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Evidence Guide: TAADES502B - Design and develop 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

 

TAADES502B - Design and develop learning resources

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

Research and interpret the learning resource requirements

  1. The brief, focus and type of learning resource is clarified with the client
  2. The likely target audience/s, their learning needs and the learning environment for the resource are researched
  3. The characteristics of the learners/end users of the learning resource are identified
  4. Existing information which may be relevant is gathered, collated and analysed
  5. Ethical and legal considerations are identified and acted upon
  6. A development work plan is written and documented
The brief, focus and type of learning resource is clarified with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The likely target audience/s, their learning needs and the learning environment for the resource are researched

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The characteristics of the learners/end users of the learning resource are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing information which may be relevant is gathered, collated and analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ethical and legal considerations are identified and acted upon

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A development work plan is written and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design the learning resource and plan the content

  1. A range of design options is generated using a variety of principles and techniques
  2. Time is taken to reflect on the designs, identifying the implications of each
  3. The diversity of learners/end users and their learning styles are researched and embedded into the design specifications
  4. An outline or prototype for the learning resource is developed and confirmed with the client
  5. The content specifications of the learning product are analysed and the proposed content is mapped out
  6. The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints
  7. Relevant personnel are identified to support the development phase, if needed
A range of design options is generated using a variety of principles and techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time is taken to reflect on the designs, identifying the implications of each

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The diversity of learners/end users and their learning styles are researched and embedded into the design specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An outline or prototype for the learning resource is developed and confirmed with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The content specifications of the learning product are analysed and the proposed content is mapped out

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant personnel are identified to support the development phase, if needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the learning resource content

  1. Content and content specification is developed in accordance with the agreed design
  2. Modifications are made to the design and/or content, where necessary, to address changes in project parameters
  3. Mechanisms for reviewing work in progress are established
  4. Text is clear, concise, grammatically correct and appropriate for the intended audience/s
  5. Visuals are relevant, instructive and appropriate for the intended audience/s
  6. The resource is formatted using an appropriate style guide
Content and content specification is developed in accordance with the agreed design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modifications are made to the design and/or content, where necessary, to address changes in project parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mechanisms for reviewing work in progress are established

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Text is clear, concise, grammatically correct and appropriate for the intended audience/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Visuals are relevant, instructive and appropriate for the intended audience/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The resource is formatted using an appropriate style guide

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review learning resource prior to implementation

  1. Content of the resource is checked to ensure the accuracy and relevance of information against content specifications
  2. Text, format and visual design are checked for clarity and focus
  3. An external review is conducted using appropriate methods, and feedback is incorporated where relevant
  4. Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client
Content of the resource is checked to ensure the accuracy and relevance of information against content specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Text, format and visual design are checked for clarity and focus

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An external review is conducted using appropriate methods, and feedback is incorporated where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the design and development process

  1. The design and development process is reviewed against appropriate evaluation criteria
  2. Time is taken to reflect and identify areas for improvement
  3. Identified improvements are documented for future projects
The design and development process is reviewed against appropriate evaluation criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time is taken to reflect and identify areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identified improvements are documented for future projects

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

To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources.

The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible.

Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.

Evidence Requirements

Required knowledge includes:

sound knowledge of the vocational education and training system, including:

relevant terminology

training and assessment processes

Training Packages and competency standards

the Australian Quality Training Framework (AQTF) requirements

the Australian Qualifications Framework (AQF)

instructional design, for example:

planning, analysis, development, synthesis, evaluation

presenting material in a logical order and sequence

opportunities for collaborative learning between learners

navigation tools

presenting material in order of increasing difficulty

opportunities for review of material and repetition

the need for learner activity and interactivity

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensure learning is embedded in a realistic and relevant context

techniques to engage the learner in learning

visual design principles/techniques, for example:

format

composition

balance

typography

images/graphics

charts/diagrams

research and evaluation techniques, including:

interviews

focus groups

workshops

questionnaires

literature reviews

web research

pilot processes

a general knowledge of the main branches of learning theory, for example:

behavioural learning theory

information processing theory

cognitive learning theory

andragogy

vocational education and training pedagogy

learning principles, including:

adults are autonomous and self-directed

adults have life experience to draw on

adults are goal-oriented

adults need relevance

adults are practical

adults need to be shown respect

cultural awareness

a range of learning approaches and styles of learning resources

different learning styles, including:

activist

reflector

theorist

pragmatist

kinaesthetic

auditory

visual

language, literacy and numeracy (LLN) issues, for example:

principles and definitions

how to work out the LLN level of likely users, and LLN requirements of the resource

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

copyright and privacy laws relating to electronic technology

security of information

plagiarism

competency standards

licensing

industry/workplace requirements

duty of care under common law

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource

OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner

Required skills and attributes include:

review and analysis skills to:

identify areas for improvement

recognise personal limitations

communication and interpersonal skills to:

collaborate with a range of people

seek feedback from others

be open to feedback and suggestions

maintain a network

listen

negotiate

computer/technical skills, for example:

using a range of software programs

using a range of office equipment

literacy/writing skills, including:

writing from the learner's perspective

writing for different audiences

using plain English and correct grammar

pitching writing to the appropriate level

using an appropriate style

having an eye for detail

time management skills, including keeping to appropriate timelines

analytical skills to:

identify critical learning points

structure and weight the contents appropriately

determine appropriateness of feedback

ability to develop a range of learning activities

research skills to:

find content and relevant information

interview relevant people

solve problems

ask questions

Products that could be used as evidence include:

learning resources developed

letters to relevant personnel seeking comments and feedback

evaluation forms

minutes of meetings

drafts of resources

feedback received from others

Processes that could be used as evidence include:

how research was undertaken and why

how consultative process was set up

how industry or end user requirements were established

how resource was evaluated and reviewed

what methods were used to evaluate the process used for resource development and why

ways in which personal skills and efficiency were developed and monitored and why

how personal workload was managed

Resource implications for assessment include:

research for content of resources

access to experts for review and consultation

The collection of quality evidence requires that:

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or

evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit

evidence of transferable application to the development of other learning resources

designed under the guidelines for Training Package support materials

print-based

Integrated assessment means that:

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADES401B Use Training Packages to meet client needs

TAADES402B Design and develop learning programs

TAADES501B Design and develop learning strategies

TAADEL405B Coordinate and facilitate distance-based learning

TAATAS503B Manage contracted work

TAADES503B Research and design e-learning resources

TAADES504B Develop and evaluate e-learning resources.

Required Skills and Knowledge

Not applicable.

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.

Thebriefof the learning resource may include:

a client proposal

identified gap in the learning product market

a tender

an organisational need

Focusof the learning resource may include:

a whole Training Package

a Training Package qualification/qualifications

a traineeship/apprenticeship

an accredited course

individual competency standards/modules/subjects

a non-accredited course

a learning program

a learning resource to support the introduction/ implementation of new technology/equipment

Typeof learning resource may include:

Training Package noted support materials, such as:

learner/user guides

trainer/facilitator guides

training guides

example training programs

specific case studies

professional development materials

assessment materials

other published, commercially available support materials for Training Packages/courses

organisational learning resources

competency standards as a learning resource

videos

CDs and audio tapes

references and texts

manuals

record/log books

learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

learning resources produced in languages other than English as appropriate to target group learners and workplace

Thelearning resourceis:

designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner

Likely target audience/sandlearning environmentmust include:

who the learning resource is for

what the learning resource is designed to do

how the learning resource will be used

where the learning resource will be used

possible mediums to be used

Researchmay include:

interviews

focus groups

informal discussions

literature reviews

Internet research

evaluations of existing products

questionnaires

workshops

Characteristics of the learners/end usersmay include:

level of prior experience/knowledge of content area

skill/competency profile

range and response to previous learning experiences

level of education

socio-economic background, age, gender

current work

work culture

cultural and ethnic background

disability or learning support needs

preferred learning styles

motivation for learning

English language, literacy and numeracy needs

Existing informationmay include:

industry/end user needs

industry best practice and culture

existing learning resources and learning materials

relevant Training Packages/competency standards

relevant courses, curriculums, modules

workplace procedures, documentation, and requirements

industry coverage

roles and responsibilities of groups and individuals

information from industry experts and advisers

Ethical and legal considerationsmay include:

contract preparation

meeting contractual requirements

intellectual property

regulatory requirements including occupational health and safety (OHS)

organisational requirements

equity issues and needs

potential legal consequences of false, misleading or incorrect information

Development work planmay include:

timelines and milestones to be achieved

scheduled meetings and focus groups

consultative processes

handover requirements

equipment, learning resources and learning materials needed

industry information/practices

budget

identification of risks/risk management strategies

organisation/industrial politics

access to experts/advisers

Design optionsmay include:

use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information)

use and extent of text-based information and graphical information

level of depth of text-based information and sophistication of language

level of completeness in addressing the focus

options for presenting text-based information e.g. straight text, question and answer, case studies

visual design

sequencing of material

sources of further information/further reading

style guides

visual look

Principles and techniquesmay include:

instructional design, for example:

presenting material in a logical order and sequence

opportunities for collaborative learning between learners

navigation tools

presenting material in order of increasing difficulty

opportunities for review of material and repetition

the need for learner activity and interactivity

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensuring learning is embedded in a realistic and relevant context

techniques to engage the learner in learning

creative thinking, for example:

brainstorming

mind mapping

scenario setting

lateral thinking

visual/graphic design, for example:

format

composition

balance

typography

images/graphics

charts/diagrams

research and evaluation, for example:

of other learning resources

up-to-date research on learning

Reflectmay include:

asking key questions

discussing details with others, for example:

colleagues

team members

other learning product developers/instructional designers

the client

supervisor/manager

standing back from work

setting specified times for reflection

reviewing personal skills

Learning stylesmay include:

theoretical

pragmatic

active

reflective

kinaesthetic

auditory

visual

Outline or prototypemay include:

mock-up

framework

model

format specifications

Content specificationsmay include:

requirements of relevant Training Packages, competency standards/benchmarks

OHS requirements

work practices and procedures

culture and ethics of the learner/end user environment

organisational requirements

copyright/intellectual property agreements/ acknowledgements

Relevant personnelmay include:

subject matter/technical experts

industry experts

colleagues

learners or users

industry stakeholders

specialist consultants, e.g. language, literacy and numeracy specialists

Mechanismsmay include:

verbal or written communication with relevant personnel

verbal or written communication with content experts

project updates

internal/external reviews of drafts

Style guidemay include:

fonts - types and sizes

line spacing

white space

icons

use of visuals - icons, photographs, pictures, diagrams

signposting

logos

DEST Style Guide

client style guide

Methodsmay include:

evaluation by experts

pilot

focus groups

questionnaires

checklists

workshops

telephone interviews

Evaluation criteriamay include:

meeting the brief

satisfaction of the client

timeliness

cost

design issues/modifications required

blockages and responses

team effectiveness/cohesion

level of expertise required/available