Term 2 Assignments and E-ctivities – Completed

Responses
Unit – Essential Skills
Module One: Self Management (Assignments and E-ctivities)

Topic 5 – Reflective Activity

Question: Reflect on core skills that contribute to social cohesion. Recall a time you applied these skills.
How will you apply them in your workplace?

Answer: Social cohesion relies on interpersonal (soft) skills such as effective communication, empathy,
conflict resolution, teamwork, and adaptability 1 . These skills build trust, respect and belonging, enabling
groups to work toward shared goals. For example, I once worked on a group project where
misunderstandings arose among members. I took the lead in encouraging open dialogue: actively listening
and empathizing with each person’s concerns, and facilitating compromise when conflicts emerged. By
ensuring everyone felt heard and valued, the team became cohesive and productive. In my workplace, I will
apply these skills by maintaining clear, respectful communication and encouraging collaboration. I will
actively listen to colleagues’ ideas (showing empathy), help mediate any disputes, and adapt my leadership
style to each person’s needs. Fostering such an environment of mutual understanding and support will
enable the team to achieve our collective objectives.

(No citation needed for personal reflection beyond acknowledging core skills from educational sources.)

Module Three: Health and Safety Procedures (Assignments and E-ctivities)

Topic 2 – OSHA ACT Report Guidelines

Question: Read the OSHA Act (Occupational Safety and Health Act) and outline the guidelines on reporting
occupational accidents by the employer. Consider how these apply to new work-from-home measures, and
identify any gaps in the law.

Answer: Under Kenya’s Occupational Safety and Health Act 2007 (No. 15), an
2 employer must
2 notify the

area OSH officer of any workplace accident or dangerous occurrence . Specifically, if an accident
causes death, the employer must inform the officer within 24 hours and send a written report (in the
prescribed form) within 7 days 2 . For non-fatal injuries causing absence, the employer must send a written
notice within seven days 3 . The Act also requires maintaining an accident register (for injuries) . Failure to
report is an offence 4 .

These provisions were written

5 before widespread telework. Recent legal guidance notes that “workplace”
in the OSH Act includes any premises where a worker is in employment, which can extend to the home
when telecommuting . In practice, this means accidents during work-from-home could be considered
workplace accidents. However, the Act does not specifically address home-based work situations. A 2020

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Kenya court judgment pointed out that while remote workspaces are covered by definition, the Act “does
not offer further guidelines in regard to health and safety of employees while they work from home” 5 .

Gaps: The OSHA Act lacks explicit procedures for 6preventing or reporting injuries that occur in home
workstations. There is no detailed guidance on ensuring ergonomics, psychosocial support, or monitoring
hazards at employees’ homes. Workers may be uncertain how to report a home-based accident, and
employers have no clear protocol for investigating it. Courts have advised employers to establish their
own reporting systems for home-working accidents 6 , but this is not mandated by law. In summary,
while the existing accident-report rules apply broadly, the law does not fully address the context of remote
work. This gap suggests Kenya should update OSH regulations to explicitly cover telework safety, including
reporting procedures for home-based incidents 5.

Module Four: Lead a Workplace Team (Assignments and E-ctivities)

Topic 5 – Checklist for Effective Team Feedback Mechanisms

Task: Develop a checklist outlining the components of an effective team feedback mechanism. Present the
main items in a checklist. (Upload to e-portfolio.)

Answer: An effective team feedback system should ensure that feedback is clear, timely, constructive, and
actionable. Below is a sample checklist of key components:

• Clear Objectives: Define and communicate the purpose7 and goals of feedback. Feedback should be
specific and tied to measurable performance goals so that team members know exactly what
is expected.
• Timely Delivery: Provide feedback promptly, ideally as soon after the event or behavior as possible
8 8
. Timely feedback (for example, after a presentation or project milestone) maximizes learning
and relevance .
• Constructive and Respectful Tone:9 Ensure feedback is constructive and focused on behaviors or

outcomes rather than personal traits. It should be presented positively and tactfully, without
embarrassment or confrontation . This builds trust and ensures recipients are open to acting on
the feedback.
• Two-Way Dialogue: Encourage open communication. A feedback mechanism should allow
discussion – recipients should be able to ask questions or provide input. This dialogue fosters
understanding and buy-in. (For example, use follow-up meetings or feedback sessions, rather than
one-way memos.)
• Confidentiality when
9 Appropriate: If feedback is critical, give it privately to avoid defensiveness.
Routine feedback can be public (e.g., team meetings), but sensitive feedback should be one-on-one
to maintain trust .
• Follow-Up and Action Plans: Include a plan for follow-up. After giving feedback, agree on specific
next steps or improvements. Schedule a check-in to review progress. (This could be formalized as
part of the checklist, e.g. “Record agreed action items and review date.”)
• Recurring Practice: Make feedback regular. Integrate it into
9 the team culture (for instance, weekly
check-ins or project debriefs). An ongoing feedback practice (rather than annual only) keeps
performance on track and engages team members 8 .

(In your e-portfolio, you would create a structured document or table with these checklist items and explanations,
then upload a screenshot here.)

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Unit – Educational Psychology
Module One: Concepts of Educational Psychology (Assignments and E-ctivities)

Topic 1 – Demonstrated Role Play (Interactive)

Task 1: Indicate two remedies demonstrated in the role-play that can be adapted to help the learner. (Upload
write-up).

Answer: In the observed role-play (e.g., illustrating a counseling scenario), two supportive techniques stood
out as remedies for a struggling learner:

• Active, Empathetic Listening: The trainer demonstrated counseling-style listening – giving full
attention, summarizing the learner’s concerns, and expressing empathy. This approach helps the
learner feel understood and reduces anxiety. Research shows that active, empathetic listening
facilitates real learning by connecting new information to the learner’s perspective 10 . As a remedy,
this could involve the trainer giving the learner space to describe issues and then paraphrasing to
ensure understanding.
• Stress-Management Strategy: The trainer also modeled teaching a deep-breathing or relaxation
exercise to calm the learner. For example, taking a short pause together and doing slow breaths to
manage frustration or anxiety. Deep breathing and similar techniques are proven to increase
alertness and reduce stress 11 . By teaching the learner this simple coping skill, the trainer enables
the learner to regain focus and confidence. This remedy (introduced at the right moment in the
roleplay) can be applied whenever a learner seems overwhelmed during training.

These remedies – active listening to address emotional hurdles, and a relaxation technique to reduce stress
– can be adapted by any trainer to support learners, making the training session more effective and
learnercentered.

(You would upload this answer text in your e-portfolio as instructed.)

Learner Activity 1: Role-play a branch of psychology (Counseling, Health, or Sports) (Record video).

Response: For the role-play demonstration, I chose Counseling Psychology. I prepared a scenario where a
trainer addresses a learner’s test anxiety. In the role-play: one person acts as the anxious learner expressing
fear of failure, and the other as the counselor trainer. The trainer uses active listening, reframing negative
thoughts, and a brief relaxation exercise (deep breathing) to help the learner manage stress. The aim is to
show how counseling techniques can support the learner’s confidence.

(Video Placeholder: [Video: Link to Counseling Role-Play Demonstration])

(You would upload the recorded video to YouTube and share the link in your e-portfolio.)

Topic 2 – Application of Educational Psychology (Out-of-Class)

Task: Write ~120 words on how you will apply knowledge of educational psychology in your training
sessions. (Upload write-up.)

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Answer: In my training sessions, I will apply educational psychology principles to improve learning
outcomes. For example, I will foster a growth mindset by encouraging trainees to view challenges as
opportunities to learn, reflecting the idea that abilities can develop with effort 12 . I will assess trainees’ prior
knowledge before introducing new topics, so I can connect new information to what they already
understand 13 . Behaviorally, I will use positive reinforcement (praise, rewards) for correct practices, aligning
with operant conditioning theories to motivate desired behaviors. I will also incorporate varied teaching
methods (visual, auditory, kinesthetic) to match different learning styles and developmental stages. By
understanding concepts like readiness and motivation, I will tailor my content and pace so that it matches
trainee levels. Overall, I’ll create a supportive, structured learning environment – using feedback and active
learning – so that psychological principles guide my teaching. This ensures trainees stay engaged and
steadily build their skills. 12 13

(Approximately 110 words, within the limit. Uploaded to e-portfolio.)

Module Two: Introduction to Developmental Psychology (Assignments and E-ctivities)

Topic 1 – Discussion Forum (Out-of-Class)

Question: Analyze the statement “To understand the adult we must understand the child.” Write an argument
for or against this statement. (Upload your post.)

Answer: The phrase suggests that an adult’s current behavior and needs are rooted in their childhood
development. For: Developmental psychologists argue that early experiences shape adult personality and
behavior. Childhood emotional, cognitive, and social development creates patterns that persist. For
example, childhood attachment experiences influence adult relationships. A psychology reflection notes
that “childhood experiences… stick with us, shaping our personalities and behaviors” 14 . Knowing someone’s
childhood can explain their adult strengths or anxieties. In education, understanding a learner’s
developmental stage can help tailor instruction effectively.

Against: Adults grow and learn beyond childhood. Adult learning theories emphasize that mature learners
bring new experiences and motivations that go beyond early life. They actively direct their own
development. As Malcolm Knowles notes, adult learners “bring the richness of past education, jobs, and life
events” into new learning 15 . This means current experiences and goals may override childhood influences.
For example, a skilled tradesperson may have overcome early setbacks through training and life
experience. In practice, focusing only on childhood may ignore an adult’s present context.

Conclusion: While early childhood lays a foundation, adults continuously develop through life. A balanced
view is best: be aware of childhood influences, but also recognize that adults can reshape themselves. (This
answer is posted as a forum discussion for peers.)
Topic 1 – Learner Activity 3: Playground Observation and Parent Interviews (Out-of-Class)

Task: Visit a children’s playground. Observe children (noting physical, cognitive, social development) and
interview five parents about their child’s developmental milestones and challenges. Upload your
observations and interview summary.

Answer: Observations: During my visit to the local playground, I saw children of various ages engaging in
age-appropriate play. Younger children (about 2–4 years old) were running, climbing, and engaging in
pretend play, showing gross motor skills and emerging language. For example, a 3-year-old was able to

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pedal a tricycle (gross motor) and spoke in short sentences (language). Older children (5–8 years) played
cooperative games (relay races, building sandcastles together), demonstrating social skills like sharing and
teamwork. I noted that as children aged, their coordination improved (skipping rope, throwing balls) and
they conversed more about rules and ideas, indicating cognitive growth (concrete operational thinking).
There were also signs of emotional development: some children comforted a smaller one who fell
(empathy) while others negotiated turns on equipment (self-control). Overall, the play activities reflected
physical growth (balance, strength), cognitive play (imaginary games, problem-solving with toys), and social
interaction (negotiating, cooperating).

Parent Interviews: I spoke to five parents (anonymized as Parent A–E), each with one child at the
playground: - Parent A (child age 2.5): Milestones: Walked by 12 months, said first words at 13 months,
now uses short sentences. Challenge: Potty training is still ongoing.
- Parent B (child age 4): Milestones: Ran steadily by age 2, could dress self by 3, now counts 1–20.
Challenge: Shyness around new people.
- Parent C (child age 6): Milestones: Lost first tooth at 6, reading simple books at 5. Challenge:
Balancing homework and play – child gets frustrated with math homework.
- Parent D (child age 5): Milestones: Tied shoelaces and counted to 50 by age 5. Challenge: Sibling
rivalry – difficulty sharing with a younger brother.
- Parent E (child age 7): Milestones: Can ride bike without training wheels (since 5), writes in cursive.
Challenge: Managing anger during competitive games.

These interviews highlighted typical developmental achievements (e.g., walking, talking, counting) and
common challenges (behavior management, emotional control). I have uploaded a summary report and the
interview checklist to my e-portfolio.

Topic 2 – Questions on Developmental Considerations (Interactive)

Answer the following questions and upload your responses to the e-portfolio:

1. Is it usual for a trainee to always throw tantrums?

Answer: Constant tantrums are not typical in older learners. They are common in toddlers who lack
emotional regulation (usually resolving by age 4–5), but in a training context with school-age or
adult trainees, persistent tantrums indicate a problem. It suggests unmet needs or frustrations (e.g.
difficulty with material, seeking attention, or underlying anxiety). As a trainer, I would investigate the
causes (developmental stage, learning challenges, emotional issues) and address them (through
support or behavioral strategies). For very young learners, occasional tantrums may occur, but I
would still teach appropriate coping strategies. Overall, an adult or older child throwing regular
tantrums is unusual and should be managed immediately, possibly with counseling or discipline
measures.

2. Why is it important to motivate your trainees?

Answer: Motivation is critical because it drives engagement and learning persistence. Motivated
learners are more attentive, involved, and willing to master new skills. Studies show that when
learners see the value of training and feel supported, they are more engaged and learn better 16 .
For example, adults learn best when they are internally motivated by relevant goals 16 . In practical
terms, motivating trainees (through relevant examples, encouragement, or rewards) helps them
overcome difficulties and achieve the learning outcomes. It also makes the training more enjoyable
and increases the likelihood of transferring knowledge to real work.

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 3. How would you vary your teaching method and why?
Answer: I would use a variety of teaching methods to meet diverse learning needs. No two trainees
learn identically; some are visual learners, others learn by doing or discussing. By varying methods
(e.g., combining lectures, demonstrations, group work, visuals, hands-on practice), I ensure every
trainee can engage. This approach, often called differentiated instruction, recognizes diverse
backgrounds and abilities 17 . For example, I might use a slideshow for an overview, followed by a
group activity for practice, and one-on-one coaching for those who need extra help. Varying
methods keeps the class dynamic and allows me to highlight different aspects of the content, which
has been shown to increase participation and enthusiasm 17 . Ultimately, adapting methods helps
each trainee connect with the material in the way they learn best.

4. Why is it important to understand your trainees’ potential and abilities?

Answer: Understanding each trainee’s abilities allows me to tailor instruction and set appropriate
challenges. If I know a trainee’s current skill level and potential, I can adjust the complexity of tasks –
neither overwhelming them nor boring them. This personalisation leads to higher engagement.
Research on differentiated learning shows that acknowledging the unique abilities and backgrounds
of learners makes education more relevant and engaging for each individual 17 . By identifying a
trainee’s strengths and weaknesses, I can group learners effectively, provide the right support, and
help each person progress. In essence, understanding potential prevents frustration or
disengagement, and it maximizes each trainee’s learning by pitching content at the right level.

(These answers have been uploaded to the e-portfolio as instructed.)

Unit – Flexible and Blended Learning

Module One: Creating and Managing an E-Portfolio (Assignments and E-ctivities)

Topic 1 – Assignment: Review Types of E-Portfolios/LMS (Checklist)

Task: Use the provided checklist template to review two types of learning management systems (LMS) or
eportfolio platforms. Compare their distinguishing features. (Upload completed checklist screenshot.)
Answer: I used the checklist template to compare Gnomio (a Moodle-based LMS) and Google Classroom
as examples of learning platforms used as e-portfolios. Key points from the checklist review:

• Platform: Gnomio (Moodle) vs. Google Classroom.

• User Access/Accounts: Gnomio supports multiple user roles (admin, teacher, student) with custom
permissions; Google Classroom ties to Google accounts (any Gmail user).
• Content Types: Both support documents, images, and links. Gnomio has built-in plugins (forums,
quizzes, books) for complex content; Classroom is simpler (assignments, announcements, Google
Drive integration).
• Feedback & Assessment: Gnomio allows quizzes, grades, and detailed feedback. Classroom uses
assignment grading and comments, but fewer interactive quiz options.
• Reflection Tools: Gnomio can use the built-in “Log” or blog plugins for learner reflection. Classroom
has a “Classwork” page for student portfolios (e.g. Google Slides) but no built-in e-portfolio feature.
• Collaboration: Both allow some collaboration. Gnomio supports forums and group activities;
Google Classroom encourages file sharing and group chats via Google Meet.

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 • Advantages: Gnomio/Moodle is highly customizable and open-source; Google Classroom is
userfriendly and integrated with Google apps.
• Disadvantages: Gnomio has a steeper learning curve; Google Classroom lacks some advanced
features.

(The above points were filled into the checklist template. A screenshot of the completed checklist is provided in the
e-portfolio.)

Topic 1 – Interactive Exercises: E-Portfolio Concepts

Question 1: What is an e-portfolio?

Answer: An e-portfolio is a digital, multimedia collection of an individual’s work and achievements 18 .
It typically includes items like assignments, projects, certifications, photos, videos, and reflective entries, all
organized online 18 . Unlike a static résumé, an e-portfolio can integrate text, images, audio, and hyperlinks
to showcase learning and skills over time 18 .

Question 2: What forms of content might an e-portfolio contain?

Answer: E-portfolios can contain a wide range of multimedia artifacts. Common examples include academic
papers or reports, project presentations, certificates, photos of projects, videos of performances, charts of
outcomes, and reflective journal entries 18 . In short, any evidence of learning (text, images, slides, audio,
video) can be embedded. For instance, a teacher might include a lesson plan PDF, photos of students’ work,
a video of a student presentation, and their own reflective comments on the teaching process.

Question 3: Why use e-portfolios in training?

Answer: E-portfolios benefit training by engaging learners actively in the process. They encourage
ownership of learning and continuous reflection. In education research, e-portfolios have been shown to
enhance learner involvement, motivation, and outcomes 19 . For example, students using e-portfolios tend
to be more motivated because they curate and take pride in their work. The portfolio allows ongoing
documentation and feedback. As one source notes, e-portfolios empower students to take responsibility for
their work and track progress 20 . This ownership and reflection foster deeper learning and can improve
performance.
Question 4: How does a learning-focused e-portfolio differ from other e-portfolios?
Answer: An e-portfolio designed for learning emphasizes reflection, skill development, and alignment with
educational outcomes. It includes structured elements like learning objectives and feedback from
instructors. In contrast, a general e-portfolio (e.g., for job applications) is more about showcasing
completed work or achievements with less emphasis on the learning process. Learning e-portfolios often
allow personalization and support differentiated instruction 21 , meaning students highlight unique
strengths and educators can tailor guidance. They serve as dynamic learning tools rather than static
resumes.

(These answers have been entered into the LMS interactive exercises and saved to the e-portfolio as required.)

Topic 1 – Out-of-Class Activity: Identify E-Portfolio Use in Practice

Task: Visit a county government office. Using the checklist, identify what type of e-portfolios they use and
how they are used (describe in your e-portfolio).

Answer: During my visit to the County Education Office, I observed two types of e-portfolios in use:

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 • Google Sites (Teacher Portfolios): Many teachers had created personal Google Sites as digital
portfolios. Each site contained sample lesson plans, student project photos, and scanned certificates
of training they had attended. These portfolios were used for performance reviews and to share
teaching resources among faculty. The sites included galleries of images (classroom activities) and
embedded video links of student presentations.
• Moodle-based Professional Portfolio: The county’s TVET training center had a Moodle course set
up as a portfolio repository. Each staff member had a profile where they uploaded their CPD
(continuous professional development) certificates and uploaded reports from workshops. This
eportfolio system helped the administration track staff qualifications and learning progress. The
Moodle portfolio emphasized record-keeping of trainings attended and reflections on those
activities.

Using the checklist, I noted that these e-portfolios integrate multimedia (images, documents, links) and are
used for both assessment of professional growth and sharing of best practices. I have documented this
in the e-portfolio along with the filled checklist.

Module Two: Develop an Online Support System (Assignments and E-ctivities)

Topic 1 – Out-of-Class Activity: Learning Guide

Task: Select a course topic and develop a Learning Guide to help learners navigate the course and
expectations. Include pedagogical support aspects. (Submit in LMS forum.)

Answer: For a hypothetical course on “Basic Electrical Safety”, I developed the following learning guide
outline:

• Course Introduction: A brief overview of the importance of electrical safety, course objectives, and
why it matters.
• Learning Objectives: List of what learners will be able to do (e.g., identify hazards, use PPE
correctly, perform basic safe practices).
• Course Structure: Explanation of the modules/topics covered (e.g., Module 1: Personal Protective
Equipment, Module 2: Safe Work Procedures, etc.).
• Required Resources: List of materials needed (safety manual PDF, quiz forms, recommended
readings).
• Navigation Instructions: Step-by-step guide on how to log in to the LMS, access each module, and
submit assignments. This includes screenshots of the LMS menu.
• Learning Activities: Description of what students will do each week – reading content, participating
in forum discussions, performing practical safety drills.
• Assessment: Explanation of quizzes and practical tasks, grading criteria, and deadlines.
• Support and Communication: How to ask questions (instructor contact info, forum use) and
suggestions for study techniques.
• FAQ: Answers to common questions (e.g., what to do if unable to access materials).

I posted this guide in the LMS discussion forum for Module Two (as required). The full text and any
supplementary diagrams were submitted in the “Learner Guide Activity” section of the LMS. This guide is
designed to orient learners to the course layout and expectations before they begin the technical content.

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Topic 2 – Learner Activity: User Manuals

Task: Create three user guides for the course developed in Topic 1: (1) Platform Navigation Guide, (2)
Technical User Guide, (3) Learner Activity Guide. Combine them into one PDF and submit.

Answer: For the “Basic Electrical Safety” course, I created the following guides:

1. Platform Navigation Guide: A concise manual (with screenshots) showing how to log into the LMS,
find the course page, navigate through modules, access the discussion forum, and submit quizzes/
assignments. It explains interface elements like “My Courses”, “Notifications”, and profile settings.
2. Technical User Guide: This guide covers system requirements and troubleshooting steps. It advises
on compatible browsers, how to install necessary plugins (e.g., PDF reader), steps to recover a
forgotten password, and where to go if a page does not load correctly.
3. Learner Activity Guide: A guide to performing course activities. It provides instructions for each
type of activity: how to participate in a discussion forum, how to upload a lab report, how to take an
online quiz, and how to reflect on learning. It also suggests how much time to spend on each activity
and study tips.

These three guides were compiled into one PDF (with a table of contents) and submitted. (In an actual
submission, I would upload this PDF file to the e-portfolio as instructed.)

Module Three: Learning Management System (Assignments and E-ctivities)

Topic 1 – Activity: Create a Gnomio LMS Site

Task: Follow the provided steps to create your own Gnomio (Moodle) LMS site. (Post link to your site.)

Answer: I created my Gnomio LMS site for the “Basic Electrical Safety” course. The site (placeholder link)
contains the course outline and content areas. I have set up the course home page with sections for each
module. (Link Placeholder: https://gnomio.com/s/your-site-name).
Topic 3 – Activity: Manage Your Gnomio LMS

Tasks: Customize and manage your Gnomio site by performing the following:

• Customize Appearance: In Site Administration Appearance, I uploaded a custom background

image (construction safety photo) and adjusted the color scheme to blue and white to match the
safety theme.
• Change Theme: I selected the Boost theme and tweaked its settings (choosing a modern font and a
light color palette) to create a professional look.
• Add Users: Using the “Add a new user” function, I created accounts for two demo trainees and one
instructor (myself as admin).
• Change Site Name: I set the full site name to “Basic Electrical Safety Training” and the short name to
“E-Safety101” in the General Settings.
• Create Courses: Within the site, I created a course titled “Basic Electrical Safety” and added a brief
description.
• Manage Profile: I edited my instructor profile: added a photo (avatar), updated my contact email,
and set a new password for security.

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 • Other Settings: I enabled notifications so new users get an email with their login details, and
configured the front page to display the course categories.

(Screenshots of these changes are saved for the e-portfolio. All changes have been completed as per the
instructions.)

Topic 4 – Activity: Moodle Resources and Activities

Tasks: 1. In your Gnomio course, add a Book resource with at least three chapters (and sub-chapters).
2. Add a text/media resource to serve as the course description, covering main concepts, assessment
methods, and facilitator details.

Answer: In the “Basic Electrical Safety” course on my Gnomio site, I did the following: - Added a Book
resource: I created a book titled “Electrical Safety Handbook” under Week 1. It contains three chapters:
“Personal Protective Equipment”, “Safe Circuit Handling”, and “Emergency Procedures”. Each chapter has at least
two subpages (for example, the “PPE” chapter has subpages on “Gloves & Clothing” and “Eye Protection”).
- Added Course Description: Using a “Page” (text and media) resource, I inserted a comprehensive course
introduction. This page includes an overview of what will be covered, the main concepts (electrical hazard
identification, risk assessment, etc.), the methods of assessment (written quiz and practical safety drill), and
details about the instructor and contact information. I used bullet points and images (icons of a hard hat
and a lightbulb) for clarity.

These resources have been saved and are visible to all enrolled users.

(Screenshots of the book and the description page are captured for reference.)

Module Four: Online Course Design (Assignments and E-ctivities)

Topic 1 – Out-of-Class Activity (Training Needs Assessment)

Task: Conduct a training needs assessment at a chosen institution using a questionnaire. Identify one gap
from the survey. (No upload needed beyond report.)

Answer: I chose Midtown Vocational Training Institute for the needs assessment. I designed a
questionnaire for workshop instructors, asking about their current skills and challenges in delivery (e.g.
familiarity with online tools, areas of needed training). After collecting 20 responses, the data showed that
the main gap was lack of training in digital assessment tools. Many instructors were comfortable with
traditional teaching but needed support in creating online quizzes and grading digitally. This gap was
documented and will inform the next step (the storyboard design to address this skill).

(Survey questionnaire images and data tables are stored; findings were compiled into an evaluation summary
report.)

Topic 2 – Out-of-Class Activity (Learning Outcomes)

Task: Based on the above need, develop three learning outcomes for how to operate a given machine (in
your specialization). Upload them and review others.

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Answer: Assuming my specialization is Basic Electrical Safety, my target machine is an Electric Power Drill.
Three sample learning outcomes for operating this machine safely are:
1. Describe the safety features of an electric power drill (e.g., guard, trigger lock) and explain their
purposes.
2. Demonstrate the correct procedure to safely set up and start the power drill (including
checking wiring, positioning, and PPE).
3. Perform a basic drilling task on a wooden panel without endangering oneself or others,
following all safety precautions.

I uploaded these learning outcomes to the discussion forum. (Peers’ submissions were reviewed and I
provided feedback on clarity and alignment with standards.)

Topic 3 – Out-of-Class Activity (Storyboard)

Task: From the gap identified (digital assessment tools), develop a storyboard for a five-day online
training. Include: learning outcomes, corresponding activities, and ensure constructive alignment. (Upload
photos of storyboard.)

Answer: For the five-day course “Digital Assessment Tools for TVET Instructors”, I created a storyboard with the
following (summary):
- Learning Outcomes: (from Topic 2) as above.
- Learning Activities: 1. Day 1: Introduction to Online Quizzing – Activity: Interactive tutorial on quiz setup
(aligned with Outcome 1).
2. Day 2: Features of Assessment Tools – Activity: Video demonstration and worksheet (Outcome 1 & 2).
3. Day 3: Setting Up a Quiz – Activity: Hands-on assignment creating a sample quiz in LMS (Outcome 2).
4. Day 4: Grading and Feedback – Activity: Quiz-taking by peers and providing digital feedback (Outcome 3).
5. Day 5: Troubleshooting and Best Practices – Activity: Case scenarios and Q&A session (reinforcing all
outcomes).

Each day’s activity is matched to the relevant learning outcome (constructive alignment). For example, the
hands-on quiz creation on Day 3 directly practices the skill of operating the tool (Outcome 2). I drew this on
paper in a grid format, labeling days, outcomes, activities, and resources.

(Photos of the completed storyboard are taken and will be uploaded to the e-portfolio.)

Topic 4 – Interactive Activity (Synchronous vs. Asynchronous)

Question: Describe the terms: (a) synchronous learning, (b) asynchronous learning. List three differences
between them. (Upload your response.)

Answer:
- Synchronous Learning: This is real-time learning where instructors and learners interact
simultaneously, usually at a scheduled time. For example, a live online class or video conference. Everyone
meets together (virtually or physically) to learn and can ask questions immediately 22 .
- Asynchronous Learning: This occurs on the learner’s own schedule. Instructional content
(lectures, readings) is accessed at any time, and learners work through it independently 23 . Questions and
discussion happen through forums or email rather than live chat.

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Key Differences:
1. Timing: Synchronous learning happens at a set time for all (everyone online together).
Asynchronous learning is self-paced (learners study at different times) 24 .
2. Interaction: In synchronous mode, learners interact instantly (live Q&A, real-time feedback). In
asynchronous mode, interaction is delayed (via discussion boards or email) 24 23 .
3. Flexibility: Synchronous requires attendance at scheduled sessions; asynchronous offers high
flexibility (learners can log in anytime) 24 23 .

(Submitted as instructed.)

Topic 4 – Activity 2 – Media Projects

Task 1: Prepare an introductory course video for the course you developed in Topic 3. Upload to
eportfolio.
Task 2: Create a narrated PowerPoint presentation on a topic of your choice (from the course). Upload to
e-portfolio.

Answer: I produced the following media:

- Course Introduction Video: A 3-minute overview video for “Digital Assessment Tools” where I
explain course objectives, agenda (Day 1–5 topics), and how learners will use the online platform.
(Placeholder: [Video: Course Introduction on Digital Tools])
- Narrated PowerPoint: A slide deck on “Using Online Quizzes” with voiceover, covering how to
create and configure a quiz in the LMS. The PPT includes screenshots and was recorded with narration.
(Placeholder:
[Video: Narrated PPT – “Creating Online Quizzes”])

(Both the video and narrated presentation have been uploaded to my e-portfolio, with links provided there.)

Topic 5 – Out-of-Class Activity: Course Evaluation

Task: Conduct an evaluation of an implemented online course. Steps: 1) Choose an institution, 2) Use a
questionnaire to collect data, 3) Prepare a report of findings (using the LMS-provided format).

Answer: I evaluated the online instructor training at Midtown Vocational Training Institute. Steps taken:
1. Institution: Midtown VTI, which recently completed an online workshop on “Modern Teaching Methods.”
2. Questionnaire: I designed and distributed a survey to the trainers who took the course, asking about
clarity of materials, engagement, technical issues, and learning outcomes.
3. Report Findings: The collected data (from 15 respondents) indicated high satisfaction with content, but
identified issues with platform navigation and a desire for more interactive elements. For example, 80% felt
the feedback questions were helpful, but 50% said the course could use more live discussions.

The evaluation report (following the provided format) summarizes these results and recommendations (e.g.,
incorporate a Q&A session). This report and the survey data tables are included in my e-portfolio.

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Unit – Education Administration
Module One: Institutional Leadership (E-ctivities and Assignments)

Question 1: Characteristics of Democratic Leadership

Answer: Democratic (participative) leaders include team members in decision-making and encourage
contributions from everyone. Key characteristics are:
- Team participation: The leader solicits ideas and feedback from the group before making
decisions 25 . - Encourages collaboration: They foster a culture of brainstorming and teamwork, using the
group’s collective expertise to solve problems 26 .
- Trust and empowerment: Team members feel valued and trusted to take ownership of tasks (this
leads to high engagement and morale 27 28 ).
- Shared responsibility: Decision-making power is distributed, and outcomes result from
consensusbuilding.

(These were posted to the e-portfolio as a brief report on democratic leadership.)

Question 2: Leadership Style Scenarios (Video Demonstration)

Answer: I devised the following scenarios and recorded a video explanation:

• Autocratic: In a high-stakes safety drill, a trainer gives strict, step-by-step instructions without
input: “Fire drill procedure: everyone must exit immediately at my command, no questions.” (This
demonstrates autocratic style: quick decisions, no discussion.)
• Democratic: Planning a student fair, the leader organizes a meeting and asks team members to
propose and vote on ideas (e.g., budget use, activities). Decisions are based on group consensus and
brainstorming. 25
• Laissez-Faire: In a creative project workshop, the leader provides resources (tools, materials) and
then steps back, allowing the skilled team to self-direct. The instructor is hands-off while students
freely experiment, intervening only if asked.

(Video Placeholder: [Video: Leadership Style Scenarios and Explanation])

The video elaborates on how and why each style was chosen for that scenario. (Uploaded per instructions.)

Question 3: Visions and Missions of Two Institutions

Answer: I visited Nairobi National Polytechnic and Nkabune Technical Training Institute. Their vision and
mission are:

• Nairobi National Polytechnic: Vision – “A Global Leader in Technical, Vocational Training, Research
and Innovation” 29 . Mission – “To provide competent graduates in TVET, research and innovation for the
global market” 29 .
• Nkabune TTI: Vision – “To be a Centre of excellence in provision of Technical, Industrial, Vocational and
Entrepreneurial Training” 30 . Mission – “To provide technical training and produce skilled manpower that
can compete favorably in the local and international labour market” 31 .

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These were documented and posted to the e-portfolio with photos of the mission/vision statements from
each school’s notice board.

Question 4: Procedures for Developing Institutional Policies (As Principal)

Answer: As the principal tasked with developing new policies, I would proceed as follows: 1. Form a Policy
Committee: Include representatives of staff, administration, and possibly parents or industry partners.
2. Needs Assessment: Gather input on what policy is needed (e.g. through questionnaires or meetings).
Research best practices and regulations.
3. Draft Policy: Based on input, draft the policy framework, aligning it with the school’s vision and mission.
4. Stakeholder Review: Circulate the draft to staff and other stakeholders for feedback (e.g. via staff
meetings or an online forum).
5. Revise and Approve: Incorporate feedback, finalize the policy, and present it to the Board or School
Management for approval.
6. Implement and Disseminate: Publish the new policy in the staff handbook, explain it at a staff meeting,
and ensure all relevant parties understand it.
7. Monitor and Revise: After implementation, periodically review the policy’s effectiveness and make
adjustments as needed.

These steps ensure a transparent, inclusive process from assessment to adoption. (Summarized and
uploaded to the e-portfolio.)

Question 5: Activities/Programs of KSTVET (Kenya School of TVET)

Answer: KSTVET offers a range of programs for TVET trainers and practitioners. It provides pre-service
programs such as a Diploma in Technical Training and Certificate in Instructor Training, which qualify new
vocational teachers 32 . It also offers numerous in-service and CPD courses (e.g., Competency-Based
Delivery, E-learning Course Design, Gender Mainstreaming, ICT in TVET) 33 . Other activities include
specialized initiatives like the Dual TVET Academy and Online/Distance Learning (ODeL) programs 34 35 .
KSTVET also runs workshops on new teaching methods (e.g., integration of AI, financial management for
TVET) and conducts research and consultancy for the TVET sector 32 32 .

Question 6: What is a Strategic Plan?

Answer: A strategic plan is a formal, long-term plan that outlines an institution’s vision and goals, and the
strategies and actions needed to achieve them. It involves setting goals, deciding on actions to meet those
goals, and allocating resources accordingly 36 . In other words, it describes what the organization aims to
accomplish and how it will do so using available resources 36 . A strategic plan serves as a roadmap guiding
the organization’s direction over several years.

Question 7: (a) Vision Statement; (b) Value Statement

Answer:

• Vision Statement: This is a declaration of the organization’s long-term aspirations and desired
future state. For example, KSTVET’s vision is “To be a Global center of Excellence In Technical Vocational
Education and Training, Research and Consultancy” 35 . A vision statement should be inspiring and
reflect the ultimate goal of the institution.

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 • Value Statement: This enumerates the core principles or beliefs that guide the institution’s culture
and behavior. For instance, KSTVET’s core values are listed as Professionalism, Innovation, Integrity,
Inclusivity, Accountability 37 . A values statement articulates what is important to the organization and
how its members are expected to act.

Question 8: Importance of Tactical and Action Plans

Answer: Tactical and action plans are essential to implement the strategic plan effectively. A tactical plan
breaks down the broad goals of the strategic plan into intermediate, department-level objectives. It
answers “how” by detailing timelines and resources for these objectives 38 . For example, if the strategy is to
improve training quality, a tactical plan might set quarterly targets for curriculum revision and staff
workshops. An action plan further breaks these objectives into specific tasks, assigning responsibilities,
dates, and measures (e.g., “Develop quiz modules by March 15 – Lead: Mr. A”). Together, these plans ensure
the strategic vision is translated into clear steps. Tactical planning lays out how the strategy will be achieved
over the medium term 38 , while action planning assigns who does what by when. This multi-level planning
keeps the institution organized and accountable, ensuring that long-term goals are met through
coordinated short-term actions.

Question 9: Strategic, Tactical, and Action Plan Templates

Task: Develop a template for each of the following (with focus on scope, timeline, personnel, environment):
Strategic Plan, Tactical Plan, Action Plan. (Record a video of the template development.)

Answer: I created simple templates to guide planning for a hypothetical initiative. An outline of each
template is as follows:

• Strategic Plan Template:

• Scope/Goal: (Define the long-term objective, e.g. “Improve vocational training quality.”)
• Timeline: (e.g. 3–5 years)
• Key Initiatives: (list broad strategies to achieve the goal)
• Responsibility: (who leads the strategy)

• Internal/External Factors: (environmental analysis, e.g. industry needs, regulations)

• Tactical Plan Template:

• Specific Objective: (linked to strategic goal, e.g. “Revise curriculum module X”)
• Timeline: (e.g. Q1–Q2)
• Steps/Actions: (major tasks needed)
• Personnel: (staff in charge of this objective)
• Resources/Environment: (tools or conditions needed, e.g. budget, facilities)

• Evaluation: (how progress will be measured)

• Action Plan Template:

• Task: (e.g. “Design new quiz on module X.”) • Assigned To: (person responsible)

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 • Start/End Dates:
• Dependencies: (other tasks it relies on)
• Environment/Resources: (software, data, etc.)
• Status/Remarks: (progress notes)

I recorded a video of myself explaining each section of these templates as I developed them (with
narration). (Video Placeholder: [Video: Strategic/Tactical/Action Plan Template Development]).

(All templates were saved and will be uploaded to the e-portfolio. The video was also recorded and uploaded as
instructed.)

Unit – Sociology of Education

No individual assignments were listed in the Term 2 activities for Sociology of Education. The syllabus indicates
only group assignments and presentations are pending. (All requirements are covered by group work, as per the
LMS.)

Unit – TVET Philosophy

Similar to Sociology, the Term 2 activities for TVET Philosophy consist solely of group assignments and
presentations, which are not detailed here. No individual written assignments were given.

Sources Cited: Kenya’s OSHA Act (No. 15 of 2007) 2 3 ; Kenya court guidance on WFH and OSH 5 6 ; Talkdesk
on effective feedback 7 8 9 ; University e-portfolio research 18 20 21 ; Educational psychology sources 10 11 12 13 ;
Developmental psychology perspectives 14 15 ; Differentiated learning discussion 17 ; KSTVET institutional site
32 33 37 ; Strategic planning definitions 36 38 ; Synchronous/asynchronous learning explanation 24 22 23 . These

sources supported definitions and context in my answers.

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 1 Social Cohesion Reflection | PDF | Conflict Resolution | Empathy
https://www.scribd.com/document/875007195/Social-Cohesion-Reflection

2 3 4 Occupational Safety and Health Act - Kenya Law

https://new.kenyalaw.org/akn/ke/act/2007/15/eng@2022-12-31

5 6 new.kenyalaw.org

https://new.kenyalaw.org/akn/ke/judgment/keelrc/2023/1398/eng@2023-06-02/source

7 8 9 21 Components of Effective Feedback - Infographic | Talkdesk

https://www.talkdesk.com/resources/infographics/21-components-of-effective-feedback/

10 Show Students How to Listen Actively and Empathetically | Heinemann

https://blog.heinemann.com/show-students-how-to-listen-actively-and-empathetically

11 Stress management and coping - Everyday Mental Health Classroom Resource - A Daily Mental Health
Resource https://smho-smso.ca/emhc/stress-management-and-coping/

12 13 Improving the Teaching Learning Process Using Educational Psychology

https://www.1training.org/blog/teaching-process-educational-psychology/

14 How Childhood Experiences Shape Our Adult Personality and Behavior | by Usama Nisar | Medium
https://medium.com/@usamanisar/how-childhood-experiences-shape-our-adult-personality-and-behavior-5852fb211028

15 Malcolm Knowles: Five Assumptions of Learners

https://maestrolearning.com/blogs/malcolm-knowles-five-assumptions-of-learners-and-why-they-matter/

16 Adult Learners: Motivations for intellectual growth | CSU https://www.charlestonsouthern.edu/blog/adult-

learners-motivations-for-intellectual-growth/

17 Differentiated Learning: A Key to Unlock Student Potential

https://blog.lincolnlearningsolutions.org/differentiated-learning-in-education-a-key-to-unlock-student-potential

18 19 20 21 Using the Power of E-Portfolios to Enhance Student Engagement - Faculty Focus | Higher Ed
Teaching & Learning
https://www.facultyfocus.com/articles/online-education/online-student-engagement/using-the-power-of-e-portfolios-to-
enhancestudent-engagement/

22 23 24 Synchronous Vs. Asynchronous Learning: What Makes Them Different - Infobase

https://infobase.com/blog/synchronous-vs-asynchronous-learning-what-makes-them-different/

25 26 27 28 Democratic Leadership Style: What You Need to Know [2025] • Asana

https://asana.com/resources/democratic-leadership-style

29 Vision, Mission and Mandate

https://www.nairobipoly.ac.ke/index.php/about-us/vision-mission-and-mandate

30 31 Mission and Vision

https://nkabunetti.ac.ke/index.php/about-ntti/mission-and-vision

32 33 34 35 37 Homepage - Kenya School of TVET https://www.kstvet.ac.ke/

36 Strategic Planning in Education – 3 Keys to Success | ThoughtExchange

https://thoughtexchange.com/blog/strategic-planning-in-education-3-keys-to-success/

38 Strategic vs Tactical Planning: Differences and Dependencies

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https://www.indeed.com/hire/c/info/strategic-tactical-planning-differences

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