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Evidence Guide: TAEDES502A - 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

 

TAEDES502A - Design and develop learning resources

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

Research the learning resource requirements

  1. Clarify with the client the brief, focusandtype of learning resource
  2. Research the target audience, their learning needs and the learning environment for the resource
  3. Gather, collate and analyse relevant existing information
  4. Identify any ethical and legal considerations and act on them
  5. Write a development work plan
Clarify with the client the brief, focusandtype of learning resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research the target audience, their learning needs and the learning environment for the resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather, collate and analyse relevant existing information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any ethical and legal considerations and act on them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write a development work plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design the learning resource and plan the content

  1. Generate a range of design options using a variety of techniques
  2. Develop and confirm with the client an outline or prototype for the learning resource
  3. Analyse content specifications of the learning product and map out proposed content
Generate a range of design options using a variety of techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and confirm with the client an outline or prototype for the learning resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse content specifications of the learning product and map out proposed content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the learning resource content

  1. Develop content and content specifications in accordance with the agreed design
  2. Establish mechanisms for reviewing work in progress
  3. Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience
  4. Ensure any visuals are relevant, instructive and appropriate for the intended audience
Develop content and content specifications in accordance with the agreed design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish mechanisms for reviewing work in progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure any text is clear, concise, grammatically correct and appropriate for the intended audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure any visuals are relevant, instructive and appropriate for the intended audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review learning resource prior to implementation

  1. Check resource content to ensure the accuracy and relevance of information against specifications
  2. Check text, format and visual design for clarity and focus
  3. Conduct an external review using appropriate review methods and incorporate feedback
  4. Review final draft against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client
Check resource content to ensure the accuracy and relevance of information against specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check text, format and visual design for clarity and focus

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct an external review using appropriate review methods and incorporate feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review final draft 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. Review the design and development process against appropriate evaluation criteria
  2. Reflect on the development process and methods and identify areas for improvement
  3. Document identified improvements for future projects
Review the design and development process against appropriate evaluation criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the development process and methods and identify areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document identified improvements 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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

Research, design and develop print based resources that reflect client needs and the contexts of application, including:

the research and design of two print based resources, with documented evidence of:

consultation, research and findings

completed designs for the two resources

complete development of one resource with documented evidence of:

a review and trial of the resource, including user feedback and how this impacted on the development of the resource

the final print based resource, either complete or in part or sample

the candidate’s specific role in the development process.

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

analytical skills to:

identify critical learning points

structure and weight the contents appropriately

determine appropriateness of feedback

communication and interpersonal skills to:

establish and confirm requirements

collaborate with a range of people

seek feedback from others

literacy and writing skills, including:

writing for different audiences

writing to the appropriate level

using an appropriate style

planning skills to:

develop and schedule work plans

monitor and manage outcomes

problem solving skills to:

analyse, identify and develop strategies to meet identified challenges

identify difficulties of those participating in provision

select and use a variety of problem-solving strategies

review and analysis skills to:

identify areas for improvement

recognise personal limitations

research skills to find content and relevant information.

Required knowledge

principles, theories and contemporary practices of instructional design,

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

language, literacy and numeracy (LLN) issues, such as:

requirements of target audience

using the Australian Core Skills Framework (ASCF) as a framework to aid instructional design

legal, organisational and ethical responsibilities associated with the assessment system, including:

maintaining client privacy and confidentiality

providing accurate information

duty of care under common law

compliance with AQTF requirements

copyright and privacy laws, including the use of electronic technology.

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.

Brief may include:

client proposal

identified gap in the learning product market

tender

organisational need.

Focus of the learning resource may include:

whole Training Package

Training Package qualification

traineeship/apprenticeship

accredited course

unit/s of competency

non-accredited course

learning program

induction material.

Type of learning resource may include:

print based, electronic, or technology dependent

learning resources aimed at learners or their facilitators

assessment resources aimed at candidates or assessors

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

Existing information may include:

industry or end user needs

industry best practice and culture

existing learning resources and learning materials

relevant Training Packages/units of competency

relevant accredited courses

workplace procedures, documentation and requirements

information from industry experts and advisers.

Ethical and legal considerations may 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 plan may 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 or advisers.

Content specifications may include:

requirements of relevant Training Packages, units of competency/benchmarks

work practices and procedures

culture and ethics of the learner/end user environment

copyright/intellectual property agreements/ acknowledgements.