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

TAEDEL403 Mapping and Delivery Guide
Coordinate and facilitate distance-based learning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDEL403 - Coordinate and facilitate distance-based learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to coordinate and facilitate a distance-based learning process.It applies to trainers, facilitators, teachers, and training and assessment consultants who work under limited supervision, and are responsible for guiding distance-based learning. No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to organisational policies and procedures in relation to the storage of records.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
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: Prepare for distance-based learning
  • Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met
  • Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning
  • Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required
  • Develop distance delivery-management plan, using knowledge of learning principles and research to-date
  • Identify and organise support mechanisms, and means of communicating with learners
       
Element: Manage distance-based learners
  • Confirm expectations and requirements through direct contact, and clarify any issues or questions
  • Establish distance-based learning relationships between the trainer/facilitator and learners
  • Progressively distribute learning resources and learning materials according to the plan and to learner needs
       
Element: Monitor learner progress
  • Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met
  • Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment
  • Provide support and guidance outside the formal communication process, where appropriate
  • Maintain, store and secure learner records, according to organisational and legal requirements
       
Element: Review distance-based learning process
  • Gather feedback to review own management of the distance-based learning process
  • Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations
  • Reflect on own performance as a coordinator/facilitator, and document improvement plans
  • Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for distance-based learning

1.1 Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met

1.2 Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning

1.3 Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required

1.4 Develop distance delivery-management plan, using knowledge of learning principles and research to-date

1.5 Identify and organise support mechanisms, and means of communicating with learners

2. Manage distance-based learners

2.1 Confirm expectations and requirements through direct contact, and clarify any issues or questions

2.2 Establish distance-based learning relationships between the trainer/facilitator and learners

2.3 Progressively distribute learning resources and learning materials according to the plan and to learner needs

3. Monitor learner progress

3.1 Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met

3.2 Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment

3.3 Provide support and guidance outside the formal communication process, where appropriate

3.4 Maintain, store and secure learner records, according to organisational and legal requirements

4. Review distance-based learning process

4.1 Gather feedback to review own management of the distance-based learning process

4.2 Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations

4.3 Reflect on own performance as a coordinator/facilitator, and document improvement plans

4.4 Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

organising and facilitating distance learning on at least two separate occasions, showing:

how learner needs were established

documentation detailing how the learning programs were planned, coordinated, facilitated and monitored

how training package units, or accredited course modules, were used as benchmarks for learning.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

adult learning principles

learner styles

the content and requirements of the learning strategy, and learning program, to be used in distance delivery

best practice in online and distance engagement of learners

the characteristics and needs of individual distance learners

the technology used to support distancebased learning

techniques for maintaining the motivation and commitment of distance learners

support mechanisms available to distance learners.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for distance-based learning

1.1 Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met

1.2 Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning

1.3 Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required

1.4 Develop distance delivery-management plan, using knowledge of learning principles and research to-date

1.5 Identify and organise support mechanisms, and means of communicating with learners

2. Manage distance-based learners

2.1 Confirm expectations and requirements through direct contact, and clarify any issues or questions

2.2 Establish distance-based learning relationships between the trainer/facilitator and learners

2.3 Progressively distribute learning resources and learning materials according to the plan and to learner needs

3. Monitor learner progress

3.1 Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met

3.2 Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment

3.3 Provide support and guidance outside the formal communication process, where appropriate

3.4 Maintain, store and secure learner records, according to organisational and legal requirements

4. Review distance-based learning process

4.1 Gather feedback to review own management of the distance-based learning process

4.2 Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations

4.3 Reflect on own performance as a coordinator/facilitator, and document improvement plans

4.4 Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action

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
Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met 
Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning 
Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required 
Develop distance delivery-management plan, using knowledge of learning principles and research to-date 
Identify and organise support mechanisms, and means of communicating with learners 
Confirm expectations and requirements through direct contact, and clarify any issues or questions 
Establish distance-based learning relationships between the trainer/facilitator and learners 
Progressively distribute learning resources and learning materials according to the plan and to learner needs 
Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met 
Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment 
Provide support and guidance outside the formal communication process, where appropriate 
Maintain, store and secure learner records, according to organisational and legal requirements 
Gather feedback to review own management of the distance-based learning process 
Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations 
Reflect on own performance as a coordinator/facilitator, and document improvement plans 
Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action 

Forms

Assessment Cover Sheet

TAEDEL403 - Coordinate and facilitate distance-based 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

TAEDEL403 - Coordinate and facilitate distance-based 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: