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

TAEDEL802A Mapping and Delivery Guide
Use e-learning with social media

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAEDEL802A - Use e-learning with social media
Description This unit describes the performance outcomes, skills and knowledge required to establish a social media learning community to provide the essential skills for contemporary learning for people engaging in the world of work in a global environment.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to educators taking a leadership position in using social networking as a mode for e-learning to facilitate learning.This mode promotes constructivist learning, knowledge transfer and problem-solving skills highly relevant in a contemporary age. Connectivism, and the contribution of the collective through online communities, put learners at ease to engage in web-based learning and empower them to perform as confident members of the workforce and community.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: Identify and recommend appropriate environment for particular e-learning task
  • Analyse and evaluate appropriate learning theories for different forms of e-learning
  • Research appropriate sources of information and use research findings to understand the online environments available for the e-learning task
  • Analyse and evaluate proposed e-learning task specifications to determine possible online environments
  • Establish and justify the recommended social media environment and organisational requirements suitable for the learning task
       
Element: Plan the implementation of the selected social media environment
  • Analyse and evaluate the critical success factors of social networking to determine the best fit for the e-learning task
  • Identify the learner and learner styles for which the social networking application is suitable
  • Prepare and document project management tasks, milestones, dependencies, resourcing, constraints and timelines for the appropriate learning models
  • Gather data and prepare a report with data visualisation tools to present the planned effectiveness of implementation and instructional design principles
  • Research and present documentation on the current legislation for use of social media protocols, policies and risks in the planning for the online social media environment
       
Element: Implement and evaluate the selected social media community
  • Initiate, progress and establish the implementation of the selected social media community
  • Identify the attributes of champion users and their training techniques, and promote them to build a dynamic social media environment
  • Establish evaluation criteria as key performance indicators (KPIs) and measure the effectiveness of the implementation of the selected social media technologies
  • Incorporate a regular reflection, review and report of the evaluation to inform refinement of KPIs
       


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.

Context of and specific resources for assessment

Assessment must ensure:

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

access to required assessment facilities and resources.

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, relating to the research

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.

Guidance information for assessment

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

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAELED704A Review enterprise e-learning systems and solutions implementation

TAELED802A Investigate the application of ICT content 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:

brainstorm a flexible approach to problem solving

build a shared sense of community

collaborate and work with learners and subject matter experts

identify attributes of learners and champions to sustain a dynamic interaction

initiate and facilitate synchronous and asynchronous communication

conduct information sharing among a diverse range of learners

planning and organising skills to:

analyse and identify suitable learning practice for diverse learner participation

evaluate effectiveness and quality of community interaction and resources

implement a strategic plan to build effective online community environments

monitor group and individual interactions

review, report, action and communicate to social media community

technology skills to:

assess and report on suitability of social media tools

build archival trails and resource repository

conduct online feedback mechanisms that enable rich content

design online community elements, including web applications and dynamic content

explore the options of free and customised social media applications

implement a range of appropriate learning strategies, and teaching and assessment methods

recommend technology for individual learning styles and practice

use elements and variety of social media software for uptake by a specific social media community.

Required knowledge

agreed criteria for assessment of online content and rate

content repositories relevant to specific community to build resources

differences between social media communities for education, industry, business and government

identifying features of a range of learning styles and how to map them to relevant social media tools

key features of budgeting and cost-benefit analysis

learner/individual community learning requirements

options for the presentation of learning materials

process for assessing quality of dynamic interaction

processes for transferring and sharing knowledge with learners

range of assessment tools relevant to social media community activities

relevant repository of knowledge that can be shared

skills of champions and mentors

steps required to build an online social media community

strategies to build effective interaction using ICT

tangible and intangible elements of an online social media community.

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.

Appropriate learning theories may include:

applied learning

cognitivism

constructivism

discovery learning

experiential learning

inquiry learning

mobile learning

problem-based learning

self-directed learning

technology and learning

theory of multiple intelligences.

Forms of e-learning may vary with:

assessment or qualification outcomes

blending with other modes of teaching, such as blending classroom with online delivery

instructional design

means of access

mode of teaching

standards compliance

technology involved.

Research findings may be compiled through:

evaluation of existing products

focus groups

informal discussions

internet

interviews

literature reviews

questionnaires

workshops.

Online environments may include:

blogs, wikis and nings

computer-supported collaborative learning (CSCL)

content management systems (CMS)

distributed online forums

game-based platforms

learning management systems (LMS)

rating and comments systems, e.g. YouTube

virtual and immersive online platforms.

Organisational requirements may include:

access and equity principles and practice

code of ethics, creative commons and rights of use and distribution

codes of conduct

Copyright, Privacy and Charter Of Human Rights legislation

goals, objectives, plans, systems and processes

organisational policies for e-learning

policies, procedures and programs on acceptable use

quality and continuous improvement processes and standards.

Social networking may include:

building repositories of knowledge and artefacts for community sharing in blogs, wikis and nings

participating in distributed online forums

rating and commenting to share and evaluate knowledge systems, e.g. YouTube

using communication and collaboration tools in an LMS to showcase knowledge

using communication and collaboration tools in CMS to share skills and knowledge

using CSCL to communicate and collaborate.

Learner styles may include:

aural

kinaesthetic

visual.

Constraints relating to organisation's e-learning systems and resources may include:

anticipated difficulties due to language, literacy and numeracy skills of learners/end users

financial limitations to achieve proposed options

infrastructure logistical issues

limited access of intended learners/end users to the necessary technology

limits of the technology to achieve desired outcomes

low levels of information technology skills of trainers or facilitators and intended learners/end users

restricted access to relevant technical or subject matter experts.

Learning models may include:

blended

experiential

virtual, e.g. Second Life.

Data visualisation may include:

dynamic, e.g. Google Docs

motion charts and gadgets, such as Gapminder, InfiView and Nexus.

Instructional design principles may include:

ensuring learning is embedded in a realistic and relevant context

including a variety of approaches and techniques for presenting information and activities and for encouraging participation

need for authenticity in learning and assessment activities

need for collaborative learning opportunities

need for learner-centred activities and interactivity

opportunities for review of material and repetition

presenting material in a logical order and sequence, and in order of increasing difficulty

providing learner with feedback

structure of the information

techniques to engage the learner in learning.

Current legislation may include:

Charter of Human Rights and Responsibilities

Copyright Act

Privacy Act

Spam Act.

Policies and risks may include:

acceptable use policies

code of conduct

digital citizenship

netiquette

security threats to data and information .

Champion users may include:

experienced users

mentors

users committed to outcomes of the e-learning goals.

Training techniques may include:

applied learning

collaborative activities

demonstrations

individual activities

instruction and explanation

questioning practice

written information.

Longevity may include:

end goal

ongoing

short term.

Nature may include:

member-based (people in a similar profession)

ongoing professional learning

project-based.

E-learning resources may include:

assessment materials

generic skills materials

industry or enterprise-specific materials

information about the audience for the resource’s learning objects and activities

professional development materials

self-paced or instructor-led materials

trainer or facilitator materials

Training Package toolboxes.

Social media community members may include:

active participants

champion users

critics

flamers

lurkers

spoilers.

Recruitment strategies involve:

establishing a plan

encouraging broader participation in social networking for learning.

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
Analyse and evaluate appropriate learning theories for different forms of e-learning 
Research appropriate sources of information and use research findings to understand the online environments available for the e-learning task 
Analyse and evaluate proposed e-learning task specifications to determine possible online environments 
Establish and justify the recommended social media environment and organisational requirements suitable for the learning task 
Analyse and evaluate the critical success factors of social networking to determine the best fit for the e-learning task 
Identify the learner and learner styles for which the social networking application is suitable 
Prepare and document project management tasks, milestones, dependencies, resourcing, constraints and timelines for the appropriate learning models 
Gather data and prepare a report with data visualisation tools to present the planned effectiveness of implementation and instructional design principles 
Research and present documentation on the current legislation for use of social media protocols, policies and risks in the planning for the online social media environment 
Initiate, progress and establish the implementation of the selected social media community 
Identify the attributes of champion users and their training techniques, and promote them to build a dynamic social media environment 
Establish evaluation criteria as key performance indicators (KPIs) and measure the effectiveness of the implementation of the selected social media technologies 
Incorporate a regular reflection, review and report of the evaluation to inform refinement of KPIs 

Forms

Assessment Cover Sheet

TAEDEL802A - Use e-learning with social media
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

TAEDEL802A - Use e-learning with social media

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: