Higher Certificate in Educational Technology

Purpose

The purpose of this qualification is to provide learners with the opportunity to acquire skills required to perform elementary functions in the Educational Technology field. Training in this qualification is both theoretical and practical. It allows learners to grasp fundamental knowledge in the workings of various software packages and the education and commercial environments and select Educational Technology and general Information Technology (IT) software packages. The qualification also includes instruction in the techniques specific to creating in various media; the behavioural principles applicable to using various media in learning and teaching; the design, testing and production of instructional materials; and the management of educational/instructional media facilities and qualifications.

This qualification will provide qualifying learners with the knowledge and tools to understand the evolution of technology in education and identify ways in which the opportunities provided by current and emerging technologies can be used to respond to socio-economic challenges in the 21st Century education globally and nationally to support the design, development, implementation and evaluation of educational technologies in well-defined contexts.

The skills, knowledge and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the business sector. The learners are trained to assist management and educators with various administrative and technology duties. Learners will be able to obtain employment in a range of entry-level Educational Technology support and administration (Educational Technology Assistant/Support/Administrator, Human Resource Development assistant).

This qualification will contribute to the full development of the learner within the Educational Technology Applications by providing recognition and further mobility within the field. The qualification supports the philosophy of life-long learning because learners will be able to increase their access to employment since this qualification also caters for individuals who are employed but lack the certification to perform efficiently or to be promoted.

This qualification is the start of a career path in Educational Technology. Learners will be able to support instructional media designers, educators and pursue careers as educators and trainers once they have obtained additional education qualifications and work experience. The skills, value attributes, and knowledge reflected in this qualification are building blocks that will prepare learners for progression along the learning ladder.

Rationale

Globally, there is a marked increase in the demand for access to education and training counterbalanced by a need to become more efficient due to the increasing costs. It is a challenge to provide quality education to an ever-broadening range of learners with various levels of competence who need flexible learning options due to their geographic location, socio-economic and disparities in access to technology and Internet connectivity. These demands can be partially met by using a range of information communication technologies (ICTs) to support and enhance teaching and learning activities.

As the array of ICT tools and applications expands, the price of various devices decreases and connectivity expands and becomes cheaper. This leads to the increased potential for using ICTs in teaching and learning. Learners have escalating access and exposure to mobile phones and other devices such as smartphones, tablets, laptops, as well as to web-based social media platforms and complex web-based applications hosted on a cloud, which means easier access to information and online activities by learners, irrespective of geographical location, employment or living conditions.

In South Africa, there is increasing access to mobile phones, including smartphones which provide an opportunity for online teaching and learning activities if properly designed. However, disparities in access to education, educational technology, internet access and devices continue to deepen the digital divide. In addition, whilst educators and trainers are generally available, their skills and knowledge of educational technology theories, applications and practices remain wanting.

At the same time, there has been a steady growth in careers that are linked to digital/electronic / web technologies in South Africa and the rest of the world. It is apparent that digital job opportunities are available in the Information Technology (IT) sector, with an increase in digitised communication between manufacturers, suppliers and clients, plus greater access to the internet by the broader public, opportunities in Education, Training and Human Resource Development continue to open to practitioners.

The current skills deficit across all sectors means that there is a premium placed on staff that are qualified and able to perform across the key areas of Education, Training and Human Resources Development and administration. The current skills shortage also requires that employees be equipped with skills and knowledge that are key to the transformation of the South African economy and that they can contribute to the positive performance of their employers. Further, there is also a need for entry-level qualifications, which are vocationally, and industry focussed.

Statistics available from the National List of Occupations in High Demand (2018) reflects a need for skilled Educators, Trainers, Skills Developers, and general Human Resource Development personnel. Additionally, to function effectively within the current Knowledge-Economy, educators and trainers must be trained in the use of educational technology and tools to succeed in their field, particularly in this demanding global economy.

The qualification is highly relevant and required in today`s business world as it focuses on what is current and in demand, thus making a positive contribution to the South African economy. The qualification offers learners the knowledge and applied competence including the basic skills required for employment in a range of professional administrative positions in the business environment.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 132 Credits.

Compulsory Modules, Level 5, 132 Credits

• Educational Media Design, 20 Credits.
• Educational Technology Practice, 16 Credits.
• Educational Technology Applications, 16 Credits.
• Human Resource Development, 16 Credits.
• Business Communication, 16 Credits.
• Education Fundamentals, 16 Credits.
• Business Management Fundamentals, 16 Credits.
• End User Computing, 16 Credits.

1. Apply the different methods of communication in the education and business environment to ensure effective Educational Technology practices.
2. Analyse the theories, concepts, approaches, techniques practices used in Educational Technology with an emphasis on instructional and media design.
3. Prepare, organise and administer the learning and development function in a business or organization.
4. Demonstrate the use of appropriate educational and information technology and applications to improve business and organizational training and development efficacy and effectiveness within the digital space.
5. Apply knowledge of education regulations and legislation in teaching, learning and assessment contexts.
6. Apply appropriate business functions and associated theories, concepts, principles, techniques, and approaches to inform and support the attainment of business and organizational goals and plans within the local and global work environment.
7. Demonstrate the use of information systems and technical knowledge to support the completion of business processes education and training technology and to understand the role of software, hardware and equipment.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the different types of communication.
• Describe the different types of communication media.
• Discuss the importance of effectiveness and accuracy in written and oral communication.
• Demonstrate the use of the different types of communication media.
• Explain effective verbal and written communication skills.
• Demonstrate evidence of people skills i.e., tolerance, listening skills and empathy.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain and discuss the role of technology in education and training.
• Discuss and adapt existing learning materials for use in educational technology applications.
• Discuss and design learning materials for use in educational technology applications.
• Describe, explain, discuss, select, and implement education and training using specific media characteristics, media selection checklists and design guidelines.
• Discuss and apply basic production and presentation techniques for the use of technology in education and training

Associated Assessment Criteria for Exit Level Outcome 3

• Ability to partner with learning and development individuals and teams to effectively support learning events and programmes by providing professional administrative and co-ordination services.
• Accurately identify learning and development resources to support the administration and co-ordination of learning events and programmes.
• Facilitate effective communication techniques and approaches in the administration and co-ordination activities.
• Co-ordinate and administer learning and development in line with policy and performance criteria.

Associated Assessment Criteria for Exit Level Outcome 4

• Describe and explain Educational Technology key terminologies, fundamental concepts, and requirements for using practical examples.
• Discuss the principles and practices used in the Educational Technology industry.
• Discuss and apply the tools used to effectively educate, train and develop in an organisation in the 21st Century on a digital platform.
• Describe and explain the characteristics and attributes of 21st Century consumption.
• Discuss the use of email as an Education, Training and Development tool.
• Demonstrate the use of social media platforms as effective Education, Training and Development tools.
• Discuss the elements of a website designed to ensure that the content of the website receives optimal search engine rankings.
• Explain, discuss, and apply the protocols for handling online classrooms, workshops, and meetings to facilitate effective education and training sessions.
• Explain and discuss the features, tools and capabilities of various Online Meeting applications and platforms to fulfil education and training needs.
• Plan and implement online lessons by applying knowledge and skills of online meeting applications as Educational Technology applications and platforms.
• Apply knowledge of education and learning platforms to plan and implement online lessons.
• Describe, explain, and discuss the features, tools, and capabilities of various Massive Open Online Courses (MOOCs), open and proprietary.
• Explain and discuss mitigation of hardware/device and bandwidth limitation within education and training contexts.

Associated Assessment Criteria for Exit Level Outcome 5

• Explain and discuss the theoretical frameworks of education.
• Describe, explain, discuss, and apply the various educational theories informing teaching, learning and assessment.
• Explain and discuss how learning styles and learner categories and characteristics inform teaching, learning and assessment decisions.
• Describe, explain, discuss, and apply the principles of curriculum design to formulate programmes and courses.
• Discuss and develop critical awareness and analytical prowess in the educator and trainer with regards to their professional work.
• Describe, explain, discuss, and apply the role and purpose of various regulatory bodies across the three bands of education in South Africa.

Associated Assessment Criteria for Exit Level Outcome 6

• Describe and explain the elements and components of various organisational types.
• Discuss organisational types and models.
• Discuss organisational cultures.
• Discuss leadership and management styles.
• Discuss planning, leadership, organising, motivating, and controlling as business activities and functions of managers.
• Describe accounting documentation (ledgers, journals, source documents).
• Explain accounting processes.
• Describe accounting legal requirements.
• Explain accounting transactions.
• Explain the accounting cycle.
• Demonstrate application of basic accounting principles.
• Discuss and apply the purchasing and procurement functions.
• Demonstrate public relations skills.
• Discuss media liaison fundamentals.
• Describe the basic human resource legislation and regulations.
• Explain routine human resource operations (recruitment, selection, retention, and Industrial Relations (IR).
• Explain human resource management models and approaches.
• Explain the basic marketing terms.
• Describe marketing approaches.
• Discuss personal selling.
• Discuss advertising principles.
• Explain the Product, Price, Place and Promotion (4Ps).
• Describe marketing legal requirements.
• Explain the marketing competition using Porter's model.
• Demonstrate application of basic marketing principles.
• Demonstrate the conceptualisation and development of marketing plans.

Associated Assessment Criteria for Exit Level Outcome 7

• Describe, explain, and discuss information systems.
• Discuss the purposes and use of business computing equipment and devices.
• Demonstrate the use of computer hardware and software applications.
• Demonstrate the use of office software to complete business tasks.
• Demonstrate the use of the internet to complete business tasks.
• Demonstrate the use of Educational Technology software in business contexts.
• Describe social media applications.