Assessor Resource

CUADIG503
Design e-learning resources

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to develop the design of e-learning resources in consultation with clients.

It applies to individuals who work in education or training organisations, or in media production companies that specialise in the development of e-learning resources.

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

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify project requirements

1.1 Refer to project briefs to identify target learner characteristics and their impact on resource design

1.2 Identify content to be incorporated, generated and managed, and how content is accessed or delivered

1.3 Identify delivery platforms including learning management systems, and assess implications for media asset formats and content modification

1.4 Consult with clients to clarify project requirements

2. Research and select instructional design model

2.1 Analyse content to establish learning outcomes and assessment strategies

2.2 Research a range of instructional design models and consider their suitability to meet briefs

2.3 Identify accessibility and technical standards that may apply for the delivery platforms

2.4 Identify learning styles of target audience and consider how these may impact design

2.5 Evaluate a range of interactive learning and assessment activities to meet learning needs of target learners

2.6 In consultation with relevant personnel, select the instructional design model that best meets learning needs and project requirements

3. Draft design specifications

3.1 Use selected instructional design model to design architecture of the e-learning resource

3.2 Design sequences and interactivity based on content and project requirements

3.3 Develop content templates for content experts if required

3.4 Specify media assets as required

3.5 Specify communication and collaboration tools as required

3.6 Specify user interface of the e-learning resource

3.7 Specify production requirements, including appropriate testing strategies

3.8 Produce design specifications and instructions for design and development teams to use

4. Finalise design specifications

4.1 Present design specifications and discuss with clients

4.2 Review designs against required project outcomes and target learner needs

4.3 Review designs against creative and technical requirements

4.4 Adjust designs as necessary after discussions with relevant personnel

4.5 Clarify ownership of intellectual property to comply with production and organisational requirements

4.6 Confirm with clients their acceptance of design specifications, including deliverables, milestones and timelines

Evidence of the ability to:

research and select suitable instructional design models to meet project requirements

design specifications for e-learning resources for delivery on different platforms that:

meet the project brief, including learner requirements

are technically feasible

detail all aspects of e-learning resource architecture, interactive learning and assessment activities, media assets, communication and collaboration tools, user interface production requirements and testing strategies

present and discuss design specifications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

list and briefly describe instructional design learning models for e-learning

outline target learner characteristics and how these may impact on instructional design choices

list a range of e-learning delivery platforms, and briefly describe any particular design requirements

outline typical media assets used for e-learning

describe common formats and techniques for documenting design of e-learning resources

outline the impact of web standards on the design of e-learning resources

describe the concept of intellectual property rights and how this is managed in the context of e-learning resource development.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

project briefs on which designs can be based

sample content.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify project requirements

1.1 Refer to project briefs to identify target learner characteristics and their impact on resource design

1.2 Identify content to be incorporated, generated and managed, and how content is accessed or delivered

1.3 Identify delivery platforms including learning management systems, and assess implications for media asset formats and content modification

1.4 Consult with clients to clarify project requirements

2. Research and select instructional design model

2.1 Analyse content to establish learning outcomes and assessment strategies

2.2 Research a range of instructional design models and consider their suitability to meet briefs

2.3 Identify accessibility and technical standards that may apply for the delivery platforms

2.4 Identify learning styles of target audience and consider how these may impact design

2.5 Evaluate a range of interactive learning and assessment activities to meet learning needs of target learners

2.6 In consultation with relevant personnel, select the instructional design model that best meets learning needs and project requirements

3. Draft design specifications

3.1 Use selected instructional design model to design architecture of the e-learning resource

3.2 Design sequences and interactivity based on content and project requirements

3.3 Develop content templates for content experts if required

3.4 Specify media assets as required

3.5 Specify communication and collaboration tools as required

3.6 Specify user interface of the e-learning resource

3.7 Specify production requirements, including appropriate testing strategies

3.8 Produce design specifications and instructions for design and development teams to use

4. Finalise design specifications

4.1 Present design specifications and discuss with clients

4.2 Review designs against required project outcomes and target learner needs

4.3 Review designs against creative and technical requirements

4.4 Adjust designs as necessary after discussions with relevant personnel

4.5 Clarify ownership of intellectual property to comply with production and organisational requirements

4.6 Confirm with clients their acceptance of design specifications, including deliverables, milestones and timelines

Evidence of the ability to:

research and select suitable instructional design models to meet project requirements

design specifications for e-learning resources for delivery on different platforms that:

meet the project brief, including learner requirements

are technically feasible

detail all aspects of e-learning resource architecture, interactive learning and assessment activities, media assets, communication and collaboration tools, user interface production requirements and testing strategies

present and discuss design specifications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

list and briefly describe instructional design learning models for e-learning

outline target learner characteristics and how these may impact on instructional design choices

list a range of e-learning delivery platforms, and briefly describe any particular design requirements

outline typical media assets used for e-learning

describe common formats and techniques for documenting design of e-learning resources

outline the impact of web standards on the design of e-learning resources

describe the concept of intellectual property rights and how this is managed in the context of e-learning resource development.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

project briefs on which designs can be based

sample content.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Refer to project briefs to identify target learner characteristics and their impact on resource design 
Identify content to be incorporated, generated and managed, and how content is accessed or delivered 
Identify delivery platforms including learning management systems, and assess implications for media asset formats and content modification 
Consult with clients to clarify project requirements 
Analyse content to establish learning outcomes and assessment strategies 
Research a range of instructional design models and consider their suitability to meet briefs 
Identify accessibility and technical standards that may apply for the delivery platforms 
Identify learning styles of target audience and consider how these may impact design 
Evaluate a range of interactive learning and assessment activities to meet learning needs of target learners 
In consultation with relevant personnel, select the instructional design model that best meets learning needs and project requirements 
Use selected instructional design model to design architecture of the e-learning resource 
Design sequences and interactivity based on content and project requirements 
Develop content templates for content experts if required 
Specify media assets as required 
Specify communication and collaboration tools as required 
Specify user interface of the e-learning resource 
Specify production requirements, including appropriate testing strategies 
Produce design specifications and instructions for design and development teams to use 
Present design specifications and discuss with clients 
Review designs against required project outcomes and target learner needs 
Review designs against creative and technical requirements 
Adjust designs as necessary after discussions with relevant personnel 
Clarify ownership of intellectual property to comply with production and organisational requirements 
Confirm with clients their acceptance of design specifications, including deliverables, milestones and timelines 

Forms

Assessment Cover Sheet

CUADIG503 - Design e-learning resources
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

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Date:


Assessment Record Sheet

CUADIG503 - Design e-learning resources

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: