^

 
 

Unit of competency details

TAEDEL801 - Evaluate, implement and use ICT-based educational platforms (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to TAEDEL801A - Evaluate, implement and use ICT-based educational platformsUpdated to meet Standards for Training Packages. 05/Apr/2016

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 06/Apr/2016


Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  09/Aug/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 TAE Training and Education Training Package Version 2.0.

Application

This unit describes the skills and knowledge required to evaluate, implement and use complex information and communications technology (ICT) based educational platforms in an organisational context.

The unit also covers the skills required to facilitate learning, collaboration and the development of online communities using ICT.

It applies to educators taking a leadership position who may make complex judgements regarding the use of ICT-based e-learning solutions, using mobile and wireless technologies, and technologies relating to the development of online communities, and their use in project-based learning.

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

Unit Sector

Delivery and facilitation

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. Evaluate the accuracy and usefulness of ICT resources supporting project-based learning

1.1 Research advances in ICT resources in a given content, or in a vocational education and training area

1.2 Analyse and evaluate integration into educational delivery practices of ICT for learning outcomes

1.3 Research how the convergence of different technologies can affect learning practice

1.4 Explore requirements for ICT resources to interoperate, technically and operationally, with the organisation’s management of learner services, performance, learning and decision support

1.5 Review and report opportunities to improve educational infrastructure, systems and solutions

2. Analyse network hardware and software for learning environment

2.1 Research trends in teaching methods associated with different types of virtual environments and knowledge-building environments

2.2 Determine the organisation's strategic and learning requirements

2.3 Review and report opportunities to stakeholders on range of options to improve ICT online infrastructure, systems and solutions

2.4 Analyse and report risks associated with the implementation of an online environment for educational outcomes

2.5 Devise policy and procedures that ensure safe and sustainable use of online environment for users, and appropriateness to organisational requirements

3. Analyse current ICT technologies allowing communication and collaboration between learners and other stakeholders

3.1 Research trends in teaching methods associated with different types of communication and collaboration technologies

3.2 Review and report opportunities to stakeholders on range of options to improve communication and collaboration, systems and solutions in relation to learning outcomes

3.3 Analyse and report risks associated with implementation of a communication and collaboration solution for educational outcomes

3.4 Devise policy and procedures that ensure safe and sustainable use of communication and collaboration technologies for users, and appropriateness to organisational requirements

4. Develop a pilot ICT educational platform solution

4.1 Choose appropriate software and hardware solution to meet an identified problem

4.2 Configure and administer an appropriate solution

4.3 Test the solution to ensure connectivity and interoperability with existing systems

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 

Learning

1.1, 2.1, 3.1

  • Researches information from a variety of sources in order to maintain knowledge about ICT learning environments

Reading

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3

  • Sources, analyses and interprets information, in the context of ICT systems, processes and products for a learning environment

Writing

1.5, 2.3, 2.4, 2.5, 3.2, 3.3, 3.4

  • Produces documents including reports, policies and procedures, that are logically sequenced and in a format appropriate to the audience and context

Oral communication

1.4, 1.5, 2.3, 2.4, 3.2, 3.3

  • Uses communication techniques to provide and elicit information and recommendations

Navigate the world of work

1.1, 1.3, 2.1, 3.1

  • Develops skills and knowledge related to own role by researching and analysing the role of ICT in learning

Get the work done

1.1-1.5, 2.1-2.5, 3.1-3.4, 4.1-4.3

  • Plans, organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
  • Uses ICT-based tools to conduct research, evaluate and design systems, manage data and complete work tasks
  • Uses systematic, analytical processes to evaluate the effectiveness of products and makes critical decisions systematically in complex situations, taking into consideration a range of variables, including the outcomes of previous decisions
  • Identifies and responds to problems and opportunities for improvement, and considers options for different or enhanced approaches

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDEL801 Evaluate, implement and use ICT-based educational platforms

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

Updated to meet Standards for Training Packages

Equivalent unit

Links

Companion Volume implementation guides are found in 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 2.0.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

  • research contemporary information and communications technology (ICT) in an educational environment, at least once
  • document review of ICT solutions for an educational environment, collaboration, and communication technologies
  • research theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions, and vocational education and training approaches or technologies
  • create a working pilot using relevant ICT solutions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • budgeting and cost-benefit analysis principles
  • the capabilities and limitations of the infrastructure of educational platforms
  • the content and requirements of the relevant delivery and assessment strategies
  • the content of relevant learning resources and learning materials
  • learner requirements for the use of educational platforms
  • pedagogical theory and practice, learner interests and changing learning styles, and application of ICT to learning and teaching
  • processes for creating an effective learning experience, using electronic technology
  • a range of appropriate learning strategies, and teaching and assessment methods.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to an e-learning environment.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3