WTI TRAINING PORTAL |
WTI TRAINING TOOLS MODULE
MODULE:
WTI TRAINING TOOLS
WELCOME TO THE WTI TRAINING TOOLS MODULE
OVERVIEW OF WTI TOOLS
In this module we are going to revisit and introduce you in detail to the most important WTI TOOLS that will help to make your learning experience with WTI a fun and rewarding experience.
wti training tools ARE:
*AWARD-WINNING *TRENDSETTING *FUNKY *fun *effective * innovative
EACH WTI STUDENT IS EQUIPPED WITH & INTRODUCED TO THE FOLLOWING INNOVATIVE AND LIFE CHANGING TRAINING AND CAREER DEVELOPMENT TOOLS:
· G Mail profile and E mail account
· The WTI DROPBOX Suite
· The WTI FACEBOOK COURSE PAGE
· The WTI customized WEEBLY WEBSITE to showcase skills gathered and market careers
· The WTI Portfolio Of Evidence & Excellence (PoEE)
· The WTI Training Log & Course Compilation Report
· The WTI DROPBOX Suite
· The WTI FACEBOOK COURSE PAGE
· The WTI customized WEEBLY WEBSITE to showcase skills gathered and market careers
· The WTI Portfolio Of Evidence & Excellence (PoEE)
· The WTI Training Log & Course Compilation Report
You are most probably using Emails very effectively, but for the sake of your WTI skills development Portfolio we are going to help you open your own WTI GMAIL Account. Your WTI GMAIL account will be your name dot surname dot WTI @ gmail e.g [email protected]
This modest E mail or G MAIL TOOL will be utilized quite a lot by you as you progress with this module - you will need an Email to register for most apps that we are going to utilize as WTI TOOLS. We have deliberately designed our WTI courses utilizing these every day TOOLS to prove that one can find new and innovative applications for existing apps simply by thinking out of the box. Not only do we use these programs and apps for course development, implementation, maintenance and effective skills delivery, but we have also proved their worth as integration and project management TOOLS in many international projects we collaborated on. So let is jump in right away. If you already have a G Mail account, please still open a separate one specifically for WTI use. Follow the link below and open your WTI G Mail account as follows:
your name surname wti [email protected] (no spaces) e.g
[email protected]
This modest E mail or G MAIL TOOL will be utilized quite a lot by you as you progress with this module - you will need an Email to register for most apps that we are going to utilize as WTI TOOLS. We have deliberately designed our WTI courses utilizing these every day TOOLS to prove that one can find new and innovative applications for existing apps simply by thinking out of the box. Not only do we use these programs and apps for course development, implementation, maintenance and effective skills delivery, but we have also proved their worth as integration and project management TOOLS in many international projects we collaborated on. So let is jump in right away. If you already have a G Mail account, please still open a separate one specifically for WTI use. Follow the link below and open your WTI G Mail account as follows:
your name surname wti [email protected] (no spaces) e.g
[email protected]
As explained earlier, we at WTI, believes in utilizing resources and free ware which is readily available on the internet and apply these to facilitate our training programs and qualification. One of these brilliant TOOLS which is free and available to all is DROPBOX. These days collaboration on projects is almost comprehensible without the wonderful functionalities of DROPBOX.
wikipedia DESCRIBES dropbox AS FOLLOWS:
Dropbox is a file hosting service operated by Dropbox, Inc., headquartered in San Francisco, California, that offers cloud storage, file synchronization, personal cloud, and client software. Dropbox allows users to create a special folder on their computers, which Dropbox then synchronizes so that it appears to be the same folder (with the same contents) regardless of which computer is used to view it. Files placed in this folder are also accessible via the Dropbox website and mobile apps.
Dropbox was founded in 2007 by Drew Houston and Arash Ferdowsi, as a Y Combinator startup company.[6] Dropbox provides client software for Microsoft Windows, Mac OS X, Linux, Android, iOS, BlackBerry OS, Windows Phone and web browsers, as well as unofficial ports to Symbian and MeeGo.
Dropbox was founded in 2007 by Drew Houston and Arash Ferdowsi, as a Y Combinator startup company.[6] Dropbox provides client software for Microsoft Windows, Mac OS X, Linux, Android, iOS, BlackBerry OS, Windows Phone and web browsers, as well as unofficial ports to Symbian and MeeGo.
READ MORE ON WIKIPEDIA ABOUT DROPBOX
http://en.wikipedia.org/wiki/Dropbox_%28service%29
https://www.dropbox.com/tour
Congratulations
You are now all set to start and use the many wonderful features of
DROPBOX
You are now all set to start and use the many wonderful features of
DROPBOX
One of the most exciting tools WTI students uses is the WTI FACEBOOK LIKE PAGE - Now this just our name for your very own FACEBOOK LIKE PAGE which you are going to create and then utilize to interact with your Assessors, co-students, vocational Mentors etc (Even your Moderator will come and visit or post on your timeline from time to time LOL) Most of you are VERY familiar with FACEBOOK. For some the FACEBOOK LIKE PAGE could perhaps be unfamiliar territory although it is widely used. Before we explain a bit further about the FACEBOOK LIKE PAGE and how to "convert" that into your very own WTI FACEBOOK COURSE PAGE, lets first have a general look at FACEBOOK- especially for those students who are not so familiar with this widely used app.
CLICK TO SEE HOW FACEBOOK HELPS US KEEP CONNECTED!
Yes FACEBOOK certainly impact the way we communicate and project ourselves. We can dwell a lot on this topic and have long discussion with various opinions, but for now we are just going to explore further, so lets have a closer look at the FACEBOOK LIKE PAGE and its uses.
more applications for facebook:
THE FACEBOOK LIKE PAGE
There are few people in the world who do not have a FACEBOOK account or PROFILE. Most people also utilize the feature called a FACEBOOK LIKE page. Entrepreneurs and business people often use this application to promote their products and or market services. It can also be used to promote events and for group activities and mutual interests. See if you can list a few FACEBOOK like pages your are familiar with. For the sake of our WTI TOOLS portfolio, we are now going to take a closer look at the FACEBOOK LIKE PAGE and explore ways of utilizing it -this app functions almost like an instant-on-the-go-mini-website and hence is a huge asset to WTI students to showcase course progress, communicate with peers and assessors, promote course events, elaborate on assignments and rally support groups for your WTI Training journey.
what is not to like about a facebook like page ?
Click the link below and watch the following video to get an idea of what a FACEBOOK LIKE PAGE is all about and how it differs from an ordinary FACEBOOK PROFILE PAGE.
https://www.youtube.com/watch?v=PKlVzP-vS1c
eg GAINO SEGERS WTI COURSE PAGE as the student have done in the example below.
see example below of a wti student's facebook like page also called
the wti facebook course page
think about ways you can use your own
wti facebook course page for wti training purposes.
your very own wti website
There are many free website building tools available on the web, but our favorite is WEEBLY !!!
WEEBLY is an easy way to build a fantastic site, and with little guidance and practice you are going to seriously impress yourself and us with your website building skills - GONE are the days that it took a specialist with HTML skills to compile your website for you ate a substantial fee.
All the basics you need in order to put together your first (second, third, fourth ... up to ten free sites per Registered Email) site can be found in the WEEBLY Beginner's Guide. This guide will show you sample sites from actual WEEBLY customers and will also help to inspire you with great ideas for your own WEEBLY site. Once again we want you to try and name this site in a special format to test your skills but also to be fully utilized as one of your WTI training tools.
Take some time to read through the WEEBLY guide (or watch the hour long Beginner's Guide to Weebly webcast ) and you’ll be an expert in about the time it takes to read a short story. Click on the link below to access the WEEBLY Beginners Guide right away - a world of wonder awaits!!
WEEBLY is an easy way to build a fantastic site, and with little guidance and practice you are going to seriously impress yourself and us with your website building skills - GONE are the days that it took a specialist with HTML skills to compile your website for you ate a substantial fee.
All the basics you need in order to put together your first (second, third, fourth ... up to ten free sites per Registered Email) site can be found in the WEEBLY Beginner's Guide. This guide will show you sample sites from actual WEEBLY customers and will also help to inspire you with great ideas for your own WEEBLY site. Once again we want you to try and name this site in a special format to test your skills but also to be fully utilized as one of your WTI training tools.
Take some time to read through the WEEBLY guide (or watch the hour long Beginner's Guide to Weebly webcast ) and you’ll be an expert in about the time it takes to read a short story. Click on the link below to access the WEEBLY Beginners Guide right away - a world of wonder awaits!!
Click on the Image below to access the very user-friendly weebly beginners guide!
eg Gainosegerswti.weebly com - note all FREE WEBSITES will have WEEBLY by default in the page name SEE SAMPLE BELOW AS DONE BY A STUDENT CALLED GAINO SEGERS - hence her website address is www.gainosegerswti.weebly.com
DO NOT HESITATE TO ASK YOUR ASSESSOR OR TRAINING SITE ASSESSOR FOR HELP.
ALSO SEE A CLIP OF GAINO SEGERS' WTI WEEBLY WEBSITE BELOW WITH THE PROPER NAMING INSTRUCTIONS FOLLOWED.
DO NOT HESITATE TO ASK YOUR ASSESSOR OR TRAINING SITE ASSESSOR FOR HELP.
ALSO SEE A CLIP OF GAINO SEGERS' WTI WEEBLY WEBSITE BELOW WITH THE PROPER NAMING INSTRUCTIONS FOLLOWED.
PORTFOLIO OF EVIDENCE
In the next section we will give you an overview of the WTI PoEE or Portfolio of Excellence tool. This is a widely used tool in Training and career development but we have customize it slightly and rename it to the
WTI PoEE (Portfolio of Evidence & Excellence)
WTI PoEE (Portfolio of Evidence & Excellence)
•A portfolio is an organized collection of student work designed to represent students' efforts and academic achievements over a period of time. Portfolios are a powerful assessment tool that provide a record of accomplishments and encourage students to reflect on their progress and development.
What is a Portfolio of Evidence?
A candidate wishing to undergo assessment where a Portfolio of Evidence (POE) is required would need to identify how they can best prove their competence as required in terms of the qualification they are pursuing. The candidate would need to collect or generate the necessary evidence for inclusion in the portfolio of evidence.
The responsibility rests on the candidate to ensure the evidence collected is sufficient and valid to prove competency in all of the specific outcomes as outlined in the unit standard being assessed. The evidence must show clearly that the candidate knows and can do what they claim. The learning outcomes contained in the unit standard will therefore serve as a guide for the candidate.
Once gathered, the evidence must be arranged in a portfolio of evidence and presented to the assessor.
Evidence is not necessarily in paper or electronic format – it may take the form of a demonstration of skills and competencies.
Portfolio of evidence
Portfolio is defined as “an ongoing systematic collection of evidence that represent milestones in the learner’s journey towards excellence”. The collection of portfolio items at different times and from different sources makes the portfolio an instrument that serves as a summary of the learner’s progress in a career environment or in an academic environment.
Portfolios make continuous assessment possible. Making use of a variety of items serve as evidence the learner has achieved the required outcomes as outlined in a specific unit standard. The content of portfolios should be created within realistic and appropriate contexts relating directly to the unit standard. The portfolio should be viewed as an instrument for telling a story that will communicate something about the achievements of the candidate to the assessor.
Portfolio development
Keep the following principles in mind when planning a portfolio or writing portfolio guidelines for candidates
§ A portfolio is simply a file with a well-chosen collection of a learner’s work and achievements related to the specific outcomes as contained in the unit standard. The learner should include the best and final examples of his/her work and achievements.
§ It is important the learners also know what the aim of the portfolio is – only then will the criteria make sense to them and they will then be able to make meaningful choices when selecting documents / evidence to be included in the portfolio
§ Portfolios may include sound cassettes and live videos
Self-reflection by the candidates
Reflection by the candidate is very important, because the portfolio is a document with a specific aim. In order to achieve the aim, a rationale must be supplied for the selection of the items to be included. This means the documents and other items included must be critically discussed and analysed, to determine whether the portfolio complies with the outcomes.
Guidelines for the Selection of Content
The evidence in the portfolio should be a representation of the full range of the outcomes being evaluated. A variety of tasks may be included so the candidate is able to fully demonstrate knowledge and skills. The objective must be to support the candidate and build capacity regarding assessment and its importance while at the same time developing the independence of the candidate.
Three kinds of evidence or supporting documents are usually included in a portfolio
§ Organizational documents - give the assessor easy access to the contents of the portfolio. Examples of these documents are a list of contents, sub-divisions that correlate with the list of contents and page numbers. A letter to the assessor in which the candidate explains how and why the portfolio was organized in a particular way
§ Core items are examples of different types of evidence linked to the specific outcomes but which are also essential to demonstrate competence in that specific outcome. This kind of evidence will vary from between candidates. A good variety of the candidates work and achievements must be included.
§ The assessment items are usually collected over a period of time and focus on the specific outcomes.
§ The candidate must experience and accept ownership of the portfolio. Ownership implies control – the candidate must therefore be able to exercise control over what is to be included and how this information should be organised.
§ The value of a portfolio depends on the authenticity of items included. The content of a portfolio should be realistic – it should be a reflection of what has been studied or achieved in through experience gained in live or in the workplace.
Criteria for assessment
§ Assessment cannot take place without specific criteria. These will be outlined in the specific outcomes contained in the Unit standard being assessed. In the absence of clearly defined criteria the candidates approach to developing the POE would be vaguely and without direction.
§ The compilation of a portfolio should in itself become a learning experience. Clearly defined criteria compel those developing the POE to look critically at the value and purpose of the task and the items to be included.
A candidate wishing to undergo assessment where a Portfolio of Evidence (POE) is required would need to identify how they can best prove their competence as required in terms of the qualification they are pursuing. The candidate would need to collect or generate the necessary evidence for inclusion in the portfolio of evidence.
The responsibility rests on the candidate to ensure the evidence collected is sufficient and valid to prove competency in all of the specific outcomes as outlined in the unit standard being assessed. The evidence must show clearly that the candidate knows and can do what they claim. The learning outcomes contained in the unit standard will therefore serve as a guide for the candidate.
Once gathered, the evidence must be arranged in a portfolio of evidence and presented to the assessor.
Evidence is not necessarily in paper or electronic format – it may take the form of a demonstration of skills and competencies.
Portfolio of evidence
Portfolio is defined as “an ongoing systematic collection of evidence that represent milestones in the learner’s journey towards excellence”. The collection of portfolio items at different times and from different sources makes the portfolio an instrument that serves as a summary of the learner’s progress in a career environment or in an academic environment.
Portfolios make continuous assessment possible. Making use of a variety of items serve as evidence the learner has achieved the required outcomes as outlined in a specific unit standard. The content of portfolios should be created within realistic and appropriate contexts relating directly to the unit standard. The portfolio should be viewed as an instrument for telling a story that will communicate something about the achievements of the candidate to the assessor.
Portfolio development
Keep the following principles in mind when planning a portfolio or writing portfolio guidelines for candidates
§ A portfolio is simply a file with a well-chosen collection of a learner’s work and achievements related to the specific outcomes as contained in the unit standard. The learner should include the best and final examples of his/her work and achievements.
§ It is important the learners also know what the aim of the portfolio is – only then will the criteria make sense to them and they will then be able to make meaningful choices when selecting documents / evidence to be included in the portfolio
§ Portfolios may include sound cassettes and live videos
Self-reflection by the candidates
Reflection by the candidate is very important, because the portfolio is a document with a specific aim. In order to achieve the aim, a rationale must be supplied for the selection of the items to be included. This means the documents and other items included must be critically discussed and analysed, to determine whether the portfolio complies with the outcomes.
Guidelines for the Selection of Content
The evidence in the portfolio should be a representation of the full range of the outcomes being evaluated. A variety of tasks may be included so the candidate is able to fully demonstrate knowledge and skills. The objective must be to support the candidate and build capacity regarding assessment and its importance while at the same time developing the independence of the candidate.
Three kinds of evidence or supporting documents are usually included in a portfolio
§ Organizational documents - give the assessor easy access to the contents of the portfolio. Examples of these documents are a list of contents, sub-divisions that correlate with the list of contents and page numbers. A letter to the assessor in which the candidate explains how and why the portfolio was organized in a particular way
§ Core items are examples of different types of evidence linked to the specific outcomes but which are also essential to demonstrate competence in that specific outcome. This kind of evidence will vary from between candidates. A good variety of the candidates work and achievements must be included.
§ The assessment items are usually collected over a period of time and focus on the specific outcomes.
§ The candidate must experience and accept ownership of the portfolio. Ownership implies control – the candidate must therefore be able to exercise control over what is to be included and how this information should be organised.
§ The value of a portfolio depends on the authenticity of items included. The content of a portfolio should be realistic – it should be a reflection of what has been studied or achieved in through experience gained in live or in the workplace.
Criteria for assessment
§ Assessment cannot take place without specific criteria. These will be outlined in the specific outcomes contained in the Unit standard being assessed. In the absence of clearly defined criteria the candidates approach to developing the POE would be vaguely and without direction.
§ The compilation of a portfolio should in itself become a learning experience. Clearly defined criteria compel those developing the POE to look critically at the value and purpose of the task and the items to be included.
SUMMARY OF PORTFOLIO OF EVIDENCE (PoE)
Portfolios and reflective journals are examples of assessment tools designed to encourage reflective, self-directed learning. In both cases, students are responsible for reflecting on their learning and development over time. These assessment techniques are particularly applicable to the social sciences where students are encouraged to reflect on their engagement with new knowledge in a range of contexts, including large lectures, laboratories and during fieldwork activities.
A portfolio is an organized collection of student work designed to represent students' efforts and academic achievements over a period of time. Portfolios are a powerful assessment tool that provide a record of accomplishments and encourage students to reflect on their progress and development in the social sciences. Students typically take responsibility for organizing their portfolio and selecting the most appropriate content, depending on the purpose of the portfolio assessment task (described in more detail below).
A reflective journal also gives students responsibility for recording their thoughts about learning in the subject. It is based on the premise that writing contributes to deeper learning and engagement with a subject, since it gives students the opportunity to clarify and reflect on their thinking. A reflective journal tends to be maintained regularly over a specified period of time. It may describe events, experiences or issues associated with learning, professional placement, fieldwork, or the like. Reflective journals encourage students to reflect critically on the process of learning and their development over time. A reflective journal may be included in a portfolio as a record of student learning [Example: Cooke 2].
In addition to being useful assessment tools, portfolios and reflective journals also provide invaluable feedback to academic staff about what students are learning and the depth of their understanding. This information, in turn, provides excellent guidance on ways to improve the curriculum and strategies for enhancing student learning in the subject.
Increasingly, portfolios and reflective journals are being developed in online environments. E-portfolios provide students with much greater flexibility in gathering, documenting, updating and maintaining the evidence of their learning over time. Similarly, online reflective journals represent greater flexibility and may be updated by students anywhere, anytime.
Portfolios and reflective journals are examples of assessment tools designed to encourage reflective, self-directed learning. In both cases, students are responsible for reflecting on their learning and development over time. These assessment techniques are particularly applicable to the social sciences where students are encouraged to reflect on their engagement with new knowledge in a range of contexts, including large lectures, laboratories and during fieldwork activities.
A portfolio is an organized collection of student work designed to represent students' efforts and academic achievements over a period of time. Portfolios are a powerful assessment tool that provide a record of accomplishments and encourage students to reflect on their progress and development in the social sciences. Students typically take responsibility for organizing their portfolio and selecting the most appropriate content, depending on the purpose of the portfolio assessment task (described in more detail below).
A reflective journal also gives students responsibility for recording their thoughts about learning in the subject. It is based on the premise that writing contributes to deeper learning and engagement with a subject, since it gives students the opportunity to clarify and reflect on their thinking. A reflective journal tends to be maintained regularly over a specified period of time. It may describe events, experiences or issues associated with learning, professional placement, fieldwork, or the like. Reflective journals encourage students to reflect critically on the process of learning and their development over time. A reflective journal may be included in a portfolio as a record of student learning [Example: Cooke 2].
In addition to being useful assessment tools, portfolios and reflective journals also provide invaluable feedback to academic staff about what students are learning and the depth of their understanding. This information, in turn, provides excellent guidance on ways to improve the curriculum and strategies for enhancing student learning in the subject.
Increasingly, portfolios and reflective journals are being developed in online environments. E-portfolios provide students with much greater flexibility in gathering, documenting, updating and maintaining the evidence of their learning over time. Similarly, online reflective journals represent greater flexibility and may be updated by students anywhere, anytime.
POe assignment
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1. THE wti skills log
This innovative tool help students keep track of each skill mastered at WTI. At the same time it also helps to log each module's progress, assignment complete, mayor correspondence and feedback from Assessors and main events during the course. As their course unfolds at WTI, a student can see exactly how many skills are being transferred and it helps to give a detailed summary of skills mastered - much more than the regular credit rating per module which is standard at all Training Providers. This comprehensive tool will always reminds a student of exactly how many skills have been mastered and of the mayor skill-sets accomplished.
see sample below of a student's skills log
2. wti course compilation report tool
This tool is one of the essential WTI instruments as it showcases the student's progress and help to identify course trends and core subjects
This WTI TOOL is more than just a PROGRESS REPORT, it also identifies a student's mayor field and shows how balanced a study program is. This aspect is of lesser importance for students following a set course, but vital for students following the OPEN COURSE curriculum - who needs to see what mayors shape as he or she selects subjects. However all students will benefit to see the summary of subjects and skill-sets as they progress with their WTI course.
see a sample below of a wti student's course compilation report
you will soon receive your first wti report showing your course progress in your course compilation report.
We hope you found this section on the various WTI TRAINING TOOLS interesting and useful. By now you will have a good comprehension of how all these TOOLS will benefit you in your course as instruments to indicate progress, to facilitate communication, to help you in gathering evidence and to keep track of the multitude of activities which form part of your vibrant course. And even more comprehensive - these TOOLS will also equip you to market and showcase skills gathered, right from the outset, as your course unfolds and more and more take shape as your training journey continuous.. Your WTI Website will be one of your best career marketing TOOLS and will help you in very effective ways to also convey your passion and interest and expertise as you develop your Portfolio with each module successfully completed. One of the reason why we at WTI received so many accolades for these effective TOOLS lies in their simplicity yet effectiveness - also the very fact that we utilize TOOLS and apps which is freely available and did not require special skills or development of new technologies. We simply showed how we can apply every day apps like FACEBOOK,WEEBLY, DROPBOX and GMAIL etc in very effective and innovative new applications to not only enhance the "fun" factor in the transfer of skill but also use it for effective course progress, maintenance, interaction and ultimately for career marketing. We hope you will fully utilize ALL these TOOLS to make your WTI journey even more rewarding.
well done and congratulations you have reached the end of section 6 and also the end of the wti tools module !!!
You are now fully equipped with all the Induction WTI TRAINING TOOLS to embark on the rest of your course journey. In the next Module, we are going to explore some key concepts which will further help to set your training path and open your world to new ideas. SEE YOU SOON...