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

TAELED801 Mapping and Delivery Guide
Design pedagogy for e-learning

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAELED801 - Design pedagogy for e-learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to evaluate how current pedagogical practices can be transformed to capitalise on increasing options for learning, based on the immediacy, mobility and portability of technology. It develops the advanced theoretical and technical knowledge required to respond to the implications associated with learning now occurring any time, any place, on a range of digital devices, from a variety of digital sources, and with anyone from around the globe.It applies to teachers, trainers, educators and facilitators wanting to develop advanced pedagogical skills and knowledge, based on the increasing range of learning options now available with technology.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, and include access to an e-learning system.

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: Evaluate the pedagogical effects of e-learning
  • Analyse recent research into the results of a range of e-learning programs
  • Evaluate existing learning practices without technology, and compare their effectiveness to e-learning
  • Use well-developed judgement to identify the most effective current e-learning options
  • Use independent judgement to develop learning criteria to apply to these approaches
  • Evaluate the effectiveness of these approaches, based on these criteria
       
Element: Generate e-learning options to cater for diversity
  • Assess and evaluate e-learning options to cater for the unique learning needs of each learner
  • Design an e-learning program that enables learners to effectively use technologies that suit their learning needs
  • Evaluate the effectiveness of a range of readily available technology devices
  • Evaluate the effectiveness of a range of readily available e-learning software options
       
Element: Initiate self-directed learning using technology
  • Plan learning programs that address different learning styles, and increasingly enable learners to direct their own learning through the use of technology
  • Implement learning that uses technology to take advantage of global access to like-minded learners
  • Design learning that will enable learners to be co-creators of their own learning
  • Use technologies, and software, that enable learners to get instant, and accurate, feedback on their learning
       
Element: Use technology to personalise learning
  • Implement a program to allow learners to use a range of web services to create their own online learning environment
  • Use online analytical tools and data to understand, and evaluate learning in an organisation
  • Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data
       


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. Evaluate the pedagogical effects of e-learning

1.1 Analyse recent research into the results of a range of e-learning programs

1.2 Evaluate existing learning practices without technology, and compare their effectiveness to e-learning

1.3 Use well-developed judgement to identify the most effective current e-learning options

1.4 Use independent judgement to develop learning criteria to apply to these approaches

1.5 Evaluate the effectiveness of these approaches, based on these criteria

2. Generate e-learning options to cater for diversity

2.1 Assess and evaluate e-learning options to cater for the unique learning needs of each learner

2.2 Design an e-learning program that enables learners to effectively use technologies that suit their learning needs

2.3 Evaluate the effectiveness of a range of readily available technology devices

2.4 Evaluate the effectiveness of a range of readily available e-learning software options

3. Initiate self-directed learning using technology

3.1 Plan learning programs that address different learning styles, and increasingly enable learners to direct their own learning through the use of technology

3.2 Implement learning that uses technology to take advantage of global access to like-minded learners

3.3 Design learning that will enable learners to be co-creators of their own learning

3.4 Use technologies, and software, that enable learners to get instant, and accurate, feedback on their learning

4. Use technology to personalise learning

4.1 Implement a program to allow learners to use a range of web services to create their own online learning environment

4.2 Use online analytical tools and data to understand, and evaluate learning in an organisation

4.3 Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data

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

designing at least one pedagogically sound, contextually relevant e-learning program to improve learning practice

demonstrating how recent research into advanced e-learning practice has been incorporated into the design.

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 a knowledge of:

contemporary policy, and approaches, to learning and assessment

content and requirements of the relevant delivery and assessment strategies

the content of learning resources and learning materials

the design and management of e-learning resources

different learning styles and how to encourage learners

pedagogical theory and practice, learner interests and changing learning styles, and application of information and communications technology (ICT) to learning and teaching

the range of individual learner needs and learning contexts

learning principles relevant to e-learning

appropriate learning strategies, and teaching, and assessment methods

the sources and availability of relevant learning resources, and learning materials

the training techniques that enhance learning, and when to use them.


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. Evaluate the pedagogical effects of e-learning

1.1 Analyse recent research into the results of a range of e-learning programs

1.2 Evaluate existing learning practices without technology, and compare their effectiveness to e-learning

1.3 Use well-developed judgement to identify the most effective current e-learning options

1.4 Use independent judgement to develop learning criteria to apply to these approaches

1.5 Evaluate the effectiveness of these approaches, based on these criteria

2. Generate e-learning options to cater for diversity

2.1 Assess and evaluate e-learning options to cater for the unique learning needs of each learner

2.2 Design an e-learning program that enables learners to effectively use technologies that suit their learning needs

2.3 Evaluate the effectiveness of a range of readily available technology devices

2.4 Evaluate the effectiveness of a range of readily available e-learning software options

3. Initiate self-directed learning using technology

3.1 Plan learning programs that address different learning styles, and increasingly enable learners to direct their own learning through the use of technology

3.2 Implement learning that uses technology to take advantage of global access to like-minded learners

3.3 Design learning that will enable learners to be co-creators of their own learning

3.4 Use technologies, and software, that enable learners to get instant, and accurate, feedback on their learning

4. Use technology to personalise learning

4.1 Implement a program to allow learners to use a range of web services to create their own online learning environment

4.2 Use online analytical tools and data to understand, and evaluate learning in an organisation

4.3 Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data

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 recent research into the results of a range of e-learning programs 
Evaluate existing learning practices without technology, and compare their effectiveness to e-learning 
Use well-developed judgement to identify the most effective current e-learning options 
Use independent judgement to develop learning criteria to apply to these approaches 
Evaluate the effectiveness of these approaches, based on these criteria 
Assess and evaluate e-learning options to cater for the unique learning needs of each learner 
Design an e-learning program that enables learners to effectively use technologies that suit their learning needs 
Evaluate the effectiveness of a range of readily available technology devices 
Evaluate the effectiveness of a range of readily available e-learning software options 
Plan learning programs that address different learning styles, and increasingly enable learners to direct their own learning through the use of technology 
Implement learning that uses technology to take advantage of global access to like-minded learners 
Design learning that will enable learners to be co-creators of their own learning 
Use technologies, and software, that enable learners to get instant, and accurate, feedback on their learning 
Implement a program to allow learners to use a range of web services to create their own online learning environment 
Use online analytical tools and data to understand, and evaluate learning in an organisation 
Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data 

Forms

Assessment Cover Sheet

TAELED801 - Design pedagogy for e-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

TAELED801 - Design pedagogy for e-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: