Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to facilitate learning delivered via electronic media. |
Application of the Unit
Application of the unit |
This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants working in an e-learning environment. |
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. Establish the e-learning environment |
1.1. Access, read and interpret learning strategy and learning program to determine learning outcomes and objectives to be met 1.2. Develop knowledge of group and individual learner styles and learner characteristics to support effective planning 1.3. Develop e -learning delivery plan to manage and sequence e-learning activities and events to ensure logical progression of learning content and continuity of e-learner progress 1.4. Confirm technical requirements for the e-learning environment 1.5. Trial and check e-learning resources and materials for technical glitches 1.6. Develop and document protocols for the e -learning environment 1.7. Identify and organise specific technical support needs and mechanisms for e-learners |
2. Introduce e-learning |
2.1. Provide effective introduction to the e-learning environment and discuss, clarify and agree upon objectives and e-learning protocols 2.2. Establish e-learning relationship with e-learners 2.3. Initiate relationships between e-learners to support inclusivity, acknowledge diversity and enable a positive e-learning environment |
3. Guide and facilitate e-learning |
3.1. Use relevant electronic tools to facilitate e-learning according to the e-learning delivery plan 3.2. Demonstrate good practice in e -learning facilitation to ensure an effective learning experience 3.3. Use relevant support mechanisms to address technical issues 3.4. Build opportunities for authentic learning, practice and formative assessment into the e-learning experience |
4. Monitor e-learning |
4.1. Monitor and document e-learner progress to ensure outcomes are being achieved and individual learner needs are being met 4.2. Provide support and guidance inside and outside the e-learning environment as appropriate 4.3. Continuously monitor e-learner interaction with others and participation in e-learning activities, and intervene where necessary to maintain momentum and engagement 4.4. Maintain, store and secure learner records according to organisational and legal requirements |
5. Review e-learning processes |
5.1. Conduct a review to evaluate effectiveness of e-learning delivery and facilitation 5.2. Reflect on own performance as an e-learning facilitator and document improvement plans 5.3. Identify and document recommendations for improvements in facilitating e-learning and appropriateness of e-learning systems, tools and resources, 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 provides: |
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Learning program provides: |
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E -learning delivery plan may include tools to: |
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Technical requirements may include: |
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Protocols for e -learning environment may include: |
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Good practice in e -learning facilitation may include: |
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Review may include: |
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Reflecting on own performance 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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