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Evidence Guide: TAEDEL403 - Coordinate and facilitate distance-based 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

 

TAEDEL403 - Coordinate and facilitate distance-based learning

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

Prepare for distance-based learning

  1. Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met
  2. Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning
  3. Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required
  4. Develop distance delivery-management plan, using knowledge of learning principles and research to-date
  5. Identify and organise support mechanisms, and means of communicating with learners
Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop distance delivery-management plan, using knowledge of learning principles and research to-date

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and organise support mechanisms, and means of communicating with learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage distance-based learners

  1. Confirm expectations and requirements through direct contact, and clarify any issues or questions
  2. Establish distance-based learning relationships between the trainer/facilitator and learners
  3. Progressively distribute learning resources and learning materials according to the plan and to learner needs
Confirm expectations and requirements through direct contact, and clarify any issues or questions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish distance-based learning relationships between the trainer/facilitator and learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Progressively distribute learning resources and learning materials according to the plan and to learner needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor learner progress

  1. Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met
  2. Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment
  3. Provide support and guidance outside the formal communication process, where appropriate
  4. Maintain, store and secure learner records, according to organisational and legal requirements
Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and guidance outside the formal communication process, where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain, store and secure learner records, according to organisational and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review distance-based learning process

  1. Gather feedback to review own management of the distance-based learning process
  2. Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations
  3. Reflect on own performance as a coordinator/facilitator, and document improvement plans
  4. Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action
Gather feedback to review own management of the distance-based learning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own performance as a coordinator/facilitator, and document improvement plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for distance-based learning

1.1 Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met

1.2 Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning

1.3 Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required

1.4 Develop distance delivery-management plan, using knowledge of learning principles and research to-date

1.5 Identify and organise support mechanisms, and means of communicating with learners

2. Manage distance-based learners

2.1 Confirm expectations and requirements through direct contact, and clarify any issues or questions

2.2 Establish distance-based learning relationships between the trainer/facilitator and learners

2.3 Progressively distribute learning resources and learning materials according to the plan and to learner needs

3. Monitor learner progress

3.1 Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met

3.2 Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment

3.3 Provide support and guidance outside the formal communication process, where appropriate

3.4 Maintain, store and secure learner records, according to organisational and legal requirements

4. Review distance-based learning process

4.1 Gather feedback to review own management of the distance-based learning process

4.2 Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations

4.3 Reflect on own performance as a coordinator/facilitator, and document improvement plans

4.4 Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for distance-based learning

1.1 Access, read and interpret a learning strategy and learning program, to determine learning objectives and outcomes to be met

1.2 Develop knowledge of group, individual learner styles and learner characteristics to support effective planning for distance-based learning

1.3 Select and evaluate learning resources for appropriateness, and contextualise them for distance-based learning where required

1.4 Develop distance delivery-management plan, using knowledge of learning principles and research to-date

1.5 Identify and organise support mechanisms, and means of communicating with learners

2. Manage distance-based learners

2.1 Confirm expectations and requirements through direct contact, and clarify any issues or questions

2.2 Establish distance-based learning relationships between the trainer/facilitator and learners

2.3 Progressively distribute learning resources and learning materials according to the plan and to learner needs

3. Monitor learner progress

3.1 Document learner progress to ensure that outcomes are being achieved and individual learner needs are being met

3.2 Develop and implement strategies to address learner difficulties, and techniques for maintaining motivation and commitment

3.3 Provide support and guidance outside the formal communication process, where appropriate

3.4 Maintain, store and secure learner records, according to organisational and legal requirements

4. Review distance-based learning process

4.1 Gather feedback to review own management of the distance-based learning process

4.2 Analyse feedback to determine success of the distance-based learning in meeting learner needs and expectations

4.3 Reflect on own performance as a coordinator/facilitator, and document improvement plans

4.4 Identify and document options for improving the distance-based learning process, and discuss with relevant personnel for future action

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

organising and facilitating distance learning on at least two separate occasions, showing:

how learner needs were established

documentation detailing how the learning programs were planned, coordinated, facilitated and monitored

how training package units, or accredited course modules, were used as benchmarks for learning.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

adult learning principles

learner styles

the content and requirements of the learning strategy, and learning program, to be used in distance delivery

best practice in online and distance engagement of learners

the characteristics and needs of individual distance learners

the technology used to support distancebased learning

techniques for maintaining the motivation and commitment of distance learners

support mechanisms available to distance learners.