Existing postgraduate representative structures – Are there school or faculty level reps for PGT students or PGT student forums that you will need to refer to in the training? What broader students’ association structures are there? How and by whom are PGT students represented at institutional committees that manage the PGT student learning experience? Evaluation processes – There is a standard evaluation form accompanying this training. Note that some questions require completing before the training, so you can compare changes in participants’ understanding before and afterwards. You should adapt these questions to your own templates where you have them. Group sizes As with sparqs’ introductory Course Rep Training, the training is designed with groups of between 12 and 25 in mind. Where PGT student numbers can be very different, you will need to consider how the materials might work differently at those two extremes. Numbers may even warrant delivery to smaller groups, in which case the training will take on more of an informal, discursive style. How can you adapt these materials for the kinds of groups you might have? Formats of delivery In a diverse PGT student profile, you may not only wish to deliver this training in face to face sessions, but through other means such as Virtual Learning Environments (VLEs) or video-conferencing. Ideally you should deliver training in a way that best reflects, and utilises the facilities of, participants’ learning experiences. So if reps are studying predominantly online, this training should be adapted to online delivery. Online training does not simply mean posting the PowerPoint presentation and handbook to a VLE space. Training is more than the passing on of information, and the real value in this training comes from reps interacting with and learning from each other. Thought will need to be given as to how the exercises and intended discussions in this session can be productively adapted to maintain a fast-paced, participative and interactive style. Doing this will usefully involve learning technologists and staff involved in delivery of teaching to PGT students. You may already have undertaken similar developments with introductory Course Rep Training.
Existing postgraduate representative structures – Are there school or faculty level reps for PGT students or PGT student forums that you will need to refer to in the training? What broader students’ association structures are there? How and by whom are PGT students represented at institutional committees that manage the PGT student learning experience? Evaluation processes – There is a standard evaluation form accompanying this training. Note that some questions require completing before the training, so you can compare changes in participants’ understanding before and afterwards. You should adapt these questions to your own templates where you have them. Group sizes As with sparqs’ introductory Course Rep Training, the training is designed with groups of between 12 and 25 in mind. Where PGT student numbers can be very different, you will need to consider how the materials might work differently at those two extremes. Numbers may even warrant delivery to smaller groups, in which case the training will take on more of an informal, discursive style. How can you adapt these materials for the kinds of groups you might have? Formats of delivery In a diverse PGT student profile, you may not only wish to deliver this training in face to face sessions, but through other means such as Virtual Learning Environments (VLEs) or video-conferencing. Ideally you should deliver training in a way that best reflects, and utilises the facilities of, participants’ learning experiences. So if reps are studying predominantly online, this training should be adapted to online delivery. Online training does not simply mean posting the PowerPoint presentation and handbook to a VLE space. Training is more than the passing on of information, and the real value in this training comes from reps interacting with and learning from each other. Thought will need to be given as to how the exercises and intended discussions in this session can be productively adapted to maintain a fast-paced, participative and interactive style. Doing this will usefully involve learning technologists and staff involved in delivery of teaching to PGT students. You may already have undertaken similar developments with introductory Course Rep Training.