Modification History
Not applicable.
Unit Descriptor
This unit specifies the competency required to coordinate, organise and facilitate a distance-based learning process.
Application of the Unit
Distance-based learning involves a learner-managed learning process that is facilitated by a trainer/facilitator who is separated from their learner/s by time or place. The emphasis in distance-based learning is on the provision to and use by learner/s of effective learning resources with facilitated guidance, motivation and support from the trainer/facilitator through a range of communication tools.
The competency of coordinating distance-based learning involves organising these learning resources, managing the learning process and reviewing the effectiveness of this delivery mode.
Distance-based learning resources are primarily print-based learning material but may be supplemented by other media such as audio cassette, videotapes, web-based information or CD-ROM.
The design and development of learning resources to be used in distance-based learning is addressed as a separate unit of competency in TAADES502B Design and develop learning resources .
The specifications for distance-based learning are documented in a learning strategy/course and/or learning program/s. (Refer TAADES402B Design and develop learning programs and TAADES501B Design and develop learning strategies ).
Distance-based learning often takes place in conjunction with other modes of delivery, e.g. face-to-face or e-learning.
The competency of facilitating learning via electronic media in real time is addressed in TAADEL501B Facilitate e-learning .
The competency specified in this unit is typically required by trainers/facilitators, teachers and consultants.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
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
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Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
Prepare for distance-based learning |
1.1 |
The learning strategy and/or learning program is accessed, read and interpreted to determine, learning outcomes or objectives to be met and any distance-based learning delivery requirements |
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1.2 |
Initial knowledge of group, individual learner styles and learner characteristics is developed to support effective planning for distance-based learning using available information |
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1.3 |
The suitability of distance-based learning as a delivery mode for learners is considered and appropriate recommendations made, where required |
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1.4 |
Learning resources are selected and evaluated for appropriateness, and where required are contextualised for distance-based learning |
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1.5 |
Additional learning materials appropriate to distance-based learning are developed |
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1.6 |
A distance delivery management plan is developed, using knowledge of learning principles , to ensure logical progression of learner progress and continuity of distance learning content |
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1.7 |
Support mechanisms are identified and organised and means of communicating with learners and providing feedback are determined and organised |
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1.8 |
Prior to commencement identified information is sent to learners outlining objectives, learner requirements and expectations |
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2 |
Manage distance-based learners |
2.1 |
Expectations and requirements are confirmed through direct contact and any issues/questions are clarified |
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2.2 |
Distance-based learning relationships are established between trainer/facilitator and learners using appropriate communication tools and skills |
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2.3 |
Learning resources and learning materials are progressively distributed in accordance with the plan and learner needs |
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3 |
Monitor learner progress |
3.1 |
Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met |
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3.2 |
Strategies are developed and implemented to address learner difficulties, where required and techniques for maintaining motivation and commitment are developed and implemented |
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3.3 |
Support and guidance are provided outside the formal communication process, where appropriate |
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3.4 |
Learner records are maintained, stored and secured in accordance with legal/organisational requirements |
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4 |
Review the distance-based learning process |
4.1 |
Feedback is gathered to review the management of the distance-based process |
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4.2 |
Feedback is analysed to determine the success of the distance-based learning in meeting learners' needs and expectations |
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4.3 |
Time is taken to reflect on personal skills in the coordination and facilitation role |
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4.4 |
Options for improving the distance-based learning process are documented, discussed with relevant personnel, and changes made as appropriate |
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Required Skills and Knowledge
Not applicable.
Evidence Guide
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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 |
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To demonstrate competency against this unit candidates must be able to provide evidence that they can coordinate a number of learners who are participating in distance -based learning. This involves planning and organising relevant learning resources; developing a distance delivery management plan; managing the learners; setting up and providing support mechanisms; providing appropriate feedback on progress and formative assessment; and ensuring that learning outcomes are reached. |
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Evidence Requirements |
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Required knowledge includes : |
a sound knowledge of learning principles, for example: adults have a need to be self-directing and decide for themselves what they want to learn adults have a need to know why they are learning something adults have a range of life experience and connecting learning to experience is meaningful training experiences need to be learner-centred to maintain motivation |
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content and requirements of the learning strategy and/or learning program/s to be used in distance delivery characteristics and needs of individual distance learners a sound knowledge of learner styles, for example: auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective use of individual activities use of written materials use of technology to support distance-based learning techniques for maintaining motivation and commitment of distance learners learner cues availability and types of support mechanisms relevant to distance learners relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: copyright and privacy laws in terms of electronic technology security of information plagiarism competency standards licensing industry/workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements National Reporting System |
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OHS relating to the work role, including: reporting requirements for hazards safe use and maintenance of relevant equipment emergency procedures sources of OHS information |
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Required skills and attributes include : |
communication skills using different mediums, such as audio tapes, written documentation, telephone or email to: establish rapport provide guidance give appropriate feedback maintain motivation and commitment maintain continuous communication planning and organising skills to distribute learning resources and learning materials interpretation skills to translate/transfer the learning strategy/learning program to distance mode organisational skills to: communicate efficiently using various mediums manage learners by distance keep up-to-date with each learner's progress be available for support during established times maintain regular contact with learners time management skills to: get materials to learners in a timely manner provide prompt feedback assess learners in a timely manner |
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Products that could be used as evidence include : |
documentation of feedback given to learners documentation of feedback given to trainers/ facilitators documentation produced by learners emails support activities or resources given to learners documentation describing the systems and protocols set up contact logs or register |
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Processes that could be used as evidence include : |
how to give appropriate feedback via distance the different methods of learning involved with resource-based learning and why they are used |
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how to encourage self-directed learning contact management systems access to distance learners access to relevant |
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Resource implications for assessment include : |
time for organising, facilitating, managing distance learning programs learning resources for the learner |
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The collection of quality evidence requires that : |
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence 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 |
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Specific evidence requirements must include : |
the facilitation of one or more distance-based learning programs or qualifications which individually or collectively enable the outcomes, Performance Criteria, skills and knowledge of this competency standard to be demonstrated |
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Integrated assessment means that : |
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package . Suggested units include but are not limited to: TAAASS301B Contribute to assessment TAADEL403B Facilitate individual learning TAADEL501B Facilitate e -learning . |
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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The learning strategy provides : |
a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification (refer TAADES501A Design and develop learning strategies for more information) |
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The learning program provides : |
a documented guide to support a cohesive and integrated learning process for the learner Note: for further information, refer to TAADES402A Design and develop learning programs Design and develop learning programs. |
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Learner styles may include : |
auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective |
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Learner characteristics may include : |
language, literacy and numeracy requirements specific needs employment status past learning experiences level of maturity culture and/or language diversity level of formal schooling in Australia or overseas length of time resident in Australia |
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Available information may include : |
information which informs the learner about their need to be self-directed, self-motivated, disciplined services providing information about distance-based learning expectations of the learner roles and responsibilities of the trainer/facilitator general and introductory information about the trainer/facilitator contact details and arrangements outcomes of the distance-based learning program recommendations for online sites to use, chat forums, bulletin boards printed materials relevant to the distance learning qualification/course/program, such as: books and publications references newspaper clippings readings monographs |
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The suitability of distance -based learning may include : |
the content focus and outcomes of the competency standards and/or learning outcomes, i.e. do the outcomes require demonstration of skills such as psychomotor skills or interpersonal skills? whether such skills have been designed into the distance-based learning resources or learning strategy/learning program the learning styles and characteristics of the learners and self-assessment of suitability for distance-based learning the need for mixed mode to support learning in particular areas/skills |
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Learners may include : |
self-funded learners self-motivated learners existing industry/enterprise employees school leavers new entrants to the workforce individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed individuals and groups learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements |
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Learning resources may include : |
Training Package noted support materials, such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to learner group and workplace |
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Contextualised means to : |
modify examples/case studies/activities/templates with industry/enterprise context specific information to be more relevant to learner |
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Learning materials may include : |
handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks |
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A distance delivery management plan may include : |
learning outcomes sequence, packaging, timing and distribution requirements of specific learning resources and learning materials timelines for completion of learning outcomes/ learning activities formative assessment requirements expectations of the learner instructions to the learner list of other learners |
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Learning principles include : |
adults have a need to be self-directing adults have a range of life experience, and connecting learning to experience is meaningful adults have a need to know why they are learning |
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learning needs to be learner-centred to engage learners the learning process needs to support increasing learner independence emphasis is on experimental and participative learning use of modelling reflecting individual circumstances |
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Support mechanisms may include : |
contact numbers for help or guidance email or phone tutoring workplace mentoring by supervisors/managers learning partners contact numbers of other learners equipment needs disability and support needs |
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Means of communicating with learners may include : |
written communication through: fax SMS oral communication through: telephone teleconferencing and may be supplemented by initial face-to-face contact |
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Objectives may include : |
the competency standards being addressed specified learning outcomes or learning objectives group learning needs individual learning needs specific learning activities practice opportunities formative assessment opportunities |
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Learner requirements may include : |
participation maintaining progress completing activities/formative assessment requirements |
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Expectations may include : |
expectations of learners and the group by trainer/facilitator expectations of the trainer/facilitator by individuals and by the group |
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Direct contact may include : |
telephone face-to-face video conference |
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Communication tools and skills may include: |
regular email contact with every distance learner being accessible fostering a community of learners providing alternatives e.g. phone access |
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Strategies may include : |
identifying critical points/ issues/ concerns/ problems mediating discussions referral to counselling |
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Techniques may include : |
providing constructive/supportive feedback regular guidance motivational activities |
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Feedback may include : |
learner feedback via survey or discussion feedback from colleagues feedback from external parties |
Unit Sector(s)
Not applicable.
Competency Field
Delivery and Facilitation
