Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAWEB201A Mapping and Delivery Guide
Use social media tools for collaboration and engagement

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency ICAWEB201A - Use social media tools for collaboration and engagement
Description This unit describes the performance outcomes, skills and knowledge required to establish a social networking presence using social media tools and applications.The unit specifically identifies the requirement to review, compare and use different types of social networking tools and applications.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to information and communications technology (ICT) personnel who need to develop a social networking web presence for a small or large office environment using social media tools and applications.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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: Describe different types of social media tools and applications
  • Explain characteristics of the term social media
  • Identify different types of social-media tools and applications
  • Illustrate some of the issues associated with the use of social media tools and applications
       
Element: Compare different types of social media tools and applications
  • Select one social media type for review
  • Review most popular tools and applications within that social media type
  • Itemise benefits across a range of the most popular tools and applications
  • Select most appropriate social media tool or application
       
Element: Set up and use popular social media tools and applications
  • Identify social media tools and applications for possible implementation
  • Initiate preferred social media tools and applications for use
  • Establish social media interface using text and file content
  • Initiate social networking interaction
  • Test and evaluate tools and applications for ease of use
  • Present findings
       


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 ability to:

identify different types of social media tools and applications, and issues associated with their use

access the internet, set up a social networking presence and upload and link a wide variety of files

use OHS principles and responsibilities for ergonomics, such as work periods and breaks.

Context of and specific resources for assessment

Assessment must ensure access to:

PC and printer

internet

social-media tools and applications

online instructional documents

appropriate learning and assessment support when required.

Where applicable, physical resources should include equipment modified for people with special needs.

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:

verbal or written questioning to assess candidate’s knowledge of types of social media tools and applications, and social-networking sites

direct observation of candidate accessing and interacting with a variety of social-networking sites

review of social-media tools and application evaluations.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

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 to:

communicate with peers and supervisors

seek assistance and expert advice

literacy skills to:

interpret user online manuals and help functions

read and write basic documents and instructions

problem-solving skills to address problems when using applications

technical skills to:

access the internet

operate a personal computer (PC) and printer

to enter text and numerical data

use social media application packages.

Required knowledge

basic technical terminology in relation to social networking and social media applications and tools

basic knowledge of uploading images, text files, PDF files, audio files, video files and link associated files

features and functions of social media applications

import and export software functions

linking documents

OHS principles and responsibilities for ergonomics, including work periods and breaks

tagging to facilitate collaborative folksonomy

social media applications and procedures for connecting to social networking sites

use of input and output devices

use of RSS feeds to connect a social network.

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.

Social media may include:

web applications that facilitate:

information sharing

interoperability

user-centred design.

Social-media tools and applications may include:

blogs

folksonomies

hosted services

mashups

social networking sites:

YouTube

Flickr

Facebook

Twitter

video sharing sites

web applications

wikis.

Issues may include:

copyright

privacy

security

trust.

Text and file content may include:

applications, including:

.exe

.pdf

.ppt

.rtf

.zip

audio, including:

.mid

.mp3

.wav

graphics, including:

.bmp

.gif

.jpg

.swf

.tif

text, including:

.htm

.txt

video, including:

.avi

.mov

.mpg

web, including:

.asp

.xml.

Social networking is being connected by one or more specific types of interdependency, such as:

common interest

financial exchange

knowledge

personal relationships

prestige

relationships of beliefs.

Ease of use may include:

affordability

desirable features for an online presence:

bulletin boards

direct mailing to customers

online forums

selling of products online

ease of communications

flexibility for placement of text, links and images

reasons for an external online presence:

communication with potential customers

promotion of products and services

recruitment of volunteers and new staff

reasons for an internal online presence:

regular staff communications

enterprise cohesion

display of staff achievements

reliability

set-up ease.

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
Explain characteristics of the term social media 
Identify different types of social-media tools and applications 
Illustrate some of the issues associated with the use of social media tools and applications 
Select one social media type for review 
Review most popular tools and applications within that social media type 
Itemise benefits across a range of the most popular tools and applications 
Select most appropriate social media tool or application 
Identify social media tools and applications for possible implementation 
Initiate preferred social media tools and applications for use 
Establish social media interface using text and file content 
Initiate social networking interaction 
Test and evaluate tools and applications for ease of use 
Present findings 

Forms

Assessment Cover Sheet

ICAWEB201A - Use social media tools for collaboration and engagement
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

ICAWEB201A - Use social media tools for collaboration and engagement

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: