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Evidence Guide: TAEDES501 - Design and develop learning strategies

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

 

TAEDES501 - Design and develop learning strategies

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

Determine the parameters of the learning strategy

  1. Clarify the purpose of the learning strategy, likely target groups and their learning needs
  2. Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option
  3. Consult with relevant people to confirm the parameters of the learning strategy
Clarify the purpose of the learning strategy, likely target groups and their learning needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant people to confirm the parameters of the learning strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the framework for the learning strategy

  1. Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark
  2. Analyse industry or organisation documentation to determine additional and supporting requirements
  3. Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery
  4. Use appropriate learning theories and instructional design principles to support the learning strategy design
  5. Identify and document learning outcomes
  6. Consult to modify and confirm the framework
  7. Develop the review process for the learning strategy
Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse industry or organisation documentation to determine additional and supporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate learning theories and instructional design principles to support the learning strategy design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document learning outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult to modify and confirm the framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the review process for the learning strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devise the content and structure of the learning strategy

  1. Construct content headings from learning outcomes to form an overview of content to be addressed
  2. Sequence the content to support learning and determine overall timelines within operating constraints
  3. Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved
  4. Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context
  5. Identify and document operational requirements
Construct content headings from learning outcomes to form an overview of content to be addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sequence the content to support learning and determine overall timelines within operating constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document operational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the learning strategy

  1. Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation
  2. Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy
  3. Make recommendations based on outcomes of the review processes, where appropriate, and document these
  4. Make modifications and document as part of a continuous improvement strategy
Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make recommendations based on outcomes of the review processes, where appropriate, and document these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make modifications and document as part of a continuous improvement strategy

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. Determine the parameters of the learning strategy

1.1 Clarify the purpose of the learning strategy, likely target groups and their learning needs

1.2 Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option

1.3 Consult with relevant people to confirm the parameters of the learning strategy

2. Develop the framework for the learning strategy

2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark

2.2 Analyse industry or organisation documentation to determine additional and supporting requirements

2.3 Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery

2.4 Use appropriate learning theories and instructional design principles to support the learning strategy design

2.5 Identify and document learning outcomes

2.6 Consult to modify and confirm the framework

2.7 Develop the review process for the learning strategy

3. Devise the content and structure of the learning strategy

3.1 Construct content headings from learning outcomes to form an overview of content to be addressed

3.2 Sequence the content to support learning and determine overall timelines within operating constraints

3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved

3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context

3.5 Identify and document operational requirements

4. Review the learning strategy

4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation

4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy

4.3 Make recommendations based on outcomes of the review processes, where appropriate, and document these

4.4 Make modifications and document as part of a continuous improvement strategy

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. Determine the parameters of the learning strategy

1.1 Clarify the purpose of the learning strategy, likely target groups and their learning needs

1.2 Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option

1.3 Consult with relevant people to confirm the parameters of the learning strategy

2. Develop the framework for the learning strategy

2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark

2.2 Analyse industry or organisation documentation to determine additional and supporting requirements

2.3 Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery

2.4 Use appropriate learning theories and instructional design principles to support the learning strategy design

2.5 Identify and document learning outcomes

2.6 Consult to modify and confirm the framework

2.7 Develop the review process for the learning strategy

3. Devise the content and structure of the learning strategy

3.1 Construct content headings from learning outcomes to form an overview of content to be addressed

3.2 Sequence the content to support learning and determine overall timelines within operating constraints

3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved

3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context

3.5 Identify and document operational requirements

4. Review the learning strategy

4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation

4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy

4.3 Make recommendations based on outcomes of the review processes, where appropriate, and document these

4.4 Make modifications and document as part of a continuous improvement strategy

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

preparation and presentation of a minimum of two examples of learning strategies designed by the candidate, with differentiated design structures in each that:

reflect the specific requirements of the qualification or skill set, and

reflect client needs and the contexts of application

documentation of a review that provides outcomes and evidence of continuous improvement.

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:

Training Packages, including the content of Training Packages relevant to the learning strategy

accredited courses and the similarities and differences between them and the skill sets, or qualifications, within training packages

NVR/AQTF requirements for Registered Training Organisations (RTOs) in terms of their effect on the design, and development, of learning strategies

The Australian Qualifications Framework (AQF) including:

key features of each qualification type

AQF pathways policy including credit transfer

industry and enterprise requirements, including:

those relevant to the learning strategy

industry licensing arrangements, where relevant

the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory and current research on learning, as it relates to teaching in an adult environment

assessment approaches, including:

the basis and rationale for different assessment methods appropriate to the learning strategy.