Design e-learning resources Evidence Guide

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Evidence Guide: CUFDIG503A - Design e-learning resources

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

CUFDIG503A - Design e-learning resources

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

Identify project requirements

With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed
Identify content to be incorporated or generated and how this content is to be accessed or delivered
Identify delivery platforms and implications that these will have on selection of media assets
Consult with clients to clarify project requirements

With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed

Completed
Date:

Teacher:

Evidence:

Identify content to be incorporated or generated and how this content is to be accessed or delivered

Completed
Date:

Teacher:

Evidence:

Identify delivery platforms and implications that these will have on selection of media assets

Completed
Date:

Teacher:

Evidence:

Consult with clients to clarify project requirements

Completed
Date:

Teacher:

Evidence:

Research and select instructional design model

Analyse content to clearly establish learning outcomes and assessment strategies
Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs
Identify standards that may apply for a range of delivery platforms
Identify learning styles of target learners and consider how these may impact on the design
Consider a range of learning activities that best meet learning objectives and needs of target learners
Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced
Select the instructional design model that best meets learning needs and project requirements

Analyse content to clearly establish learning outcomes and assessment strategies

Completed
Date:

Teacher:

Evidence:

Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs

Completed
Date:

Teacher:

Evidence:

Identify standards that may apply for a range of delivery platforms

Completed
Date:

Teacher:

Evidence:

Identify learning styles of target learners and consider how these may impact on the design

Completed
Date:

Teacher:

Evidence:

Consider a range of learning activities that best meet learning objectives and needs of target learners

Completed
Date:

Teacher:

Evidence:

Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced

Completed
Date:

Teacher:

Evidence:

Select the instructional design model that best meets learning needs and project requirements

Completed
Date:

Teacher:

Evidence:

Draft design specifications

Use selected instructional design model to design the overall architecture of an e-learning resource
Design sequences and interactivity based on content and project requirements
Develop content templates for content experts if required
Specify media assets as required
Specify communication and collaborative tools as required
Specify user interface of the e-learning resource
Specify production requirements, including appropriate testing strategies
Write draft design specifications to include relevant advice to design and development teams
Discuss draft design specifications with clients to ensure designs are consistent with project briefs

Use selected instructional design model to design the overall architecture of an e-learning resource

Completed
Date:

Teacher:

Evidence:

Design sequences and interactivity based on content and project requirements

Completed
Date:

Teacher:

Evidence:

Develop content templates for content experts if required

Completed
Date:

Teacher:

Evidence:

Specify media assets as required

Completed
Date:

Teacher:

Evidence:

Specify communication and collaborative tools as required

Completed
Date:

Teacher:

Evidence:

Specify user interface of the e-learning resource

Completed
Date:

Teacher:

Evidence:

Specify production requirements, including appropriate testing strategies

Completed
Date:

Teacher:

Evidence:

Write draft design specifications to include relevant advice to design and development teams

Completed
Date:

Teacher:

Evidence:

Discuss draft design specifications with clients to ensure designs are consistent with project briefs

Completed
Date:

Teacher:

Evidence:

Finalise design specifications

Review designs against required project outcomes and target learner needs
Review designs to ensure they meet creative and technical requirements
Adjust designs as necessary after discussions with relevant personnel
Clarify legislative or ownership issues to comply with production and organisational requirements
Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines

Review designs against required project outcomes and target learner needs

Completed
Date:

Teacher:

Evidence:

Review designs to ensure they meet creative and technical requirements

Completed
Date:

Teacher:

Evidence:

Adjust designs as necessary after discussions with relevant personnel

Completed
Date:

Teacher:

Evidence:

Clarify legislative or ownership issues to comply with production and organisational requirements

Completed
Date:

Teacher:

Evidence:

Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines

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: design specifications for e-learning resources that: are well documented and clearly presented meet learner requirements are technically feasible ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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 evaluation of designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards.

Required Skills and Knowledge

Required skills

communication, teamwork and literacy skills sufficient to:

interpret and clarify project briefs

establish rapport with clients

work collaboratively in a team environment to find the best design solutions

clearly and concisely document specifications for the design of e-learning resources

initiative and enterprise in the context of:

generating ideas for the design of e-learning resources that meet the needs of target learners

thinking laterally when developing ideas

selecting the most appropriate instructional design model

maintaining design integrity

technical skills sufficient to:

create storyboards, maps and other diagrams to specify the architecture and navigation of e-learning resources

construct material in a logical order, one sequence flowing on from another

develop techniques for holding learner's attention

self-management skills sufficient to:

meet deadlines

provide appropriate and timely documentation

Required knowledge

typical formats and techniques for documenting the design of e-learning resources

OHS standards as they relate to working for periods of time on computers

range of learning models

way in which various learning styles impact on learning models

industry knowledge, including:

roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders

sequence and interrelationship of stages in the process of developing e-learning resources

web standards, including usability, W3C Accessibility and interoperability

web applications and technologies that are relevant to e-learning

issues and challenges that arise in designing and developing e-learning resources

intellectual property rights and copyright clearance procedures

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.
Target learner characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy levels learning environment, such as: workplace classroom home community mobile personas preferred learning styles skills level specific needs - physical or psychological.
Content may include:	audio/visual materials curriculum documents, such as: Training Packages and their units of competency modules guides manuals PowerPoint presentations pre-existing learning materials printed materials reference texts training handouts.
Delivery platform may include:	CD/DVD digital television set internet, including: websites blogs wikis database repositories learning management systems, such as: Blackboard WebCT Janeson Moodle virtual classrooms conferencing discussion forums flash-based chat podcasting video streaming audio streaming other online collaboration tools mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Media assets may include:	animations audio audio/visual files, such as PowerPoint graphics images text documents, such as PDF and Word video.
Project requirements may include:	access to facilities and resources assessment strategies budget deliverables learner characteristics milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Instructional design models include:	exploration game instructional lock step mentoring problem-solving puzzle simulation story-telling.
Standards may include:	AQTF interoperability SCORM usability W3C Accessibility.
Learning styles may include:	activist learning preferences, including auditory, visual or sensory pragmatist reflective theorist
Learning activities may include:	blogs case studies checklists discussions and debates games interviews media presentations problems projects quizzes research reports role-plays simulations tasks work-based practical activities.
Relevant personnel may include:	art director client content expert educator graphic designer head of department information architect language, literacy and numeracy specialist programmer reference group member technical director technical staff other specialist creative and administrative staff.
Communication and collaborative tools may include:	blogs chat discussion forums messaging TiVo wikis other social software tools.
Production requirements may include:	levels of expertise production deadlines production schedules production team testing strategies.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames
Legislative or ownership issues may be:	access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.

NTISthis.com

Evidence Guide: CUFDIG503A - Design e-learning resources

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUFDIG503A - Design e-learning resources

Identify project requirements

Research and select instructional design model

Draft design specifications

Finalise design specifications

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _