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

TAEDEL403A Mapping and Delivery Guide
Coordinate and facilitate distance-based learning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDEL403A - Coordinate and facilitate distance-based learning
Description This unit describes the performance outcomes, skills and knowledge required to coordinate and facilitate a distance-based learning process.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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 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 trainer/facilitator and learners
  • Progressively distribute learning resources and learning materials according to plan and learner needs
       
Element: Monitor learner progress
  • Monitor and document learner progress to ensure 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 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.

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

Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

facilitate distance-based learning

provide evidence of at least two examples of organising and facilitating distance learning, showing that training package units or accredited course curriculum were used as the benchmarks for learning.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

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 using different mediums to establish rapport and provide guidance

initiative and enterprise skills to:

contextualise existing resources to suit the distance-based learning method

developdelivery-managementplan to reflect delivery method and learner styles

interpretation skills to interpret and transfer the learning strategy and learning program to distance mode

organisational skills to manage learners by distance

problem-solving skills to:

offer flexible solutions to suit a range of learner needs

resolve disability and support needs

technology skills to:

incorporate different delivery methods into the distance delivery-management plan

use a range of technology for direct contact with learners

time-management skills to coordinate and facilitate a distance-based learning program

Required knowledge

sound knowledge of adult learning principles

sound knowledge of learner styles

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

characteristics and needs of individual distance learners

use of technology to support distance-based learning

techniques for maintaining motivation and commitment of distance learners

availability and types of support mechanisms relevant to distance learners

relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector

OHS relating to the work role, including:

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

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 strategy may include:

documented framework to guide and structure learning requirements and teaching/delivery and assessment arrangements.

Learning program may include:

documented guide to support a cohesive and integrated learning process for the learner.

Contextualised may include:

modify examples, case studies, activities and templates with industry/enterprise context-specific information, to be more relevant to learners.

Distance delivery-managementplan may include:

learning outcomes

sequence, packaging, timing and distribution requirements of specific learning resources and learning materials

timelines for completing learning outcomes and learning activities

formative assessment requirements

expectations of the learner

instructions to the learner

list of other learners.

Support mechanisms may include:

contact numbers for help or guidance

email or phone tutoring

workplace mentoring by supervisors or managers

learning partners

contact numbers of other learners

equipment needs

disability and support needs.

Direct contact may include:

telephone

face-to-face

video conference.

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 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 trainer/facilitator and learners 
Progressively distribute learning resources and learning materials according to plan and learner needs 
Monitor and document learner progress to ensure 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 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

TAEDEL403A - 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

TAEDEL403A - 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: