- CUFDIG503A - Design e-learning resources
Assessor Resource
CUFDIG503A
Design e-learning resources
Assessment tool
Version 1.0
Issue Date: April 2024
The skills and knowledge outlined in this unit are applied by people working in education or training organisations, or in media production companies that specialise in the development of e-learning resources.
The focus of this unit is different to that of the two units in the Training and Assessment Training Package that deal with e-learning resources. Namely:
TAADES503B Research and design e-learning resources
TAADES504B Develop and evaluate e-learning resources.
These two units are written from the perspective of people in training organisations who are responsible for developing and delivering learning materials to be included in e-learning resources.
CUFDIG503A is written from the perspective of a department or company responsible for developing the design of broad ranging e-learning resources in consultation with clients. However, there are synergies between the units and it may be appropriate to combine them in learning programs.
This unit describes the performance outcomes, skills and knowledge required to design an e-learning resource.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
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.
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. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: design specifications for e-learning resources that: are well documented and clearly presented meet learner requirements are technically feasible ability to work effectively as a member of a production team. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
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 evaluation of designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards. |
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.
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Required skills |
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of e-learning resources initiative and enterprise in the context of: generating ideas for the design of e-learning resources that meet the needs of target learners thinking laterally when developing ideas selecting the most appropriate instructional design model maintaining design integrity technical skills sufficient to: create storyboards, maps and other diagrams to specify the architecture and navigation of e-learning resources construct material in a logical order, one sequence flowing on from another develop techniques for holding learner's attention self-management skills sufficient to: meet deadlines provide appropriate and timely documentation |
Required knowledge |
typical formats and techniques for documenting the design of e-learning resources OHS standards as they relate to working for periods of time on computers range of learning models way in which various learning styles impact on learning models industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sequence and interrelationship of stages in the process of developing e-learning resources web standards, including usability, W3C Accessibility and interoperability web applications and technologies that are relevant to e-learning issues and challenges that arise in designing and developing e-learning resources intellectual property rights and copyright clearance procedures |
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. | |
Target learner characteristics may include: | computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy levels learning environment, such as: workplace classroom home community mobile personas preferred learning styles skills level specific needs - physical or psychological. |
Content may include: | audio/visual materials curriculum documents, such as: Training Packages and their units of competency modules guides manuals PowerPoint presentations pre-existing learning materials printed materials reference texts training handouts. |
Delivery platform may include: | CD/DVD digital television set internet, including: websites blogs wikis database repositories learning management systems, such as: Blackboard WebCT Janeson Moodle virtual classrooms conferencing discussion forums flash-based chat podcasting video streaming audio streaming other online collaboration tools mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
Media assets may include: | animations audio audio/visual files, such as PowerPoint graphics images text documents, such as PDF and Word video. |
Project requirements may include: | access to facilities and resources assessment strategies budget deliverables learner characteristics milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines. |
Instructional design models include: | exploration game instructional lock step mentoring problem-solving puzzle simulation story-telling. |
Standards may include: | AQTF interoperability SCORM usability W3C Accessibility. |
Learning styles may include: | activist learning preferences, including auditory, visual or sensory pragmatist reflective theorist |
Learning activities may include: | blogs case studies checklists discussions and debates games interviews media presentations problems projects quizzes research reports role-plays simulations tasks work-based practical activities. |
Relevant personnel may include: | art director client content expert educator graphic designer head of department information architect language, literacy and numeracy specialist programmer reference group member technical director technical staff other specialist creative and administrative staff. |
Communication and collaborative tools may include: | blogs chat discussion forums messaging TiVo wikis other social software tools. |
Production requirements may include: | levels of expertise production deadlines production schedules production team testing strategies. |
Testing strategies may include: | alpha beta completion continuous milestone prototype staged. |
Design specifications may include: | content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames |
Legislative or ownership issues may be: | access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing. |
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 |
|---|---|---|---|
| With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed | |||
| Identify content to be incorporated or generated and how this content is to be accessed or delivered | |||
| Identify delivery platforms and implications that these will have on selection of media assets | |||
| Consult with clients to clarify project requirements | |||
| Analyse content to clearly establish learning outcomes and assessment strategies | |||
| Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs | |||
| Identify standards that may apply for a range of delivery platforms | |||
| Identify learning styles of target learners and consider how these may impact on the design | |||
| Consider a range of learning activities that best meet learning objectives and needs of target learners | |||
| Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced | |||
| Select the instructional design model that best meets learning needs and project requirements | |||
| Use selected instructional design model to design the overall architecture of an 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 collaborative tools as required | |||
| Specify user interface of the e-learning resource | |||
| Specify production requirements, including appropriate testing strategies | |||
| Write draft design specifications to include relevant advice to design and development teams | |||
| Discuss draft design specifications with clients to ensure designs are consistent with project briefs | |||
| Review designs against required project outcomes and target learner needs | |||
| Review designs to ensure they meet creative and technical requirements | |||
| Adjust designs as necessary after discussions with relevant personnel | |||
| Clarify legislative or ownership issues to comply with production and organisational requirements | |||
| Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines |
Forms
Assessment Cover Sheet
CUFDIG503A - Design e-learning resources
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Assessment Record Sheet
CUFDIG503A - Design e-learning resources
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