FLEXIBLE AND BLENDED LEARNING (OD 3101)
COURSE OUTLINE
Unit description
This unit covers the competencies required to apply Flexible and Blended (FaB) approaches for a
technical trainer, who is expected to:
1. Conduct trainee sensitization on FaB, which comprises; concepts and terminologies, change
management and requirements.
2. Design of FaB resources, which comprise identify, adapt, curation, development and useof
multimedia resources.
3. Develop FaB activities, which comprise; choosing appropriate types of FaB activities and using
formative assessments to complete the activities.
4. Facilitate FaB programmes, which comprise; identification of appropriate methods and
facilitation of FaB courses.
5. Assess trainees using FaB approaches, which comprises; development of rubrics and
assessment of FaB courses.
6. Provide learner support, which comprises; determination of elements for learner support,
integration of learner support in course design and delivery, and counselling.
7. Practice how to facilitate FaB courses, which comprises; planning, delivery, and assessment.
8. Evaluate FaB programmes, which comprises; data collection, analysis, report writing,
dissemination of evaluation results and programme review in line with recommendations.
Assessment
Assessment for learning will comprise of two e-portfolio tasks that include artefacts on FaB training
resources and reflective activities in term 1, artefacts on FaB activities, methodologies and
assessments and reflective activities in term 2, and, a capstone task in term 3 on facilitation of FaB
courses.
Resources
Internet connectivity
Personal computer
Mobile phone
KTTC LMS - http://kttcelearning.net/lms
KTTC OER Repository - https://tvetrepository.kttc.ac.ke/
Course Content
Term 1
Topic Content Hours
• Terminologies and concepts on Facilitating Flexible and 1
Blended (FaB) learning
• Managing Change towards FaB in TVET 1
Introduction FaB
• FaB tools and FaB requirements 1
• Integrating FaB approaches into course design, content 2
development, training processes and assessment practices to
meet desired learning outcomes
• Multimedia resources for FaB training as per Open 1
Educational Resources (OER) standards and Universal Design
of Learning (UDL) principles
Design resources • Adaption, curation, development and usage of multimedia 1
for FaB training resources for FaB training as per OER standards and UDL
principles
• Using content management software to store, retrieve and 1
use multimedia resources for FaB training as per OER
standards and UDL principles
• Using Learning Management System (LMS) features and 2
functionality effectively in course design to enable learning
and engagement
10
Term 2
Topic Content Hours
• Identifying different types of activities applicable for FaB 1
Apply range of training
activities for FaB • Applying criteria for choosing activities for FaB training 1
training • Applying activities applicable for FaB training 1
• Applying Formative assessments for successful completion of 1
FaB activities
Facilitate training • Practicing course management strategies on the LMS as per 1
through FaB criteria
approaches • Applying of FaB methodologies while facilitating FaB courses 1
• Development of assessment rubrics for FaB programmes 1
Conduct • Conducting Assessments of/for FaB programmes 1
assessments • Alignment of assessment processes for FaB programmes to 1
using FaB assessment type, purpose and principles
approaches • Using ePortfolios 1
10
Term 3
Topic Content Hours
• Determining elements of learner support as part of course 1
planning
• Integrating Learner support in course structure, resources
Provide learner and activities
support to FaB • Pedagogy of care 1
trainees • Providing technical and academic support to FaB trainees
• Providing guidance and counselling to FaB trainees 1
• Generating reports on learner support
• Planning for facilitation of FaB courses 1
Practice how to
• Facilitating a FaB course to a select group of learners 3
facilitate FaB
• Assessing FaB learners 2
courses
• Evaluating implementation of a FaB course 1
10
