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

TAELED704A Mapping and Delivery Guide
Review enterprise e-learning systems and solutions implementation

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAELED704A - Review enterprise e-learning systems and solutions implementation
Description This unit describes the performance outcomes, skills and knowledge required to design, review and implement advanced enterprise electronic learning (e learning) solutions as a member of a senior management team. The unit covers evaluating trends in e learning in relation to organisational plans, monitoring e learning resources, and ensuring any proposed solutions are tested and evaluated against organisational requirements.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to leaders or managers working to ensure learning can enhance individual, team and organisational capabilities. Managing the introduction of information and communication technology (ICT) to positively affect learning related processes and procedures may involve a complex range of considerations and choices. Processes to oversee and guide the evaluation of e learning technologies and systems are often necessary to support the provision of quality training and assessment services.The unit may relate to learning activities within a small to medium sized organisation or to a significant unit of activity in a large organisation.Leaders in learning can be required to improve how an organisation adopts, modifies or integrates existing ICT learning and related processes.
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: Evaluate trends in e learning
  • Identify and differentiate forms of e-learning
  • Analyse trends in deployment of ICT in education and learning
  • Analyse and evaluate integration of ICT for learning and business purposes
  • Explore how the convergence of different technologies can affect learning practice
       
Element: Monitor e learning resource alignment to organisational requirements
  • Research trends in teaching methods associated with different types of electronic learning resources
  • Determine organisation's strategic and learning requirements
  • Analyse and report risks associated with e-learning implementation
  • Devise policy and procedures to ensure brief, focus and type of e-learning resources are designed appropriate to organisational requirements
  • Establish how international e-learning regimes, human resources and learning policies and procedures will affect the design of e-learning resources
       
Element: Test and evaluate e learning solutions
  • Set the parameters for testing e-learning solutions consistent with technical, user and organisational requirements
  • Review e-learning resources and e-learning systems or solutions against criteria tied to learner and organisational requirements
  • Adjust learning resource design or delivery methods where required to meet changing user and organisational requirements
  • Test and evaluate instructional design principles as appropriate for the given focus and context
  • Consult with learners, educators, designers and other personnel to evaluate constraints relating to organisation's e-learning systems and resources
  • Use research findings and reports on suggested improvements to e-learning resources or systems design to inform future practice
       


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:

analysis, design, implementation and evaluation of an e-learning solution to meet a business need or the needs of a specified user group

documented review and confirmation of appropriateness of e-learning resources and policies and procedures to meet organisational and individual learner needs

knowledge of e-learning resources and systems testing and evaluation strategies.

Context of and specific resources for assessment

Assessment must ensure:

competenceis consistentlydemonstrated over time, and over a range and variety of 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, for example covering e-learning system evaluations, research on trends in e-learning, review and confirmation of appropriateness of e-learning resources to organisational and individual learner needs, policies and procedures for e-learning resources, and selection of appropriate e-learning resources

direct observation of contextual application of skills

oral or written questioning to assess knowledge of range of e-learning environments and their application in designing e-learning resources.

Guidance information for assessment

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

BSBINN801A Lead innovative thinking and practice

BSBITB701A Implement advanced electronic technologies

BSBLED702A Lead learning strategy implementation

BSBLED703A Implement improved learning practice

PSPHR616A Manage performance management system.

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

share ideas and information

seek feedback on e-learning design

research suitability of learning content for electronic development

identify constraints, resources, standards and guidelines required to design and developing e-learning resources

learning-related skills to represent e-learning design in a variety of ways such as:

describing learner's pathway through a program to a designer

writing e-learning pathways in a report

describing e-learning pathways in a sketch or drawing

referring to examples of other e-learning products with similar attributes to the desired online outcome

planning and organising skills to:

develop a learning strategy for an organisation

anticipate or predict risks

plan for contingencies

generate options for e-learning resources

problem-solving, initiative and enterprise skills to:

research and analyse learning theory and processes

design e-learning resources that meet Australian Quality Training Framework (AQTF) and other formal requirements, for example when designing resources to support endorsed Training Packages

teamwork skills to collect and respond to user feedback to improve e-learning solutions and resources

technology skills to:

use and understand electronic technology

identify international standards regimes and specifications that apply to the design of e-learning

confirm the technology to be used for different modes of teaching and learning.

Required knowledge

assessment instrument and strategy design

continuous improvement processes

e-learning resource and systems testing and evaluation strategies

information technology principles and terminology for example those related to using the internet, reviewing technology capabilities, describing e-learning methodologies and using related vocabulary

how to create an effective learning experience using electronic technology, for example by using:

multiple perspectives

opportunities for reflection

opportunities for collaborative learning

authentic assessment

incremental learning

variety

organisation

good practice design

instructional design for electronic materials, for example:

systematic instructional strategies

learning design principles

criterion-referenced assessment

order of increasing difficulty

opportunities for review of material and repetition

need for interactivity

inclusion of a variety of approaches and techniques for presenting information and activities

structure and sequencing of information

what happens if the learner makes a mistake

how to get help

techniques to hold user's attention

designing visual interface for improved learning, including graphics, use of fonts and white space, repetitive items

learning strategy design

organisational learning theory

organisational policies and procedures

quality management compliance requirements

relevant obligations under the AQTF Standards for Registered Training Organisations (if applicable)

range of e-learning environments and their application in designing e-learning resources

relevant policy, legislation, codes of practice and national standards including commonwealth and state/territory legislation.

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.

Forms of e-learning may vary with:

assessment or qualification outcomes

blending with other modes of teaching (for instance blending classroom with online delivery)

instructional design

means of access

mode of teaching

standards compliance

technology involved

Business purposes may vary with factors and issues relating to:

ability to gain and respond to customer feedback

available resources (in all their form)

business systems

changes to workflow and processes

competency, capability and skills of the workforce

culture and values

economic change

emerging technologies

executive support for innovation

external

globalisation

government regulations, policy or funding initiatives

internal

labour market and industry changes and restructures

learning culture

management practices

new business models

new markets

research and development focus and support

shift to knowledge economy or new economy

structure and design of work in the organisation

technology change and convergence

vision, core purpose and capabilities

Brief may include:

identified gap in learning product market

proposal developed for a client or supplier of products and services

tender for an organisational need

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

goals, objectives, plans, systems and processes

legal and organisational policies, guidelines and requirements

occupational health and safety policies, procedures and programs

quality and continuous improvement processes and standards

quality assurance and procedures manuals

recording and reporting procedures

International e-learning regimes such as:

Advanced Distributed Learning Co-Laboratory (ADL Co-Lab) (i.e. Sharable Content Object Reference Model - SCORM)

Aviation Industry Computer-based training Committee (AICC)

IMS Global Learning Consortium (i.e. IMS Learning design)

Institute of Electrical and Electronics Engineers (IEEE) (i.e. Learning Object Metadata - LOM)

Human resources and learning policies and procedures may include:

framework for consultation processes with industry for development of training and/or assessment services

framework under which the provision of training and assessment services is conducted

identification of roles and responsibilities of key personnel in an organisation

mechanism to facilitate continuous improvement within the training and assessment organisation

transparency of the training and assessment organisation's approach to training or assessment services

E-learning resources may include:

assessment materials

generic skills materials

industry or enterprise specific materials

information about the audience for the learning resource

learning objects, activities

professional development materials

self-paced or instructor-led materials

trainer or facilitator materials

Training Package toolboxes

E-learning systems or solutions may include:

ICT deployed as infrastructure, hardware, software, or applications to support the full range of learning activities (i.e. from design to reporting of outcomes)

Instructional design principles may include:

ensuring learning is embedded in a realistic and relevant context

how to get help

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

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

structure of the information

techniques to engage the learner in learning

what happens if the learner makes a mistake (feedback)

Focus may include:

accredited course

individual units of competency, modules of accredited courses

learning program

learning resource to support introduction or implementation of new technology or equipment

non-accredited course

traineeship or apprenticeship qualification

Training Package

Training Package qualification

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

access to relevant technical or subject matter experts

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

financial limitations to achieve proposed options

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

limits of the technology and what types of things it can do

logistical issues

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

Research findings may be compiled through:

evaluation of existing products

focus groups

informal discussions

internet

interviews

literature reviews

questionnaires

workshops

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
Identify and differentiate forms of e-learning 
Analyse trends in deployment of ICT in education and learning 
Analyse and evaluate integration of ICT for learning and business purposes 
Explore how the convergence of different technologies can affect learning practice 
Research trends in teaching methods associated with different types of electronic learning resources 
Determine organisation's strategic and learning requirements 
Analyse and report risks associated with e-learning implementation 
Devise policy and procedures to ensure brief, focus and type of e-learning resources are designed appropriate to organisational requirements 
Establish how international e-learning regimes, human resources and learning policies and procedures will affect the design of e-learning resources 
Set the parameters for testing e-learning solutions consistent with technical, user and organisational requirements 
Review e-learning resources and e-learning systems or solutions against criteria tied to learner and organisational requirements 
Adjust learning resource design or delivery methods where required to meet changing user and organisational requirements 
Test and evaluate instructional design principles as appropriate for the given focus and context 
Consult with learners, educators, designers and other personnel to evaluate constraints relating to organisation's e-learning systems and resources 
Use research findings and reports on suggested improvements to e-learning resources or systems design to inform future practice 

Forms

Assessment Cover Sheet

TAELED704A - Review enterprise e-learning systems and solutions implementation
Assessment task 1: [title]

Student name:

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

TAELED704A - Review enterprise e-learning systems and solutions implementation

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

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