Assessor Resource

TAEDES503A
Design and develop e-learning resources

Assessment tool

Version 1.0
Issue Date: April 2024


This unit typically applies to those involved in product development relating to e-learning.

This unit describes the performance outcomes, skills and knowledge required to design and develop e-learning resources.

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

Prerequisites

Not applicable.

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 ability to:

Research, design and develop e-learning resources that reflect client needs and the contexts of application, including:

the research and design of two e-learning resources, with documented evidence of:

consultation, research and findings

completed designs for the two resources

complete 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 e-learning resource, either complete or in part or sample

the candidate’s specific role in the development process.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

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.

Required skills

analytical skills to:

identify design requirements

structure and weight the contents appropriately

determine appropriateness of feedback

communication and interpersonal skills to:

clarify requirements with clients

collaborate with a range of people

seek feedback from others

literacy and writing skills, including:

writing for different audiences

writing to the appropriate level

using an appropriate style

review and analysis skills to:

identify areas for improvement

recognise personal limitations

research skills to:

identify likely target audience

find content and relevant information

interview relevant people

problem solving skills to:

address design issues

technology skills to design and develop resources.

Required knowledge

characteristics of the intended learner group or audience that may impact on learning, including:

language, literacy and numeracy competency

cultural, educational and other backgrounds

attributes or experience

knowledge of current and emerging technologies available for e-resources

project management knowledge to ensure the design and development meets requirements of budget, time, resources and administration

principles around effective learning using technology, including multiple perspectives, opportunity for reflection and collaborative learning, variety and organisation of information

a range of e-learning environments and products and their suitability for different learning outcomes and audiences

design models and technical requirements for e-learning resources.

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.

Brief may include:

client proposal

identified gap in the learning product market

tender

organisational need

industry or professional need.

Focus may include:

unit/s of competency

Training Package qualification/s

set of specific skills

accredited or a non-accredited course

learning program

learning resource.

Research may include:

Internet research

questionnaires

evaluations of existing products

literature reviews

interviews

informal discussions

focus groups and workshops.

Likely target audience may include:

who the e-learning resource is designed for

what the e-learning resource is designed for

why an e-learning resource is appropriate for this audience

how the e-learning resource will be used

where the e-learning resource will be used.

Characteristics may include:

current skills and knowledge

access to computer technology

physical or learning disability

location

language, literacy and numeracy needs

learning styles and preferences

motivation for learning.

Existing relevant information may include:

units of competency, qualifications and other parts of Training Packages

learning resources

e-learning resources

organisational policy

legal documents or requirements

OHS requirements

technical manuals.

Ethical and legal consideration may include:

copyright of materials used

privacy or confidentiality issues

anti discrimination laws

occupational health and safety requirements

intellectual property issues.

Document may include:

minutes of meetings with clients and other client correspondence

research findings

draft materials/ideas

draft e-learning activities

technical specifications

discussions about the e-learning resource

Training Packages, units of competency or other information providing learning content of the e-learning resource.

Learning theory may include:

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.

Instructional design may include:

learner-centred activities and interaction

collaborative learning opportunities

authenticity in learning and assessment activities

presenting material in a logical order and sequence and in order of increasing difficulty

opportunities for review of material and repetition

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of information

ensuring learning is embedded in a realistic and relevant context

providing feedback to the learner

techniques to engage the learner.

Design for the e-learning resource

should consider:

the type of the e-learning resource

delivery methods

web based

computer based

digital collaboration

virtual environment

Internet/Intranet/Extranet

Podcasting or Webcasting

m-learning

learning management systems (LMS)

a combination of the above

the layout and appearance of the e-learning resource

the learning approach of the e-resource:

collaborative learning

problem solving

virtual or simulated environments or scenarios

self-directed learning

discovery learning

process learning

project-based learning

learning activities, such as:

tutorials

quizzes, problems or scenarios

case studies

images and graphics

audio

interviews

projects or tasks

simulation

online discussions or forums, e.g. blogs, Wikis.

Relevant people may include:

project manager

instructional designer

software designer, programmer or author to write the e-resource

technical specialist, such as IT experts

graphic artist

content expert and writer

trainer, facilitator and/or assessor involved in the use of the e-learning resource.

Technical guidelines and requirements may include:

type of electronic media to be used

integration of different electronic media

required software and hardware to develop and use the e-learning resource

transferability of the e-learning resource

accessibility issues, e.g. for users with audio or visual impairment

content formats, e.g. text, visual, audio

storage of the e-learning resource

the use of m-learning technology.

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
Clarify the brief and focus for the e-resource with the client 
Read, interpret and analyse existing relevant information to determine the learning content for an e-learning resource 
Determine the suitability of an e-learning resource for the likely target audience 
Identify any ethical and legal considerations 
 
Use knowledge and experience in learning theory and instructional design to create the design for the e-learning resource 
Consider resources, materials and technical requirements needed for development of the e-learning resource based on the design 
Present and discuss the design with the client and obtain further feedback of the e-learning resource 
Incorporate feedback and address any additional issues in the design 
Confirm with client the design to be developed into the e-learning resource 
Identify the relevant people to collaborate with on the development of the e-learning resources 
Determine the timelines and resource issues for the production of the e-learning resource 
Consult and use relevant technical guidelines and requirements 
Address any identified legal or ethical obligations or issues that arise in the development of the e-learning resource 
Develop content and technical framework of the e-learning resources, and address any issues as they arise with relevant persons 
Document the development of the e-learning resource 
Review the e-learning resource against the client brief, likely target audience and learning needs 
Plan for trial of e-learning resource with potential users 
Trial the resource with appropriate recording of outcomes and feedback 
Analyse outcomes and feedback of the trial 
Make adjustments to finalise the e-learning resource 
Discuss and reflect on production of the e-learning resource 

Forms

Assessment Cover Sheet

TAEDES503A - Design and develop 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:

Signature:

Date:

Assessment Record Sheet

TAEDES503A - Design and develop 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: