Google links for TAEDEL802A - Use e-learning with social media

Appropriate learning theories may include:	applied learning cognitivism constructivism discovery learning experiential learning inquiry learning mobile learning problem-based learning self-directed learning technology and learning theory of multiple intelligences.
Forms of e-learning may vary with:	assessment or qualification outcomes blending with other modes of teaching, such as blending classroom with online delivery instructional design means of access mode of teaching standards compliance technology involved.
Research findings may be compiled through:	evaluation of existing products focus groups informal discussions internet interviews literature reviews questionnaires workshops.
Online environments may include:	blogs, wikis and nings computer-supported collaborative learning (CSCL) content management systems (CMS) distributed online forums game-based platforms learning management systems (LMS) rating and comments systems, e.g. YouTube virtual and immersive online platforms.
Organisational requirements may include:	access and equity principles and practice code of ethics, creative commons and rights of use and distribution codes of conduct Copyright, Privacy and Charter Of Human Rights legislation goals, objectives, plans, systems and processes organisational policies for e-learning policies, procedures and programs on acceptable use quality and continuous improvement processes and standards.
Social networking may include:	building repositories of knowledge and artefacts for community sharing in blogs, wikis and nings participating in distributed online forums rating and commenting to share and evaluate knowledge systems, e.g. YouTube using communication and collaboration tools in an LMS to showcase knowledge using communication and collaboration tools in CMS to share skills and knowledge using CSCL to communicate and collaborate.
Learner styles may include:	aural kinaesthetic visual.
Constraints relating to organisation's e-learning systems and resources may include:	anticipated difficulties due to language, literacy and numeracy skills of learners/end users financial limitations to achieve proposed options infrastructure logistical issues limited access of intended learners/end users to the necessary technology limits of the technology to achieve desired outcomes low levels of information technology skills of trainers or facilitators and intended learners/end users restricted access to relevant technical or subject matter experts.
Learning models may include:	blended experiential virtual, e.g. Second Life.
Data visualisation may include:	dynamic, e.g. Google Docs motion charts and gadgets, such as Gapminder, InfiView and Nexus.
Instructional design principles may include:	ensuring learning is embedded in a realistic and relevant context including a variety of approaches and techniques for presenting information and activities and for encouraging participation need for authenticity in learning and assessment activities need for collaborative learning opportunities need for learner-centred activities and interactivity opportunities for review of material and repetition presenting material in a logical order and sequence, and in order of increasing difficulty providing learner with feedback structure of the information techniques to engage the learner in learning.
Current legislation may include:	Charter of Human Rights and Responsibilities Copyright Act Privacy Act Spam Act.
Policies and risks may include:	acceptable use policies code of conduct digital citizenship netiquette security threats to data and information .
Champion users may include:	experienced users mentors users committed to outcomes of the e-learning goals.
Training techniques may include:	applied learning collaborative activities demonstrations individual activities instruction and explanation questioning practice written information.
Longevity may include:	end goal ongoing short term.
Nature may include:	member-based (people in a similar profession) ongoing professional learning project-based.
E-learning resources may include:	assessment materials generic skills materials industry or enterprise-specific materials information about the audience for the resource’s learning objects and activities professional development materials self-paced or instructor-led materials trainer or facilitator materials Training Package toolboxes.
Social media community members may include:	active participants champion users critics flamers lurkers spoilers.
Recruitment strategies involve:	establishing a plan encouraging broader participation in social networking for learning.

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TAEDEL802A - Use e-learning with social media

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement