Unit of competency details

Release 

Comments 

Release 1

This Unit first released with TAE10 Training and Education Training Package version 3.0.

ELEMENT 

PERFORMANCE CRITERIA 

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.

Element 

Performance Criteria 

1. Identify and recommend appropriate environment for particular e-learning task

1.1 Analyse and evaluate appropriate learning theories  for different forms of e-learning 

1.2 Research appropriate sources of information and use research findings  to understand the online environments available for the e-learning task

1.3 Analyse and evaluate proposed e-learning task specifications to determine possible online environments 

1.4 Establish and justify the recommended social media environment and organisational requirements  suitable for the learning task

2. Plan the implementation of the selected social media environment

2.1 Analyse and evaluate the critical success factors of social networking  to determine the best fit for the e-learning task

2.2 Identify the learner and learner styles  for which the social networking application is suitable

2.3 Prepare and document project management tasks, milestones, dependencies, resourcing, constraints  and timelines for the appropriate learning models 

2.4 Gather data and prepare a report with data visualisation  tools to present the planned effectiveness of implementation and instructional design principles 

2.5 Research and present documentation on the current legislation  for use of social media protocols, policies and risks  in the planning for the online social media environment

3. Implement and evaluate the selected social media community

3.1 Initiate, progress and establish the implementation of the selected social media community

3.2 Identify the attributes of champion users  and their training techniques , and promote them to build a dynamic social media environment

3.3 Establish evaluation criteria as key performance indicators (KPIs) and measure the effectiveness of the implementation of the selected social media technologies

3.4 Incorporate a regular reflection, review and report of the evaluation to inform refinement of KPIs

4. Design and establish strategies to sustain the social media community

4.1 Estimate the longevity  and nature  of the community

4.2 Establish a plan using e-learning resources  to encourage broad participation in social networking for learning

4.3 Establish the steps to develop a self-sustaining community, and then implement and document them

4.4 Identify social media community members  and develop recruitment strategies 

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

• knowledge of contemporary ICT in an educational environment
• documented review of ICT solutions for an educational environment, collaboration, and communication technologies
• research on 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.

Context of and specific resources for assessment 

Assessment must ensure:

• competence is consistently demonstrated over time, and over a range and variety of complex situations
• access to required assessment facilities and resources.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
• review of applied projects or learning activities, relating to the research
• direct observation of contextual application of skills
• oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• TAEDEL801A Evaluate, implement and use ICT-based educational platforms
• TAELED704A Review enterprise e-learning systems and solutions implementation
• TAELED802A Investigate the application of ICT content knowledge.

Appropriate learning theories  may include:

• applied learning
• cognitivism
• constructivism
• discovery learning
• experiential learning
• inquiry learning
• mobile learning
• problem-based learning
• self-directed learning
• technology and learning
• theory of multiple intelligences.

Forms of e-learning  may vary with:

• assessment or qualification outcomes
• blending with other modes of teaching, such as blending classroom with online delivery
• instructional design
• means of access
• mode of teaching
• standards compliance
• technology involved.

Research findings  may be compiled through:

• evaluation of existing products
• focus groups
• informal discussions
• internet
• interviews
• literature reviews
• questionnaires
• workshops.

Online environments  may include:

• blogs, wikis and nings
• computer-supported collaborative learning (CSCL)
• content management systems (CMS)
• distributed online forums
• game-based platforms
• learning management systems (LMS)
• rating and comments systems, e.g. YouTube
• virtual and immersive online platforms.

Organisational requirements  may include:

• access and equity principles and practice
• code of ethics, creative commons and rights of use and distribution
• codes of conduct
• Copyright, Privacy and Charter Of Human Rights legislation
• goals, objectives, plans, systems and processes
• organisational policies for e-learning
• policies, procedures and programs on acceptable use
• quality and continuous improvement processes and standards.

Social networking  may include:

• building repositories of knowledge and artefacts for community sharing in blogs, wikis and nings
• participating in distributed online forums
• rating and commenting to share and evaluate knowledge systems, e.g. YouTube
• using communication and collaboration tools in an LMS to showcase knowledge
• using communication and collaboration tools in CMS to share skills and knowledge
• using CSCL to communicate and collaborate.

Learner styles  may include:

• aural
• kinaesthetic
• visual.

Constraints  relating to organisation's e-learning systems and resources may include:

• anticipated difficulties due to language, literacy and numeracy skills of learners/end users
• financial limitations to achieve proposed options
• infrastructure logistical issues
• limited access of intended learners/end users to the necessary technology
• limits of the technology to achieve desired outcomes
• low levels of information technology skills of trainers or facilitators and intended learners/end users
• restricted access to relevant technical or subject matter experts.

Learning models  may include:

• blended
• experiential
• virtual, e.g. Second Life.

Data visualisation  may include:

• dynamic, e.g. Google Docs
• motion charts and gadgets, such as Gapminder, InfiView and Nexus.

Instructional design principles  may include:

• ensuring learning is embedded in a realistic and relevant context
• including a variety of approaches and techniques for presenting information and activities and for encouraging participation
• need for authenticity in learning and assessment activities
• need for collaborative learning opportunities
• need for learner-centred activities and interactivity
• opportunities for review of material and repetition
• presenting material in a logical order and sequence, and in order of increasing difficulty
• providing learner with feedback
• structure of the information
• techniques to engage the learner in learning.

Current legislation  may include:

• Charter of Human Rights and Responsibilities
• Copyright Act
• Privacy Act
• Spam Act.

Policies and risks  may include:

• acceptable use policies
• code of conduct
• digital citizenship
• netiquette
• security threats to data and information .

Champion users  may include:

• experienced users
• mentors
• users committed to outcomes of the e-learning goals.

Training techniques  may include:

• applied learning
• collaborative activities
• demonstrations
• individual activities
• instruction and explanation
• questioning practice
• written information.

Longevity  may include:

• end goal
• ongoing
• short term.

Nature  may include:

• member-based (people in a similar profession)
• ongoing professional learning
• project-based.

E-learning resources  may include:

• assessment materials
• generic skills materials
• industry or enterprise-specific materials
• information about the audience for the resource’s learning objects and activities
• professional development materials
• self-paced or instructor-led materials
• trainer or facilitator materials
• Training Package toolboxes.

Social media community members  may include:

• active participants
• champion users
• critics
• flamers
• lurkers
• spoilers.

Recruitment strategies  involve:

• establishing a plan
• encouraging broader participation in social networking for learning.