Application
This unit describes the 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.
It 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 to empower them to perform as confident members of the workforce and community.
The unit may relate to learning activities in an educational institution.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify and recommend appropriate environment for particular e-learning task | 1.1 Analyse and evaluate appropriate learning theories for different forms of e-learning 1.2 Research appropriate sources of information and use the research findings to understand the online environments available for the e-learning task 1.3 Analyse and evaluate proposed e-learning task specifications, to determine possible online environments 1.4 Establish and justify the recommended social media environment, and organisational requirements suitable for the learning task |
2. Plan the implementation of the selected social media environment | 2.1 Analyse and evaluate the critical success factors of social networking to determine the best fit for the e-learning task 2.2 Identify the learner and learner styles for which the social networking application is suitable 2.3 Prepare and document project management tasks, milestones, dependencies, resourcing, constraints and timelines for the appropriate learning models 2.4 Gather data and prepare a report with data visualisation tools to present the planned effectiveness of implementation and instructional design principles 2.5 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 |
3. Implement and evaluate the selected social media community | 3.1 Initiate, progress and establish the implementation of the selected social media community 3.2 Identify the attributes of champion users and their training techniques, and promote them to build a dynamic social media environment 3.3 Establish evaluation criteria as key performance indicators (KPIs), and measure the effectiveness of the implementation of the selected social media technologies 3.4 Incorporate a regular reflection, review and report of the evaluation, in order to inform the refinement of KPIs |
4. Design and establish strategies to sustain the social media community | 4.1 Estimate the longevity and nature of the community 4.2 Establish a plan using e-learning resources to encourage broad participation in social networking for learning 4.3 Establish the steps to develop a self-sustaining community, then implement and document these steps 4.4 Identify social media community members, and develop recruitment strategies |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
documenting at least one review of information and communications technology (ICT) solutions for an educational environment, collaboration, and communication technologies, that includes researching 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.
Evidence of Knowledge
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:
contemporary ICT in an educational environment
the criteria for assessment of online content and rate
content repositories relevant to a specific community in order to build resources
differences between social media communities for education, industry, business and government
a range of learning styles and how to map them to relevant social media tools
the key features of budgeting and cost-benefit analysis
learner/individual community learning requirements
options for the presentation of learning materials
the processes for assessing the quality of dynamic interaction
the processes for transferring and sharing knowledge with learners
a range of assessment tools relevant to social media community activities
a relevant repository of knowledge that can be shared
the skills of champions and mentors
the 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.
Assessment Conditions
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 environment.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 3.4 | Researches, reflects, seeks feedback and undertakes review activities to build own knowledge and improve performance |
Reading | 1.1, 1.2, 1.3, 2.1, 2.5, 3.2, 3.3, 4.4 | Sources, analyses and interprets information from various sources, including technical data, learning theories, organisational strategies and policies, learner information and review data to inform and define learning approaches, strategy and improvements |
Writing | 1.4, 2.3, 2.4, 2.5, 3.4, 4.2, 4.3 | Prepares reports, project management information, plans and strategies in a logical manner, which incorporates the interpretation and analysis of information using a language format and style, appropriate to the audience and learning context |
Oral communication | 1.4, 2.2, 2.5, 3.1, 3.2, 3.4 | Uses appropriate communication techniques to present reports that articulate research, protocol, risks and information related to using e-learning with social media Leads communication in order to establish e-learning communities |
Navigate the world of work | 1.2, 2.5, 2.5 | Develops skills and knowledge related to role by researching and analysing the role of information and communications technology (ICT) in learning |
Get the work done | 1.1-1.4, 2.1-2.5, 3.1-3.4, 4.1-4.4 | Plans, organises and completes work according to defined requirements taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Uses ICT-based tools to conduct research, evaluate and design systems, manage data, communicate concepts and complete work tasks Uses systematic, analytical processes to evaluate effectiveness of products and makes critical decisions systematically in complex situations, taking into consideration a range of variables, including outcomes of previous decisions Accepts responsibility for risk assessment and appropriate management, applying problem-solving processes to determine controls |
Sectors
Delivery and facilitation