Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to coordinate and facilitate a distance-based learning process. |
Application of the Unit
Application of the unit |
This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Prepare for distance-based learning |
1.1. Access, read and interpret learning strategy and learning program to determine learning objectives and outcomes to be met 1.2. Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning 1.3. Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required 1.4. Develop distance delivery -management plan , using knowledge of learning principles and research to date 1.5. Identify and organise support mechanisms and means of communicating with learners |
2. Manage distance-based learners |
2.1. Confirm expectations and requirements through direct contact and clarify any issues or questions 2.2. Establish distance-based learning relationships between trainer/facilitator and learners 2.3. Progressively distribute learning resources and learning materials according to plan and learner needs |
3. Monitor learner progress |
3.1. Monitor and document learner progress to ensure outcomes are being achieved and individual learner needs are being met 3.2. Develop and implement strategies to address learner difficulties and techniques for maintaining motivation and commitment 3.3. Provide support and guidance outside the formal communication process, where appropriate 3.4. Maintain, store and secure learner records according to organisational and legal requirements |
4. Review distance-based learning process |
4.1. Gather feedback to review own management of the distance-based process 4.2. Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations 4.3. Reflect on own performance as a coordinator/facilitator and document improvement plans 4.4. Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. |
Method of assessment |
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Guidance information for assessment |
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au). |
Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Learning strategy may include: |
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Learning program may include: |
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Contextualised may include: |
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Distance delivery -management plan may include: |
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Support mechanisms may include: |
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Direct contact may include: |
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Unit Sector(s)
Unit sector |
Delivery and facilitation |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
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