The Multiple lecturer

In order to understand the multiple roles of a lecturer you will need to read and or create material to illustrate the 4 roles of a lecturer. You will be asked to access online material disseminate and integrate the material and assemble an overall understanding of the 4 part role of a lecturer. Then apply the 4 roles in your classroom

• The Coordinator/facilitator/ technophile

The role of the coordinator is one of bringing together the results from the other three mantels that a lecturer shoulders. As a coordinator the lecturer needs to make sure that the content collected is valid and current to the course, and that the content is easily available to the students.

When the content is not freely available, valid or current, the lecturer must act in the role of designer and/or navigator. The course and the content must be steered to the student in such a manner that it is available on time, when necessary and in a format understandable to the student. So while the designer may design the course, and navigate through the content to make it relevant to the student, the coordinator must make sure that the course content corresponds with the outcomes for the course.

Finally under the mantel of the assessor the lecturer needs to coordinate the assesments to ensure that the assements are relevant, cover the topics adequately and in sequence.

Each of the below roles of Assessor, efficiency expert/content collector and navigator/designer are important and unique in the role they play in the learning environment but they cannot function fully unless they are relevant to the outcome; and that is the role of the coordinator. The coordinator would of course not have a function were it not for the other three roles.

• The Altitudinist/assessor

The Blue Group Assessor

Introduction

The identification of assessment opportunities is a natural process in our environment and includes formative and summative assessment opportunities.
An assessment is fair when a student is not hindered or advantaged in any way.
 An assessment is reliable when each assessment is conducted in the same manner using the same criteria, the same tools under the same conditions.
The different types of evidence which may be presented for assessment are direct (e.g. observation, projects portfolios), indirect (e.g. training records performance appraisals) and historical (e.g. certificates, qualifications)
The quality of the assessment is only guaranteed if at each stage of the process described below the assessor the assessment is fair, reliable, valid and transparent.

The assessment process and steps to be followed
The process is divided into three main stages:

Plan
Conduct
Review

• The Efficiency Expert, content collector

• The Navigator/designer