adult learning environments, this includes an excellent overview of formative assessment and how this relates to lifelong and adult learning environments.
Please cite this paper as:
Derrick, J. & Ecclestone, K (2008). English Language Literature Review in Teaching, Learning and Assessment for Adults: Improving Foundation Skills, OECD Publishing.

Examining Professional Development
Lifelong learning does not only occur in the classrom or more formal learning environment but is also a feature or more informal environments as well as a crucial part of the workplace. Kerkas first paper discusses the importance of human resource developers to the success of an organization
Kerka, S. (2001). Human Resource Development. ERIC/ACVE.
The second paper highlights current thinking about the approaches and effects of professional development.
Kerka, S. (2003). Does Adult Educator Professional Development Make a Difference? ERIC/ACVE

Community of practice
Imel, S. (2001). Learning Communities/Communities of Practice. ERIC/ACVE.

Assessment in VET
Thomson, P., Saunders, J., & Foyster, J. (2001). Improving the validity of competency-based assessment. Kensington, SA: NCVER.
PDF/goodteaching.pdf
People in modern society, regardless of their class origins, race or gender, are all engaged in lifelong learning, not in schools with teachers, but in their everyday lives, at work and through communications. (Alheit 1998)
Ref : Alheit, P. (1998) Two Challenges to a Modern Concept of Lifelong Learningin Alheit & Kammler (eds) Lifelong learning and its impact on social and Regional Development, Bremen.