Unit of competency details
TAEDEL413 - Facilitate distance-based training (Release 1)
Summary
Usage recommendation:
Current
Releases:
| 1 1 (this release) |
08/Dec/2022 |
Companion volumes:
Unit of competency
Assessment requirements
Training packages that include this unit
Qualifications that include this unit
Accredited courses that have this unit in the completion mapping
Classifications
Classification history
| ASCED Module/Unit of Competency Field of Education Identifier | 070109 | Teacher Education: Vocational Education And Training | 08/Feb/2023 | |
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Unit of competency
Modification History
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Release
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Comments
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Release 1
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This version first released with TAE Training and Education Training Package Version 5.0.
Supersedes and is not equivalent to TAEDEL403 Coordinate and facilitate distance-based learning.
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Application
This unit describes the skills and knowledge required to plan and facilitate distance-based vocational training using products that are nationally recognised or aligned with other recognised frameworks.
The unit applies to entry-level vocational education and training (VET) teachers and trainers who facilitate distance-based training that may include urban, regional, rural, remote and very remote environments. It relates to training delivery options for learners who may have limited access to face-to-face and/or online delivery options.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Sector
Delivery and facilitation
Elements and Performance Criteria
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ELEMENTS
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PERFORMANCE CRITERIA
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Elements describe the essential outcomes.
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Performance criteria describe the performance needed to demonstrate achievement of the element.
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1. Plan and prepare to facilitate distance-based training
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1.1 Confirm distance-based training procedures relevant to own job role
1.2 Identify purpose, target group, learning resources and requirements from the training and assessment strategy
1.3 Access nationally recognised units of competency and identify the standard of performance required in the workplace
1.4 Review session plans and learning resources required for training sessions and confirm version control
1.5 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary adjustments and/or access specialist support where required
1.6 Identify and assess constraints and risks to distance-based training
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2. Customise distance-based training
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2.1 Review target group characteristics and identify strategies to support effective distance-based learning
2.2 Select and customise learning resources suited to delivery setting and learner context
2.3 Develop distance-based training plan according to organisational procedures
2.4 Identify and organise learner supports and means of communicating with learners
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3. Manage distance-based learners
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3.1 Communicate with learners to confirm their expectations and needs, clarify their understanding, and develop the learning relationship
3.2 Review information about learners and their context, and identify support needs and required changes to session plans and learning resources
3.3 Adapt session plans and learning resources to address identified needs
3.4 Distribute learning resources according to session plans, learning needs and organisational procedures
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4. Facilitate distance-based training
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4.1 Use facilitation techniques to deliver distance-based training according to session plan, suitable delivery method, and legislative and regulatory requirements
4.2 Identify and address learner difficulties and training challenges, and implement techniques for maintaining learner motivation, engagement and commitment
4.3 Monitor and document learner engagement, participation and progress according to organisational procedures
4.4 Provide required support to learners outside the formal communication process and within scope of own role, escalating matters in line with organisational procedures
4.5 Maintain, store and secure training records according to organisational procedures
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5. Review distance-based training
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5.1 Seek learner feedback according to organisational procedures
5.2 Implement required modifications to resources and delivery methods to better meet learner needs
5.3 Analyse own practice of facilitating distance-based training and identify opportunities for improvements
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Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.
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Skill
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Description
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Digital literacy
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- Uses main features and functions of digital tools and electronic applications required in own role to access and exchange information
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Learning
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- Reflects on and undertakes review of own performance to build own skills and knowledge
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Reading
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- Sources and interprets texts, including strategy and planning documents, learner information, learning resources and review data relevant to distance based-learning environment
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Writing
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- Develops and maintains documentation using appropriate language and according to organisational requirements
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Oral communication
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- Uses communication techniques in one-on-one and group situations to:
- establish requirements
- confirm expectations
- build learning relationships
- facilitate effective distance learning
- Asks questions to clarify understanding and seek feedback and further information
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Initiative and enterprise
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- Responds to learner characteristics, needs and behaviours during training delivery
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Planning and organising
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- Organises and completes work according to defined requirements
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Problem solving
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- Identifies and responds to problems, considering options for different approaches
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Unit Mapping Information
Supersedes and is not equivalent to TAEDEL403 Coordinate and facilitate distance-based learning.
Links
Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3
Assessment requirements
Modification History
|
Release
|
Comments
|
|
Release 1
|
This version first released with TAE Training and Education Training Package Version 5.0.
Supersedes and is not equivalent to TAEDEL403 Coordinate and facilitate distance-based learning.
|
Performance Evidence
The individual must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- facilitate at least 3 distance-based training sessions of at least 30 minutes each.
In the course of the above, the individual must:
- identify and respond to the diverse needs of at least 3 learners, including foundation skill needs
- deliver vocational training using at least 1 training product that is nationally recognised or aligned with other recognised frameworks.
Knowledge Evidence
The individual must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- legislative and vocational education and training (VET) regulatory requirements relevant to facilitating distance-based training, including:
- trainer requirements, including qualifications and currency
- use of industry experts
- learner support
- organisational procedures relating to facilitating distance-based training, including requirements for:
- identifying contents of training and assessment strategies relevant to the training
- accessing and customising session plans and learning resources
- using required technologies and tools
- record keeping
- learner support
- escalating learner support needs beyond scope of own role
- work health and safety (WHS) responsibilities relating to facilitating distance-based training
- processes for interpreting nationally recognised training products to identify the standard of performance required, including to identify:
- structure, content and application of products relevant to learning, and how they are addressed in training
- requirements of foundation skills: language, literacy, numeracy, digital literacy and employability skills
- dimensions of competency and how they guide facilitation practices
- strategies and processes for identifying and organising required specialist support for learners, including support relating to technical needs, including software and hardware, including use of current authorised Australian foundation skills frameworks
- learning theories and adult learning principles and their application to distance-based training
- paper-based and online resources suited to facilitating the distance-based training described in performance evidence, and their key features
- techniques for customising session plans and learning resources to suit learner characteristics and needs in distance-based training
- training practices, methods and techniques for facilitating distance-based training and supporting effective learning, including those that:
- promote learner engagement
- build safe and inclusive learning environments for individuals and groups, including:
- providing learners with information
- using appropriate and inclusive language
- support the management during training delivery of learner characteristics and needs
- identify and support learners with diverse and additional learning needs, including:
- behaviours that learners with learner difficulties may exhibit
- reasons that some learners may require additional support
- support strategies for different types of need
- provide opportunities to review and reflect on own practice
- build skills in presenting and applying presentation aids
- resources available to support identifying training facilitation techniques that suit different learners.
Assessment Conditions
Skills in this unit must be demonstrated in a real or simulated vocational education and training environment. Evidence gathered for assessment may include that collected in real time or via a submitted recording.
This includes access to:
- learners requiring distance-based vocational training
- organisational procedures for facilitating distance-based training
- session plans and learning resources that fully cover the requirements of product that is nationally recognised or aligned with other recognised frameworks, and are suitable for distance-based training
- infrastructure that supports training delivery where access to reliable internet is not available.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Links
Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3
