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Evidence Guide: BSBLED301A - Undertake e-learning

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBLED301A - Undertake e-learning

What evidence can you provide to prove your understanding of each of the following citeria?

Identify learning needs

  1. Identify personal learning needs and skill gaps through self assessment
  2. Self-assess learning factors related to e learning and identify any support required to optimise e learning outcomes
  3. Identify and prioritise required outcomes from e learning in accordance with individual, team and organisational requirements
Identify personal learning needs and skill gaps through self assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Self-assess learning factors related to e learning and identify any support required to optimise e learning outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and prioritise required outcomes from e learning in accordance with individual, team and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify e-learning opportunities

  1. In consultation with management, assess the range of suitable e-learning opportunities in accordance with identified learning outcomes, available technology, time and budgetary requirements
  2. Examine e learning content, materials and on-line methodology to determine their quality, applicability and acceptability to individual and organisational requirements
  3. Determine blended training solutions in accordance with organisational requirements where e learning opportunities alone are insufficient to meet personal learning needs
In consultation with management, assess the range of suitable e-learning opportunities in accordance with identified learning outcomes, available technology, time and budgetary requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine e learning content, materials and on-line methodology to determine their quality, applicability and acceptability to individual and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine blended training solutions in accordance with organisational requirements where e learning opportunities alone are insufficient to meet personal learning needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an e-learning plan

  1. Negotiate the inclusion of agreed e learning opportunities and timeframes in learning plans in accordance with individual and organisational needs
  2. Negotiate and include time required to access e learning opportunities in learning plans
  3. Prepare, and obtain management agreement for, learning plans and required resources
  4. Negotiate with management for the recognition of competencies developed through e learning
Negotiate the inclusion of agreed e learning opportunities and timeframes in learning plans in accordance with individual and organisational needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate and include time required to access e learning opportunities in learning plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare, and obtain management agreement for, learning plans and required resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with management for the recognition of competencies developed through e learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake e-learning

  1. Agree re-negotiated workload and deadlines with management to provide for the allocation of e learning time in accordance with agreed e learning plan and budgetary requirements
  2. Undertake e learning in accordance with e learning plan and manage contingencies when unforeseen circumstances arise
  3. Manage the integration of work and learning in accordance with the e learning plan and organisational requirements
Agree re-negotiated workload and deadlines with management to provide for the allocation of e learning time in accordance with agreed e learning plan and budgetary requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake e learning in accordance with e learning plan and manage contingencies when unforeseen circumstances arise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage the integration of work and learning in accordance with the e learning plan and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review e-learning

  1. Evaluate the e learning experience in terms of its applicability to individual learning style and individual / organisational satisfaction with the process and the outcomes
  2. Consider the advantages and disadvantages of e learning and make recommendations regarding participation in future e learning where necessary
  3. Review and adjust individual e learning plan in accordance with individual requirements and organisational needs
Evaluate the e learning experience in terms of its applicability to individual learning style and individual / organisational satisfaction with the process and the outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the advantages and disadvantages of e learning and make recommendations regarding participation in future e learning where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and adjust individual e learning plan in accordance with individual requirements and organisational needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

integrated demonstration of all elements of competency and their performance criteria

negotiating with stakeholders to develop an e-learning plan that meets individual and organisational needs

successful contingency management

satisfactory e-learning outcomes for self and organisation.

Context of and specific resources for assessment

Assessment must ensure:

the learner and trainer have access to appropriate documentation and resources normally used in the workplace.

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:

assessment of learning outcomes resulting from the application of e-learning and the development of options to address contingencies

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

observation of presentations on e-learning programs

review of learning plan and its development

oral or written questioning to assess knowledge of e-learning applications, self-assessment processes and evaluation techniques.

Evidence should be collected over a period of time which is sufficient to include an appropriate range and variety of situations.

Guidance information for assessment

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

other units from the Certificate III in Customer Contact.

Required Skills and Knowledge

Required skills

communication skills for negotiation with management

computer literacy to access e-learning

literacy skills to interpret information about e-learning opportunities

numeracy skills of complying with budgetary requirements

self assessment skills to identify skill gaps

self management skills to maintain motivation and seek assistance

time management skills

Required knowledge

Internet / World Wide Web

legal, ethical and security issues relating to e-learning

organisational learning and development policy

personal competency requirements

relevant legislation, codes and national standards such as:

award and enterprise agreements

national, State/Territory legislative requirements especially in regard to Occupational Health and Safety

industry codes of practice

OECD International Guidelines for Consumer Protection in E-Commerce

copyright laws

anti-discrimination

defamation laws

privacy legislation

intellectual property, confidentiality requirements.

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.

Learning needs may include:

application of new information

business processes

competencies to access e-learning

corporate values and culture

development/update of existing skills and knowledge

new technology

new work practices

Learning factors may include:

comfort with online technologies

cultural, language and educational background

language, literacy and numeracy

level of confidence or anxiety

physical ability / disability

preferred learning style

previous experience with e-learning

Required support may include:

access to the internet from home

class-based / face-to-face

dedicated e-learning personal computer in a quiet location in the workplace

induction into e-learning

laptop computer

learning / assessment partners

online tutors

print-based materials

technical experts

workplace mentors

e-learning opportunities may include:

discussion boards

e-mail

intranet

iPod

mobile phones

multi-media

PC based

video-conferencing

internet

Online methodology may include:

adaptable to learner preferences and values

business simulations

choice of male or female 'mentor'

e-seminars, with experts talking on video about cutting edge developments

e-study: a blend of text, graphics and on-screen interactions

exploration of underlying issues

interaction with fellow e-students and instructors in threaded discussions

interactive technologies

mentor discussion re choices made

personalised to user's learning style

scenarios

short (10 - 15 minute) segments

use of multimedia

user control of the action

Blended training solutions may include:

e-learning and face-to-face training courses

e-learning and on-the-job training

e-learning and traditional distance education

Contingency management may include:

re-negotiating dedicated e-learning time

re-negotiating timeframes

re-negotiating work deadlines

re-scheduling e-learning

Unforeseen circumstances may include:

absent staff

changed work requirements

illness (self or others)

increased workload

urgent work