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

TAELED801A Mapping and Delivery Guide
Design pedagogy for e-learning

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAELED801A - Design pedagogy for e-learning
Description This unit describes the performance outcomes, skills and knowledge required to evaluate how current pedagogical practices can be transformed to capitalise on the increasing options for learning based on the immediacy, mobility and portability of technology.The unit 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 develops the skills required to examine highly effective pedagogies based on the increasing use and availability of a wide range of e-learning options.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit 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.They can use the skills and knowledge to analyse, evaluate and transform information in order to implement, manage and supervise the application of effective pedagogies using a range of e-learning options.The unit may relate to learning activities in a small to medium sized organisation, or to a significant unit of activity in a large organisation.
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 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 will enable leaners 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.

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 effective learning principles

construction of pedagogically sound, contextually relevant e-learning strategies and improved learning practice

research on theory and practice in relation to advanced e-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, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational education and training context

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:

TAEASS801A Analyse, implement and evaluate e-assessment

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAEDEL802A Use e-learning with social media

TAELED703A Implement improved learning practice.


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:

advocate for change processes to implement new learning options

conduct project-based activities

demonstrate effectiveness of new learning options

initiate and facilitate group discussions

present research findings on the impacts of e-learning strategies

seek feedback on e-learning designs

share ideas and information

pedagogical skills related to effective learner progress, in order to:

develop differentiated learning programs

assess the effects of e-learning

initiate self-directed learning

planning and organising skills to:

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

develop learning strategies for individuals, groups and organisations

provide diverse and relevant e-learning options

teamwork skills to:

collect and respond to feedback on e-learning initiatives

develop solutions and resources to support e-learning

monitor individual, group and organisation interactions

technology skills to:

ensure technology infrastructure supports e-learning initiatives

identify and use appropriate e-learning designs and software

undertake web-based e-learning research

use online collaborative tools to support e-learning initiatives.

Required knowledge

contemporary policy and approaches to learning and assessment

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

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 ICT to learning and teaching

range of individual learner needs and learning contexts

learning principles relevant to e-learning

range of appropriate learning strategies, and teaching and assessment methods

range of individual learner needs and learning contexts

sources and availability of relevant learning resources and learning materials

training techniques that enhance learning and when to use them.

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.

Recent research may be compiled through:

evaluation of existing products

focus groups

ICT reports

informal discussions

internet

interviews

literature reviews

questionnaires

workshops.

E-learning programs may include:

all online – no face-to-face learning sessions

synchronous and asynchronous

blended learning – combination of online and face-to-face

cloud-based

computer-based

face-to-face programs

instructor-led group

self-directed study

self-directed study with subject matter expert

web-based.

Existing learning practices may include:

class-focussed instruction

classroom teaching

direct instruction

group learning

independent learning

summative assessment

teacher-controlled assessment

teacher-developed curriculum

teacher-directed learning.

Learning criteria may focus on:

commitment to achievement

extending personal limits

high levels of motivation

learner engagement

learning essential skills

personal skill development

positive attitudes to self and others.

Readily available technology devices may include:

games consoles

GPS devices

iPods

laptop computers

MP3/4 players

personal computers

personal digital assistants

smartphones

tablets

web-enabled televisions.

E-learning software options may include:

blogging tools

cloud-based options

content authoring tools

dynamic learning objects and activities

online collaborative networks

online learning resources

organisational tools

proprietary learning software

survey tools.

Learning styles may include:

activist learners

audio learners

kinaesthetic learners

pragmatic learners

reflective learners

self-directed learners

tactile learners

theoretical learners

visual learners.

Global access to like-minded learners may be:

blogs

collaborative online networks

online expert groups

online forum groups

social networks

wikis.

Co-creators of their own learning may involve:

communication and collaboration

ICT-enabled research and content creation

use of content authoring tools

web publishing.

Online learning environment may mean:

content management system

game-based learning

ICT-enabled access to knowledge

learning management system

simulated learning

virtual learning environments.

Online analytical tools and data may be:

adaptive software

data mining tools

direct assessment tools

learning analysis software

software delivering instant feedback.

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 will enable leaners 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

TAELED801A - 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

TAELED801A - 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: