- TAADES502B - Design and develop learning resources
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAADES502B Mapping and Delivery Guide
Design and develop learning resources
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | TAADES502B - Design and develop learning resources |
|---|---|---|---|
| Description | This unit specifies the competency required to design and develop resources to support learning. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner.In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support. Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment. Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium.Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect. Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, TAADES503B Research and design e-learning resources and TAADES504B Develop and evaluate e-learning resources. Co-learning and co-assessment is suggested where competency across all media is required. Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process.Depending on the complexity of the resource, extensive consultation and working with others may be required.This unit can provide a specific application for undertaking the generic unit TAATAS503B Manage contracted work.The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Research and interpret the learning resource requirements |
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| Element: Design the learning resource and plan the content |
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| Element: Develop the learning resource content |
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| Element: Review learning resource prior to implementation |
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| Element: Evaluate the design and development process |
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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 | |
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources. The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible. Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work. | |
Evidence Requirements | |
Required knowledge includes: | sound knowledge of the vocational education and training system, including: relevant terminology training and assessment processes Training Packages and competency standards the Australian Quality Training Framework (AQTF) requirements the Australian Qualifications Framework (AQF) instructional design, for example: planning, analysis, development, synthesis, evaluation |
presenting material in a logical order and sequence opportunities for collaborative learning between learners navigation tools presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structure of the information ensure learning is embedded in a realistic and relevant context techniques to engage the learner in learning visual design principles/techniques, for example: format composition balance typography images/graphics charts/diagrams research and evaluation techniques, including: interviews focus groups workshops questionnaires literature reviews web research pilot processes a general knowledge of the main branches of learning theory, for example: behavioural learning theory information processing theory cognitive learning theory andragogy vocational education and training pedagogy learning principles, including: adults are autonomous and self-directed adults have life experience to draw on adults are goal-oriented | |
adults need relevance adults are practical adults need to be shown respect cultural awareness a range of learning approaches and styles of learning resources different learning styles, including: activist reflector theorist pragmatist kinaesthetic auditory visual language, literacy and numeracy (LLN) issues, for example: principles and definitions how to work out the LLN level of likely users, and LLN requirements of the resource relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: copyright and privacy laws relating to electronic technology security of information plagiarism competency standards licensing industry/workplace requirements duty of care under common law anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner | |
Required skills and attributes include: | review and analysis skills to: identify areas for improvement recognise personal limitations communication and interpersonal skills to: collaborate with a range of people seek feedback from others be open to feedback and suggestions maintain a network listen negotiate computer/technical skills, for example: using a range of software programs using a range of office equipment literacy/writing skills, including: writing from the learner's perspective writing for different audiences using plain English and correct grammar pitching writing to the appropriate level using an appropriate style having an eye for detail time management skills, including keeping to appropriate timelines analytical skills to: identify critical learning points structure and weight the contents appropriately determine appropriateness of feedback ability to develop a range of learning activities research skills to: find content and relevant information interview relevant people solve problems ask questions |
Products that could be used as evidence include: | learning resources developed letters to relevant personnel seeking comments and feedback evaluation forms minutes of meetings drafts of resources feedback received from others |
Processes that could be used as evidence include: | how research was undertaken and why how consultative process was set up how industry or end user requirements were established how resource was evaluated and reviewed what methods were used to evaluate the process used for resource development and why ways in which personal skills and efficiency were developed and monitored and why how personal workload was managed |
Resource implications for assessment include: | research for content of resources access to experts for review and consultation |
The collection of quality evidence requires that: | assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated |
Specific evidence requirements must include: | a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit evidence of transferable application to the development of other learning resources designed under the guidelines for Training Package support materials print-based |
Integrated assessment means that: | this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES401B Use Training Packages to meet client needs TAADES402B Design and develop learning programs TAADES501B Design and develop learning strategies TAADEL405B Coordinate and facilitate distance-based learning TAATAS503B Manage contracted work TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources. |
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.
Not applicable.
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. | |
Thebriefof the learning resource may include: | a client proposal identified gap in the learning product market a tender an organisational need |
Focusof the learning resource may include: | a whole Training Package a Training Package qualification/qualifications a traineeship/apprenticeship an accredited course individual competency standards/modules/subjects a non-accredited course a learning program a learning resource to support the introduction/ implementation of new technology/equipment |
Typeof learning resource may include: | Training Package noted support materials, such as: learner/user guides trainer/facilitator guides training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to target group learners and workplace |
Thelearning resourceis: | designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner |
Likely target audience/sandlearning environmentmust include: | who the learning resource is for what the learning resource is designed to do how the learning resource will be used where the learning resource will be used possible mediums to be used |
Researchmay include: | interviews focus groups informal discussions literature reviews Internet research evaluations of existing products questionnaires workshops |
Characteristics of the learners/end usersmay include: | level of prior experience/knowledge of content area skill/competency profile range and response to previous learning experiences level of education socio-economic background, age, gender current work work culture cultural and ethnic background disability or learning support needs preferred learning styles motivation for learning English language, literacy and numeracy needs |
Existing informationmay include: | industry/end user needs industry best practice and culture existing learning resources and learning materials relevant Training Packages/competency standards relevant courses, curriculums, modules workplace procedures, documentation, and requirements industry coverage roles and responsibilities of groups and individuals information from industry experts and advisers |
Ethical and legal considerationsmay include: | contract preparation meeting contractual requirements intellectual property regulatory requirements including occupational health and safety (OHS) organisational requirements equity issues and needs potential legal consequences of false, misleading or incorrect information |
Development work planmay include: | timelines and milestones to be achieved scheduled meetings and focus groups consultative processes handover requirements equipment, learning resources and learning materials needed industry information/practices budget identification of risks/risk management strategies organisation/industrial politics access to experts/advisers |
Design optionsmay include: | use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information) use and extent of text-based information and graphical information level of depth of text-based information and sophistication of language level of completeness in addressing the focus options for presenting text-based information e.g. straight text, question and answer, case studies visual design sequencing of material sources of further information/further reading style guides visual look |
Principles and techniquesmay include: | instructional design, for example: presenting material in a logical order and sequence opportunities for collaborative learning between learners navigation tools presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structure of the information ensuring learning is embedded in a realistic and relevant context techniques to engage the learner in learning creative thinking, for example: brainstorming mind mapping scenario setting lateral thinking visual/graphic design, for example: format composition balance typography images/graphics charts/diagrams research and evaluation, for example: of other learning resources up-to-date research on learning |
Reflectmay include: | asking key questions discussing details with others, for example: colleagues team members other learning product developers/instructional designers the client supervisor/manager standing back from work setting specified times for reflection reviewing personal skills |
Learning stylesmay include: | theoretical pragmatic active reflective |
kinaesthetic auditory visual | |
Outline or prototypemay include: | mock-up framework model format specifications |
Content specificationsmay include: | requirements of relevant Training Packages, competency standards/benchmarks OHS requirements work practices and procedures culture and ethics of the learner/end user environment organisational requirements copyright/intellectual property agreements/ acknowledgements |
Relevant personnelmay include: | subject matter/technical experts industry experts colleagues learners or users industry stakeholders specialist consultants, e.g. language, literacy and numeracy specialists |
Mechanismsmay include: | verbal or written communication with relevant personnel verbal or written communication with content experts project updates internal/external reviews of drafts |
Style guidemay include: | fonts - types and sizes line spacing white space icons use of visuals - icons, photographs, pictures, diagrams signposting logos DEST Style Guide client style guide |
Methodsmay include: | evaluation by experts pilot focus groups questionnaires checklists workshops telephone interviews |
Evaluation criteriamay include: | meeting the brief satisfaction of the client timeliness cost design issues/modifications required blockages and responses team effectiveness/cohesion level of expertise required/available |
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 |
|---|---|---|---|
| The brief, focus and type of learning resource is clarified with the client | |||
| The likely target audience/s, their learning needs and the learning environment for the resource are researched | |||
| The characteristics of the learners/end users of the learning resource are identified | |||
| Existing information which may be relevant is gathered, collated and analysed | |||
| Ethical and legal considerations are identified and acted upon | |||
| A development work plan is written and documented | |||
| A range of design options is generated using a variety of principles and techniques | |||
| Time is taken to reflect on the designs, identifying the implications of each | |||
| The diversity of learners/end users and their learning styles are researched and embedded into the design specifications | |||
| An outline or prototype for the learning resource is developed and confirmed with the client | |||
| The content specifications of the learning product are analysed and the proposed content is mapped out | |||
| The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints | |||
| Relevant personnel are identified to support the development phase, if needed | |||
| Content and content specification is developed in accordance with the agreed design | |||
| Modifications are made to the design and/or content, where necessary, to address changes in project parameters | |||
| Mechanisms for reviewing work in progress are established | |||
| Text is clear, concise, grammatically correct and appropriate for the intended audience/s | |||
| Visuals are relevant, instructive and appropriate for the intended audience/s | |||
| The resource is formatted using an appropriate style guide | |||
| Content of the resource is checked to ensure the accuracy and relevance of information against content specifications | |||
| Text, format and visual design are checked for clarity and focus | |||
| An external review is conducted using appropriate methods, and feedback is incorporated where relevant | |||
| Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client | |||
| The design and development process is reviewed against appropriate evaluation criteria | |||
| Time is taken to reflect and identify areas for improvement | |||
| Identified improvements are documented for future projects |
Forms
Assessment Cover Sheet
TAADES502B - Design and develop learning resources
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Assessment Record Sheet
TAADES502B - Design and develop learning resources
Student name:
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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