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Evidence Guide: ICAWEB201A - Use social media tools for collaboration and engagement

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

 

ICAWEB201A - Use social media tools for collaboration and engagement

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

Describe different types of social media tools and applications

  1. Explain characteristics of the term social media
  2. Identify different types of social-media tools and applications
  3. Illustrate some of the issues associated with the use of social media tools and applications
Explain characteristics of the term social media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify different types of social-media tools and applications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Illustrate some of the issues associated with the use of social media tools and applications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare different types of social media tools and applications

  1. Select one social media type for review
  2. Review most popular tools and applications within that social media type
  3. Itemise benefits across a range of the most popular tools and applications
  4. Select most appropriate social media tool or application
Select one social media type for review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review most popular tools and applications within that social media type

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Itemise benefits across a range of the most popular tools and applications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select most appropriate social media tool or application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up and use popular social media tools and applications

  1. Identify social media tools and applications for possible implementation
  2. Initiate preferred social media tools and applications for use
  3. Establish social media interface using text and file content
  4. Initiate social networking interaction
  5. Test and evaluate tools and applications for ease of use
  6. Present findings
Identify social media tools and applications for possible implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate preferred social media tools and applications for use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish social media interface using text and file content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate social networking interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and evaluate tools and applications for ease of use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present findings

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 ability to:

identify different types of social media tools and applications, and issues associated with their use

access the internet, set up a social networking presence and upload and link a wide variety of files

use OHS principles and responsibilities for ergonomics, such as work periods and breaks.

Context of and specific resources for assessment

Assessment must ensure access to:

PC and printer

internet

social-media tools and applications

online instructional documents

appropriate learning and assessment support when required.

Where applicable, physical resources should include equipment modified for people with special needs.

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:

verbal or written questioning to assess candidate’s knowledge of types of social media tools and applications, and social-networking sites

direct observation of candidate accessing and interacting with a variety of social-networking sites

review of social-media tools and application evaluations.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Required Skills and Knowledge

Required skills

communication skills to:

communicate with peers and supervisors

seek assistance and expert advice

literacy skills to:

interpret user online manuals and help functions

read and write basic documents and instructions

problem-solving skills to address problems when using applications

technical skills to:

access the internet

operate a personal computer (PC) and printer

to enter text and numerical data

use social media application packages.

Required knowledge

basic technical terminology in relation to social networking and social media applications and tools

basic knowledge of uploading images, text files, PDF files, audio files, video files and link associated files

features and functions of social media applications

import and export software functions

linking documents

OHS principles and responsibilities for ergonomics, including work periods and breaks

tagging to facilitate collaborative folksonomy

social media applications and procedures for connecting to social networking sites

use of input and output devices

use of RSS feeds to connect a social network.

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.

Social media may include:

web applications that facilitate:

information sharing

interoperability

user-centred design.

Social-media tools and applications may include:

blogs

folksonomies

hosted services

mashups

social networking sites:

YouTube

Flickr

Facebook

Twitter

video sharing sites

web applications

wikis.

Issues may include:

copyright

privacy

security

trust.

Text and file content may include:

applications, including:

.exe

.pdf

.ppt

.rtf

.zip

audio, including:

.mid

.mp3

.wav

graphics, including:

.bmp

.gif

.jpg

.swf

.tif

text, including:

.htm

.txt

video, including:

.avi

.mov

.mpg

web, including:

.asp

.xml.

Social networking is being connected by one or more specific types of interdependency, such as:

common interest

financial exchange

knowledge

personal relationships

prestige

relationships of beliefs.

Ease of use may include:

affordability

desirable features for an online presence:

bulletin boards

direct mailing to customers

online forums

selling of products online

ease of communications

flexibility for placement of text, links and images

reasons for an external online presence:

communication with potential customers

promotion of products and services

recruitment of volunteers and new staff

reasons for an internal online presence:

regular staff communications

enterprise cohesion

display of staff achievements

reliability

set-up ease.