- BSBLED301A - Undertake e-learning
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBLED301A Mapping and Delivery Guide
Undertake e-learning
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBLED301A - Undertake e-learning |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to undertake learning using electronic and communication technologies. It relates to the identification of learning needs and opportunities and to the development of an e-learning plan.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | The unit focuses on learning undertaken with the use of electronic and communication technologies. It is particularly useful in situations requiring self-directed or self-managed approaches to learning. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| Prerequisites/co-requisites | |||
| Competency Field | Workforce Development - Learning and Development | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Identify learning needs |
| |||||||
| Element: Identify e-learning opportunities |
| |||||||
| Element: Develop an e-learning plan |
| |||||||
| Element: Undertake e-learning |
| |||||||
| Element: Review e-learning |
| |||||||
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 following is essential: integrated demonstration of all elements of competency and their performance criteria negotiating with stakeholders to develop an e-learning plan that meets individual and organisational needs successful contingency management satisfactory e-learning outcomes for self and organisation. |
Context of and specific resources for assessment | Assessment must ensure: the learner and trainer have access to appropriate documentation and resources normally used in the workplace. |
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: assessment of learning outcomes resulting from the application of e-learning and the development of options to address contingencies direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on e-learning programs review of learning plan and its development oral or written questioning to assess knowledge of e-learning applications, self-assessment processes and evaluation techniques. Evidence should be collected over a period of time which is sufficient to include an appropriate range and variety of situations. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate III in Customer Contact. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 |
communication skills for negotiation with management computer literacy to access e-learning literacy skills to interpret information about e-learning opportunities numeracy skills of complying with budgetary requirements self assessment skills to identify skill gaps self management skills to maintain motivation and seek assistance time management skills |
Required knowledge |
Internet / World Wide Web legal, ethical and security issues relating to e-learning organisational learning and development policy personal competency requirements relevant legislation, codes and national standards such as: award and enterprise agreements national, State/Territory legislative requirements especially in regard to Occupational Health and Safety industry codes of practice OECD International Guidelines for Consumer Protection in E-Commerce copyright laws anti-discrimination defamation laws privacy legislation intellectual property, confidentiality requirements. |
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. | |
Learning needs may include: | application of new information business processes competencies to access e-learning corporate values and culture development/update of existing skills and knowledge new technology new work practices |
Learning factors may include: | comfort with online technologies cultural, language and educational background language, literacy and numeracy level of confidence or anxiety physical ability / disability preferred learning style previous experience with e-learning |
Required support may include: | access to the internet from home class-based / face-to-face dedicated e-learning personal computer in a quiet location in the workplace induction into e-learning laptop computer learning / assessment partners online tutors print-based materials technical experts workplace mentors |
e-learning opportunities may include: | discussion boards intranet iPod mobile phones multi-media PC based video-conferencing internet |
Online methodology may include: | adaptable to learner preferences and values business simulations choice of male or female 'mentor' e-seminars, with experts talking on video about cutting edge developments e-study: a blend of text, graphics and on-screen interactions exploration of underlying issues interaction with fellow e-students and instructors in threaded discussions interactive technologies mentor discussion re choices made personalised to user's learning style scenarios short (10 - 15 minute) segments use of multimedia user control of the action |
Blended training solutions may include: | e-learning and face-to-face training courses e-learning and on-the-job training e-learning and traditional distance education |
Contingency management may include: | re-negotiating dedicated e-learning time re-negotiating timeframes re-negotiating work deadlines re-scheduling e-learning |
Unforeseen circumstances may include: | absent staff changed work requirements illness (self or others) increased workload urgent work |
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 |
|---|---|---|---|
| Identify personal learning needs and skill gaps through self assessment | |||
| Self-assess learning factors related to e learning and identify any support required to optimise e learning outcomes | |||
| Identify and prioritise required outcomes from e learning in accordance with individual, team and organisational requirements | |||
| In consultation with management, assess the range of suitable e-learning opportunities in accordance with identified learning outcomes, available technology, time and budgetary requirements | |||
| Examine e learning content, materials and on-line methodology to determine their quality, applicability and acceptability to individual and organisational requirements | |||
| Determine blended training solutions in accordance with organisational requirements where e learning opportunities alone are insufficient to meet personal learning needs | |||
| Negotiate the inclusion of agreed e learning opportunities and timeframes in learning plans in accordance with individual and organisational needs | |||
| Negotiate and include time required to access e learning opportunities in learning plans | |||
| Prepare, and obtain management agreement for, learning plans and required resources | |||
| Negotiate with management for the recognition of competencies developed through e learning | |||
| Agree re-negotiated workload and deadlines with management to provide for the allocation of e learning time in accordance with agreed e learning plan and budgetary requirements | |||
| Undertake e learning in accordance with e learning plan and manage contingencies when unforeseen circumstances arise | |||
| Manage the integration of work and learning in accordance with the e learning plan and organisational requirements | |||
| Evaluate the e learning experience in terms of its applicability to individual learning style and individual / organisational satisfaction with the process and the outcomes | |||
| Consider the advantages and disadvantages of e learning and make recommendations regarding participation in future e learning where necessary | |||
| Review and adjust individual e learning plan in accordance with individual requirements and organisational needs |
Forms
Assessment Cover Sheet
BSBLED301A - Undertake e-learning
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
BSBLED301A - Undertake e-learning
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: