Unit of competency details

TAEDES502 - Design and develop learning resources (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 06/Apr/2016

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to TAEDES502A - Design and develop learning resourcesUpdated to meet Standards for Training Packages 05/Apr/2016


Training packages that include this unit

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 design, and develop resources to support the learning process.

It applies to those who use a range of specialised technical or managerial skills, to develop learning resources.

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

Unit Sector

Learning design

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. Research the learning resource requirements

1.1 Clarify with the client the brief, focus and type of learning resource

1.2 Research the target audience, their learning needs and the learning environment for the resource

1.3 Gather, collate and analyse relevant existing information

1.4 Identify any ethical and legal considerations and act on them

1.5 Write a development work plan

2. Design the learning resource and plan the content

2.1 Generate a range of design options using a variety of techniques

2.2 Develop and confirm with the client an outline or prototype for the learning resource

2.3 Analyse content specifications of the learning product and map out proposed content

3. Develop the learning resource content

3.1 Develop content and content specifications in accordance with the agreed design

3.2 Establish mechanisms for reviewing work-in-progress

3.3 Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience

3.4 Ensure any visuals are relevant, instructive and appropriate for the intended audience

4. Review learning resource prior to implementation

4.1 Check resource content to ensure the accuracy and relevance of information against specifications

4.2 Check text, format and visual design for clarity and focus

4.3 Conduct an external review using appropriate review methods and incorporate feedback

4.4 Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client

5. Evaluate the design and development process

5.1 Review the design and development process against appropriate evaluation criteria

5.2 Reflect on the development process and methods and identify areas for improvement

5.3 Document identified improvements for future projects

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 

Reading

1.1, 1.2, 1.3, 1.4, 2.3, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 5.1

  • Sources, analyses and interprets text-based information to identify relevance to requirements
  • Checks learning materials for accuracy, relevance, clarity and focus

Writing

1.1, 1.5, 2.1, 2.2, 2.3, 3.1, 3.3, 4.3, 5.2, 5.3

  • Produces learning materials that are clear, concise, grammatically correct and appropriate for the intended audience
  • Produces documents in a format and structure appropriate for audience and context

Oral Communication

1.2, 1.4, 3.2, 4.3

  • Uses appropriate communication to clarify requirements, elicit information and review materials

Navigate the world of work

1.4

  • Identifies, confirms and takes responsibility for adherence to legal and ethical requirements

Interact with others

1.1, 2.2

  • Recognises the importance of consultation and negotiation, while collaborating to confirm strategy and achieve required outcomes

Get the work done

1.1-1.5, 2.1-2.3, 3.1-3.4, 4.1-4.4, 5.1-5.3

  • Plans, organises and completes work according to defined requirements, taking responsibility for decisions
  • Sequences tasks to achieve efficient outcomes and monitors progress
  • Seeks feedback and identifies, and responds to problems and opportunities for improvement, and considers options for different or improved approaches

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 

Comments 

Equivalence status 

TAEDES502 Design and develop learning resources

TAEDES502A Design and develop learning resources

Updated to meet Standards for Training Packages

Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.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:

  • researching, designing and developing two print based resources that reflect client needs and the contexts of application, with documented evidence of:
  • consultation with clients, research and findings
  • completed designs for the two resources
  • completed development of one resource, with documented evidence of:
  • a review and trial of the resource, including user feedback and how this impacted on the development of the resource
  • the final print-based resource, either complete, or in part, or a sample
  • the candidate’s specific role in the development process.

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:

  • the principles, theories and contemporary practices of instructional design
  • the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory and current research on learning, as it relates to teaching in an adult environment
  • language, literacy and numeracy (LLN) issues, including:
  • requirements of the target audience
  • using the Australian Core Skills Framework (ACSF) as a framework to aid instructional design
  • legal, organisational and ethical responsibilities associated with the assessment system, including:
  • maintaining client privacy and confidentiality
  • providing accurate information
  • duty of care under common law
  • compliance with NVR/AQTF requirements
  • copyright and its effect on the design, and development of learning resources.

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.

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.education.gov.au/Pages/TrainingDocs.aspx?q=35337905-785d-4f93-8777-e9991ad4c6c3

Training component details
The following details are displayed for each different NRT:-

Training packages

- Training package details
- Training package components

Qualifications

- Qualification details
- Qualification components

Accredited courses

- Accredited course details

Modules

- Module details

Units of competency

- Units of competency details
- Unit components

Skill sets

- Skill set details
- Skill set components

Click on the Export link to export the NRT information to MS Word or PDF.

Click on the Manage notification link to create or change a notification for this NRT.

When selecting the Display history check box a set of tables will appear displaying a log of historical values describing what has changed and when over time.

If you have access to make changes to an NRT, click on the Edit link on the upper right hand side of the summary box.