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 proposalidentified gap in the learning product markettenderorganisational needindustry or professional need. |
Focus may include: | unit/s of competencyTraining Package qualification/sset of specific skillsaccredited or a non-accredited courselearning programlearning resource. |
Research may include: | Internet researchquestionnairesevaluations of existing productsliterature reviewsinterviewsinformal discussionsfocus groups and workshops. |
Likely target audience may include: | who the e-learning resource is designed forwhat the e-learning resource is designed forwhy an e-learning resource is appropriate for this audiencehow the e-learning resource will be usedwhere the e-learning resource will be used. |
Characteristics may include: | current skills and knowledgeaccess to computer technologyphysical or learning disabilitylocationlanguage, literacy and numeracy needslearning styles and preferencesmotivation for learning. |
Existing relevant information may include: | units of competency, qualifications and other parts of Training Packageslearning resourcese-learning resourcesorganisational policylegal documents or requirementsOHS requirementstechnical manuals. |
Ethical and legal consideration may include: | copyright of materials usedprivacy or confidentiality issuesanti discrimination lawsoccupational health and safety requirementsintellectual property issues. |
Document may include: | minutes of meetings with clients and other client correspondenceresearch findingsdraft materials/ideasdraft e-learning activitiestechnical specificationsdiscussions about the e-learning resourceTraining Packages, units of competency or other information providing learning content of the e-learning resource. |
Learning theory may include: | behavioural learning theorycognitive learning theoryexperiential learning theoryinformation processing theory, and current research on learning as it relates to teaching in an adult environment. |
Instructional design may include: | learner-centred activities and interactioncollaborative learning opportunitiesauthenticity in learning and assessment activitiespresenting material in a logical order and sequence and in order of increasing difficultyopportunities for review of material and repetitioninclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learningstructure of informationensuring learning is embedded in a realistic and relevant contextproviding feedback to the learnertechniques to engage the learner. |
| Design for the e-learning resource should consider: | the type of the e-learning resourcedelivery methodsweb basedcomputer baseddigital collaborationvirtual environmentInternet/Intranet/ExtranetPodcasting or Webcastingm-learninglearning management systems (LMS)a combination of the abovethe layout and appearance of the e-learning resourcethe learning approach of the e-resource:collaborative learningproblem solvingvirtual or simulated environments or scenariosself-directed learningdiscovery learningprocess learningproject-based learninglearning activities, such as:tutorialsquizzes, problems or scenarioscase studiesimages and graphicsaudiointerviewsprojects or taskssimulationonline discussions or forums, e.g. blogs, Wikis. |
Relevant people may include: | project managerinstructional designersoftware designer, programmer or author to write the e-resourcetechnical specialist, such as IT expertsgraphic artistcontent expert and writertrainer, 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 usedintegration of different electronic mediarequired software and hardware to develop and use the e-learning resourcetransferability of the e-learning resourceaccessibility issues, e.g. for users with audio or visual impairmentcontent formats, e.g. text, visual, audio storage of the e-learning resourcethe use of m-learning technology. |