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Evidence Guide: TAEDES501A - 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

 

TAEDES501A - 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 broad content headings
  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 broad content headings

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. Elaborate on and document each content heading 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
Elaborate on and document each content heading 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 and changes 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 and changes 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

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:

present 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 contexts of application

implement at least one learning strategy

document a review which provides outcomes and evidence of continuous improvement.

Context of and specific resources for assessment

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

Method of assessment

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to collaborate with others on the strategy development

literacy skills to write the learning strategy in accordance with design requirements

planning skills to:

organise and structure the development process

identify measures to monitor progress

research skills and techniques to gather and interpret information relevant to the content and development of the learning strategy.

Required knowledge

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

relevant accredited courses

Australian Quality Training Framework (AQTF) for registered training organisations (RTOs)

Australian Qualifications Framework (AQF) including:

key features of each qualification level

guidelines on cross-sector qualification linkages

industry and enterprise knowledge, such as:

industry or enterprise requirements 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

instructional learning design

assessment approaches, including:

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

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.

Industry or organisation documentation may include:

workplace policies and procedures

internal competency specifications

existing training or learner support materials

existing course information and curriculum

industry codes of practice, guidance notes and other industry information on hazard and risk control

business and risk management strategies

job descriptions

regulatory requirements related to the job, including licensing

outcomes of organisational training needs analyses

documented research relating to potential content

contextualisation rules of relevant endorsed industry Training Packages

relevant Training Package support materials.

Options for design may include:

addressing each unit of competency separately unit by unit within a qualification

clustering units into meaningful combinations to create an integrated learning framework for a skill set or qualification

building from less complex to more complex tasks, skills, knowledge, learning objectives and outcomes

designing around work structures, work organisation and work activities

project-based learning models

synthesising knowledge and skill requirements across the skill set or qualification.

Measures may include:

participant feedback

feedback from clients and industry bodies

enrolments

completion rates

Statements of Attainment, competencies achieved, qualifications awarded

return business

development of language, literacy and numeracy skills as measured by the Australian Core Skills Framework (ACSF).