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

TAEDEL801A Mapping and Delivery Guide
Evaluate, implement and use ICT-based educational platforms

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAEDEL801A - Evaluate, implement and use ICT-based educational platforms
Description This unit describes the performance outcomes, skills and knowledge required to evaluate, implement and use complex ICT-based educational platforms in an organisational context.The unit also covers the skills required to facilitate learning, collaboration and development of online communities using ICT.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to educators taking a leadership position in using ICT-based solutions to facilitate learning.Leaders in learning should be able to implement advanced electronic technologies, such as those associated with e-learning, mobile and wireless technologies; and technologies relating to the development of online communities and their use in project-based learning.Leadership in learning in relation to introducing technologies to enhance educational processes may involve complex judgements.The unit may relate to learning activities in an educational institution.
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: Evaluate the accuracy and usefulness of ICT resources supporting project-based learning
  • Research advances in ICT resources in a given content or vocational education and training area
  • Analyse and evaluate integration into educational delivery practices of ICT for learning outcomes
  • Research how the convergence of different technologies can affect learning practice
  • Explore requirements for ICT resources to interoperate technically and operationally with organisation’s management of learner services, performance, learning and decision support
  • Review and report opportunities to improve educational infrastructure, systems and solutions
       
Element: Analyse network hardware and software for learning environment
  • Research trends in teaching methods associated with different types of virtual environments and knowledge-building environments
  • 2.2 Determine organisation's strategic and learning requirements
  • Review and report opportunities to stakeholders on range of options to improve ICT online infrastructure, systems and solutions
  • Analyse and report risks associated with implementation of an online environment for educational outcomes
  • Devise policy and procedures that ensure safe and sustainable use of online environment for users and appropriateness to organisational requirements
       
Element: Analyse current ICT technologies allowing communication and collaboration between learners and other stakeholders
  • Research trends in teaching methods associated with different types of communication and collaboration technologies
  • Review and report opportunities to stakeholders on range of options to improve communication and collaboration, systems and solutions in relation to learning outcomes
  • Analyse and report risks associated with implementation of a communication and collaboration solution for educational outcomes
  • Devise policy and procedures that ensure safe and sustainable use of communication and collaboration technologies for users and appropriateness to organisational requirements
       
Element: Develop a pilot ICT educational platform solution
  • Choose appropriate software and hardware solution to meet identified problem
  • Configure and administer appropriate solution
  • Test solution to ensure connectivity and interoperability with existing systems
       


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:

knowledge of contemporary ICT in an educational environment

documented review of ICT solutions for an educational environment, collaboration, and communication technologies

research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies

creation of working pilot using relevant ICT solutions.

Context of and specific resources for assessment

A range of e-assessment methods should be used to assess practical skills and knowledge.

Effective e-assessment methods should achieve one of more of the following criteria:

promote active learning, engaging learners actively in the learning process

provide opportunities to construct meaning by assisting learners to build their own cognitive structures, based on previous knowledge, to integrate new skills and knowledge

encourage collaboration by providing environments in which people learn from each other and solve problems together

support intentional learning by linking learning to the learner’s goals

address real problems, engaging learners in solving the complex and ill-structured problems they will encounter in the real world

contextualise learning by situating it in some meaningful real world task, or by using simulated, case-based or problem-based learning

promote conversation by involving learners in dialogue so that they can appreciate multiple perspectives

promote reflection by providing opportunities for learners to reflect on the learning process and how they can apply what they have learnt to new situations.

Assessment must ensure:

competence is consistently demonstrated over time, and over a range and variety of complex situations.

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:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate

review of applied projects or learning activities

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced earning practice.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAEDEL802A Use e-learning with social media

TAELED704A Review enterprise e-learning systems and solutions implementation

TAELED802A Investigate the application of ICT 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:

collaborate and work with vendors and consultants

conduct project-based activities

initiate and facilitate group discussions

share ideas and information

planning and organising skills to:

analyse and identify suitable learning practices and learning strategies for groups and individual learners

evaluate effectiveness of learning practices

literacy skills to prepare reports and contract variations

numeracy skills to calculate budget requirements

teamwork skills to monitor group and individual interactions

technology skills to:

assess suitability and reliability of hardware and software

compare and recommend new technology solutions that improve learning outcomes

complete electronic research

review and discuss learning styles and practice involving ICT.

Required knowledge

budgeting and cost-benefit analysis principles

capabilities and limitations of infrastructure of educational platforms

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

learner requirements for use of educational platforms

pedagogical theory and practice, learner interests and changing learning styles, and application of ICT to learning and teaching

process for creating an effective learning experience using electronic technology

range of appropriate learning strategies, and teaching and assessment methods.

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.

ICT resources may include:

application:

commercial

database

internet browser

spreadsheet

word-processing

customised

development tools

cloud-based solutions

in-house

laptop

mobile communications

notebook

other mobile devices

peripheral devices

personal computer (Mac or PC)

personal digital assistant (PDA)

server

smartphone

system:

computer security

device drivers

operating system

tablet (iPad or similar)

virtual private network (VPN)

voice network

wide area network (WAN)

wireless solution

workstation.

Virtual environments may include:

collaborative virtual environments (CVEs)

immersive virtual environments (IVEs)

massively multiplayer online games (MMOGs)

massively multiplayer online role-playing games (MMORPGs)

MUD object oriented (MOOs)

multi-user domains (MUDs)

multi-user virtual environments (MUVEs).

Knowledge-building environments may include:

community, collaboration, content management systems (C3MS)

computer supported intentional learning environments (CSILE)

learning management systems (LMS)

wikis.

Analysing and reporting risks may involve:

budgetary considerations

contract variations

licensing

term contracts.

Organisational requirements may include:

access and equity principles and practices

business and performance plans

collaborative or partnership arrangements

confidentiality requirements

defined resource parameters

ethical standards

existing technology and systems

goals, objectives, plans, systems and processes

legal and organisational policies and guidelines for ICT-based educational platforms

workplace health and safety (WHS) policies, procedures and programs

quality assurance or procedures manuals

recording and reporting procedures

team and business unit structures and focus.

Communication and collaboration technologies may include:

asynchronous conferencing

synchronous conferencing

application sharing

data conferencing

electronic calendars

electronic meeting systems (EMS)

email

enterprise bookmarking

faxing

instant messaging

internet forums

knowledge management systems

online chat

online proofing

project management systems

revision control

SMS

social software systems

telephony

videoconferencing

voice mail

web publishing

wikis

workflow systems.

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
Research advances in ICT resources in a given content or vocational education and training area 
Analyse and evaluate integration into educational delivery practices of ICT for learning outcomes 
Research how the convergence of different technologies can affect learning practice 
Explore requirements for ICT resources to interoperate technically and operationally with organisation’s management of learner services, performance, learning and decision support 
Review and report opportunities to improve educational infrastructure, systems and solutions 
Research trends in teaching methods associated with different types of virtual environments and knowledge-building environments 
2.2 Determine organisation's strategic and learning requirements 
Review and report opportunities to stakeholders on range of options to improve ICT online infrastructure, systems and solutions 
Analyse and report risks associated with implementation of an online environment for educational outcomes 
Devise policy and procedures that ensure safe and sustainable use of online environment for users and appropriateness to organisational requirements 
Research trends in teaching methods associated with different types of communication and collaboration technologies 
Review and report opportunities to stakeholders on range of options to improve communication and collaboration, systems and solutions in relation to learning outcomes 
Analyse and report risks associated with implementation of a communication and collaboration solution for educational outcomes 
Devise policy and procedures that ensure safe and sustainable use of communication and collaboration technologies for users and appropriateness to organisational requirements 
Choose appropriate software and hardware solution to meet identified problem 
Configure and administer appropriate solution 
Test solution to ensure connectivity and interoperability with existing systems 

Forms

Assessment Cover Sheet

TAEDEL801A - Evaluate, implement and use ICT-based educational platforms
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:

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Assessment Record Sheet

TAEDEL801A - Evaluate, implement and use ICT-based educational platforms

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: