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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

collaborate and work with vendors and consultants

conduct projectbased activities

initiate and facilitate group discussions

share ideas and information

planning and organising skills to

analyse and identify suitable learning practices and learning strategies for groups and individual learners

evaluate effectiveness of learning practices

literacy skills to prepare reports and contract variations

numeracy skills to calculate budget requirements

teamwork skills to monitor group and individual interactions

technology skills to

assess suitability and reliability of hardware and software

compare and recommend new technology solutions that improve learning outcomes

complete electronic research

review and discuss learning styles and practice involving ICT

Required knowledge

budgeting and costbenefit analysis principles

capabilities and limitations of infrastructure of educational platforms

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

learner requirements for use of educational platforms

pedagogical theory and practice learner interests and changing learning styles and application of ICT to learning and teaching

process for creating an effective learning experience using electronic technology

range of appropriate learning strategies and teaching and assessment methods

Evidence Required

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

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

creation of working pilot using relevant ICT solutions

Context of and specific resources for assessment

A range of eassessment methods should be used to assess practical skills and knowledge

Effective eassessment methods should achieve one of more of the following criteria

promote active learning engaging learners actively in the learning process

provide opportunities to construct meaning by assisting learners to build their own cognitive structures based on previous knowledge to integrate new skills and knowledge

encourage collaboration by providing environments in which people learn from each other and solve problems together

support intentional learning by linking learning to the learners goals

address real problems engaging learners in solving the complex and illstructured problems they will encounter in the real world

contextualise learning by situating it in some meaningful real world task or by using simulated casebased or problembased learning

promote conversation by involving learners in dialogue so that they can appreciate multiple perspectives

promote reflection by providing opportunities for learners to reflect on the learning process and how they can apply what they have learnt to new situations

Assessment must ensure

competence is consistently demonstrated over time and over a range and variety of complex situations

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 thirdparty workplace reports of onthejob performance by the candidate

review of applied projects or learning activities

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced earning practice

Guidance information for assessment

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

TAEDELA Use elearning with social media

TAEDEL802A Use e-learning with social media

TAELEDA Review enterprise elearning systems and solutions implementation

TAELED704A Review enterprise e-learning systems and solutions implementation

TAELEDA Investigate the application of ICT knowledge

TAELED802A Investigate the application of ICT knowledge.

Range Statement

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.

ICT resources may include:	application: commercial database internet browser spreadsheet word-processing customised development tools cloud-based solutions in-house laptop mobile communications notebook other mobile devices peripheral devices personal computer (Mac or PC) personal digital assistant (PDA) server smartphone system: computer security device drivers operating system tablet (iPad or similar) virtual private network (VPN) voice network wide area network (WAN) wireless solution workstation.
Virtual environments may include:	collaborative virtual environments (CVEs) immersive virtual environments (IVEs) massively multiplayer online games (MMOGs) massively multiplayer online role-playing games (MMORPGs) MUD object oriented (MOOs) multi-user domains (MUDs) multi-user virtual environments (MUVEs).
Knowledge-building environments may include:	community, collaboration, content management systems (C3MS) computer supported intentional learning environments (CSILE) learning management systems (LMS) wikis.
Analysing and reporting risks may involve:	budgetary considerations contract variations licensing term contracts.
Organisational requirements may include:	access and equity principles and practices business and performance plans collaborative or partnership arrangements confidentiality requirements defined resource parameters ethical standards existing technology and systems goals, objectives, plans, systems and processes legal and organisational policies and guidelines for ICT-based educational platforms workplace health and safety (WHS) policies, procedures and programs quality assurance or procedures manuals recording and reporting procedures team and business unit structures and focus.
Communication and collaboration technologies may include:	asynchronous conferencing synchronous conferencing application sharing data conferencing electronic calendars electronic meeting systems (EMS) email enterprise bookmarking faxing instant messaging internet forums knowledge management systems online chat online proofing project management systems revision control SMS social software systems telephony videoconferencing voice mail web publishing wikis workflow systems.