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

TAEDES502 Mapping and Delivery Guide
Design and develop learning resources

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEDES502 - Design and develop learning resources
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to design, and develop resources to support the learning process.It applies to those who use a range of specialised technical or managerial skills, to develop learning resources. 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.

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: Research the learning resource requirements
  • Clarify with the client the brief, focus and type of learning resource
  • Research the target audience, their learning needs and the learning environment for the resource
  • Gather, collate and analyse relevant existing information
  • Identify any ethical and legal considerations and act on them
  • Write a development work plan
       
Element: Design the learning resource and plan the content
  • Generate a range of design options using a variety of techniques
  • Develop and confirm with the client an outline or prototype for the learning resource
  • Analyse content specifications of the learning product and map out proposed content
       
Element: Develop the learning resource content
  • Develop content and content specifications in accordance with the agreed design
  • Establish mechanisms for reviewing work-in-progress
  • Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience
  • Ensure any visuals are relevant, instructive and appropriate for the intended audience
       
Element: Review learning resource prior to implementation
  • Check resource content to ensure the accuracy and relevance of information against specifications
  • Check text, format and visual design for clarity and focus
  • Conduct an external review using appropriate review methods and incorporate feedback
  • Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client
       
Element: Evaluate the design and development process
  • Review the design and development process against appropriate evaluation criteria
  • Reflect on the development process and methods and identify areas for improvement
  • Document identified improvements for future projects
       


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. Research the learning resource requirements

1.1 Clarify with the client the brief, focus and type of learning resource

1.2 Research the target audience, their learning needs and the learning environment for the resource

1.3 Gather, collate and analyse relevant existing information

1.4 Identify any ethical and legal considerations and act on them

1.5 Write a development work plan

2. Design the learning resource and plan the content

2.1 Generate a range of design options using a variety of techniques

2.2 Develop and confirm with the client an outline or prototype for the learning resource

2.3 Analyse content specifications of the learning product and map out proposed content

3. Develop the learning resource content

3.1 Develop content and content specifications in accordance with the agreed design

3.2 Establish mechanisms for reviewing work-in-progress

3.3 Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience

3.4 Ensure any visuals are relevant, instructive and appropriate for the intended audience

4. Review learning resource prior to implementation

4.1 Check resource content to ensure the accuracy and relevance of information against specifications

4.2 Check text, format and visual design for clarity and focus

4.3 Conduct an external review using appropriate review methods and incorporate feedback

4.4 Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client

5. Evaluate the design and development process

5.1 Review the design and development process against appropriate evaluation criteria

5.2 Reflect on the development process and methods and identify areas for improvement

5.3 Document identified improvements for future projects

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

researching, designing and developing two print based resources that reflect client needs and the contexts of application, with documented evidence of:

consultation with clients, research and findings

completed designs for the two resources

completed development of one resource, with documented evidence of:

a review and trial of the resource, including user feedback and how this impacted on the development of the resource

the final print-based resource, either complete, or in part, or a sample

the candidate’s specific role in the development process.

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:

the principles, theories and contemporary practices of instructional design

the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory and current research on learning, as it relates to teaching in an adult environment

language, literacy and numeracy (LLN) issues, including:

requirements of the target audience

using the Australian Core Skills Framework (ACSF) as a framework to aid instructional design

legal, organisational and ethical responsibilities associated with the assessment system, including:

maintaining client privacy and confidentiality

providing accurate information

duty of care under common law

compliance with NVR/AQTF requirements

copyright and its effect on the design, and development of 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Research the learning resource requirements

1.1 Clarify with the client the brief, focus and type of learning resource

1.2 Research the target audience, their learning needs and the learning environment for the resource

1.3 Gather, collate and analyse relevant existing information

1.4 Identify any ethical and legal considerations and act on them

1.5 Write a development work plan

2. Design the learning resource and plan the content

2.1 Generate a range of design options using a variety of techniques

2.2 Develop and confirm with the client an outline or prototype for the learning resource

2.3 Analyse content specifications of the learning product and map out proposed content

3. Develop the learning resource content

3.1 Develop content and content specifications in accordance with the agreed design

3.2 Establish mechanisms for reviewing work-in-progress

3.3 Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience

3.4 Ensure any visuals are relevant, instructive and appropriate for the intended audience

4. Review learning resource prior to implementation

4.1 Check resource content to ensure the accuracy and relevance of information against specifications

4.2 Check text, format and visual design for clarity and focus

4.3 Conduct an external review using appropriate review methods and incorporate feedback

4.4 Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client

5. Evaluate the design and development process

5.1 Review the design and development process against appropriate evaluation criteria

5.2 Reflect on the development process and methods and identify areas for improvement

5.3 Document identified improvements for future projects

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
Clarify with the client the brief, focus and type of learning resource 
Research the target audience, their learning needs and the learning environment for the resource 
Gather, collate and analyse relevant existing information 
Identify any ethical and legal considerations and act on them 
Write a development work plan 
Generate a range of design options using a variety of techniques 
Develop and confirm with the client an outline or prototype for the learning resource 
Analyse content specifications of the learning product and map out proposed content 
Develop content and content specifications in accordance with the agreed design 
Establish mechanisms for reviewing work-in-progress 
Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience 
Ensure any visuals are relevant, instructive and appropriate for the intended audience 
Check resource content to ensure the accuracy and relevance of information against specifications 
Check text, format and visual design for clarity and focus 
Conduct an external review using appropriate review methods and incorporate feedback 
Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client 
Review the design and development process against appropriate evaluation criteria 
Reflect on the development process and methods and identify areas for improvement 
Document identified improvements for future projects 

Forms

Assessment Cover Sheet

TAEDES502 - Design and develop learning resources
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

TAEDES502 - Design and develop learning resources

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: