Unit of competency details

CUADIG503 - Design e-learning resources (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 14/Jan/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to CUFDIG503A - Design e-learning resourcesUpdated to meet Standards for Training Packages. Minor edits to performance criteria. 13/Jan/2016


Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
ICT - Information and Communications TechnologyInformation and Communications Technology 2.0-3.1 
ICP - Printing and Graphic ArtsPrinting and Graphic Arts 2.0 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 2.0-3.0 

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 020305 Systems Analysis And Design  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 020305 Systems Analysis And Design  24/Jun/2016 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

Unit Of competency

Modification History

Release 

Comments 

Release 1

This version first released with CUA Creative Arts and Culture Training Package version 2.0.

Application

This unit describes the skills and knowledge required to develop the design of e-learning resources in consultation with clients.

It applies to individuals who work in education or training organisations, or in media production companies that specialise in the development of e-learning resources.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Visual Communication – Digital Content and Imaging

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify project requirements

1.1 Refer to project briefs to identify target learner characteristics and their impact on resource design

1.2 Identify content to be incorporated, generated and managed, and how content is accessed or delivered

1.3 Identify delivery platforms including learning management systems, and assess implications for media asset formats and content modification

1.4 Consult with clients to clarify project requirements

2. Research and select instructional design model

2.1 Analyse content to establish learning outcomes and assessment strategies

2.2 Research a range of instructional design models and consider their suitability to meet briefs

2.3 Identify accessibility and technical standards that may apply for the delivery platforms

2.4 Identify learning styles of target audience and consider how these may impact design

2.5 Evaluate a range of interactive learning and assessment activities to meet learning needs of target learners

2.6 In consultation with relevant personnel, select the instructional design model that best meets learning needs and project requirements

3. Draft design specifications

3.1 Use selected instructional design model to design architecture of the e-learning resource

3.2 Design sequences and interactivity based on content and project requirements

3.3 Develop content templates for content experts if required

3.4 Specify media assets as required

3.5 Specify communication and collaboration tools as required

3.6 Specify user interface of the e-learning resource

3.7 Specify production requirements, including appropriate testing strategies

3.8 Produce design specifications and instructions for design and development teams to use

4. Finalise design specifications

4.1 Present design specifications and discuss with clients

4.2 Review designs against required project outcomes and target learner needs

4.3 Review designs against creative and technical requirements

4.4 Adjust designs as necessary after discussions with relevant personnel

4.5 Clarify ownership of intellectual property to comply with production and organisational requirements

4.6 Confirm with clients their acceptance of design specifications, including deliverables, milestones and timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance 

Criteria 

Description 

Reading

1.1-1.3, 2.1-2.5, 3.2-3.8, 4.2-4.5

  • Identifies and interprets relevant information including applicable legislation and organisational requirements
  • Integrates technical and descriptive information and ideas from a range of sources
  • Interprets project briefs to inform the process of designing e-learning resources

Writing

2.1, 3.1-3.8, 4.4

  • Uses text, diagrammatic and graphic formats to draft and confirm requirements and specifications

Oral Communication

1,4, 2.6, 4.1, 4.6

  • Participates effectively in spoken interactions using language and features appropriate to the audience
  • Uses questioning and listening strategies to confirm project requirements and elicit relevant feedback

Navigate the world of work

4.5

  • Understands and adheres to organisational and legislative requirements

Interact with others

1,4, 2.6, 4.1, 4.6

  • Collaborates with others throughout all stages of the design process
  • Selects and uses appropriate practices and protocols to communicate with a range of audiences

Get the work done

1.1-1.3, 2.1-2.6, 3.1-3.7, 4.2-4.6

  • Adopts a methodical and logical approach to planning, organising and implementing tasks required to meet requirements
  • Generates complex creative ideas in alignment with the design brief
  • Takes responsibility for analysing information and making decisions to ensure designs meet all requirements
  • Uses digital tools to assist with the design of e-learning resources

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

CUADIG503 Design e-learning resources

CUFDIG503A Design e-learning resources

Updated to meet Standards for Training Packages. Minor edits to performance criteria.

Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=1db201d9-4006-4430-839f-382ef6b803d5

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version first released with CUA Creative Arts and Culture Training Package version 2.0.

Performance Evidence

Evidence of the ability to:

  • research and select suitable instructional design models to meet project requirements
  • design specifications for e-learning resources for delivery on different platforms that:
  • meet the project brief, including learner requirements
  • are technically feasible
  • detail all aspects of e-learning resource architecture, interactive learning and assessment activities, media assets, communication and collaboration tools, user interface production requirements and testing strategies
  • present and discuss design specifications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

  • list and briefly describe instructional design learning models for e-learning
  • outline target learner characteristics and how these may impact on instructional design choices
  • list a range of e-learning delivery platforms, and briefly describe any particular design requirements
  • outline typical media assets used for e-learning
  • describe common formats and techniques for documenting design of e-learning resources
  • outline the impact of web standards on the design of e-learning resources
  • describe the concept of intellectual property rights and how this is managed in the context of e-learning resource development.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

  • project briefs on which designs can be based
  • sample content.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=1db201d9-4006-4430-839f-382ef6b803d5

Training component details
The following details are displayed for each different NRT:-

Training packages

- Training package details
- Training package components

Qualifications

- Qualification details
- Qualification components

Accredited courses

- Accredited course details

Modules

- Module details

Units of competency

- Units of competency details
- Unit components

Skill sets

- Skill set details
- Skill set components

Click on the Export link to export the NRT information to MS Word or PDF.

Click on the Manage notification link to create or change a notification for this NRT.

When selecting the Display history check box a set of tables will appear displaying a log of historical values describing what has changed and when over time.

If you have access to make changes to an NRT, click on the Edit link on the upper right hand side of the summary box.