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.
Prerequisites
Not applicable.
Elements and Performance Criteria
Element | Performance Criteria |
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 will enable leaners 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 |
Required Skills
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.
Evidence Required
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. |
Range Statement
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. |
Sectors
Learning and development
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.