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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

Required skills

communication skills to

advocate for change processes to implement new learning options

conduct projectbased activities

demonstrate effectiveness of new learning options

initiate and facilitate group discussions

present research findings on the impacts of elearning strategies

seek feedback on elearning designs

share ideas and information

pedagogical skills related to effective learner progress in order to

develop differentiated learning programs

assess the effects of elearning

initiate selfdirected learning

planning and organising skills to

evaluate elearning options to cater for the unique learning needs of each learner

develop learning strategies for individuals groups and organisations

provide diverse and relevant elearning options

teamwork skills to

collect and respond to feedback on elearning initiatives

develop solutions and resources to support elearning

monitor individual group and organisation interactions

technology skills to

ensure technology infrastructure supports elearning initiatives

identify and use appropriate elearning designs and software

undertake webbased elearning research

use online collaborative tools to support elearning initiatives

Required knowledge

contemporary policy and approaches to learning and assessment

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

design and management of elearning resources

different learning styles and how to encourage learners

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

range of individual learner needs and learning contexts

learning principles relevant to elearning

range of appropriate learning strategies and teaching and assessment methods

range of individual learner needs and learning contexts

sources and availability of relevant learning resources and learning materials

training techniques that enhance learning and when to use them

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 effective learning principles

construction of pedagogically sound contextually relevant elearning strategies and improved learning practice

research on theory and practice in relation to advanced elearning practice especially where these are enabled by new content solutions and vocational education and training approaches or technologies

Context of and specific resources for assessment

Assessment must ensure

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

access to required assessment facilities and resources

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 relating to the research construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational education and training context

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice

Guidance information for assessment

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

TAEASSA Analyse implement and evaluate eassessment

TAEASS801A Analyse, implement and evaluate e-assessment

TAEDELA Evaluate implement and use ICTbased educational platforms

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAEDELA Use elearning with social media

TAEDEL802A Use e-learning with social media

TAELEDA Implement improved learning practice

TAELED703A Implement improved learning practice.

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.

Recent research may be compiled through:	evaluation of existing products focus groups ICT reports informal discussions internet interviews literature reviews questionnaires workshops.
E-learning programs may include:	all online – no face-to-face learning sessions synchronous and asynchronous blended learning – combination of online and face-to-face cloud-based computer-based face-to-face programs instructor-led group self-directed study self-directed study with subject matter expert web-based.
Existing learning practices may include:	class-focussed instruction classroom teaching direct instruction group learning independent learning summative assessment teacher-controlled assessment teacher-developed curriculum teacher-directed learning.
Learning criteria may focus on:	commitment to achievement extending personal limits high levels of motivation learner engagement learning essential skills personal skill development positive attitudes to self and others.
Readily available technology devices may include:	games consoles GPS devices iPods laptop computers MP3/4 players personal computers personal digital assistants smartphones tablets web-enabled televisions.
E-learning software options may include:	blogging tools cloud-based options content authoring tools dynamic learning objects and activities online collaborative networks online learning resources organisational tools proprietary learning software survey tools.
Learning styles may include:	activist learners audio learners kinaesthetic learners pragmatic learners reflective learners self-directed learners tactile learners theoretical learners visual learners.
Global access to like-minded learners may be:	blogs collaborative online networks online expert groups online forum groups social networks wikis.
Co-creators of their own learning may involve:	communication and collaboration ICT-enabled research and content creation use of content authoring tools web publishing.
Online learning environment may mean:	content management system game-based learning ICT-enabled access to knowledge learning management system simulated learning virtual learning environments.
Online analytical tools and data may be:	adaptive software data mining tools direct assessment tools learning analysis software software delivering instant feedback.