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Evidence Guide: TAELED801A - Design pedagogy for e-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

 

TAELED801A - Design pedagogy for e-learning

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

Evaluate the pedagogical effects of e-learning

  1. Analyse recent research into the results of a range of e-learning programs
  2. Evaluate existing learning practices without technology and compare their effectiveness to e-learning
  3. Use well-developed judgement to identify the most effective current e-learning options
  4. Use independent judgement to develop learning criteria to apply to these approaches
  5. Evaluate the effectiveness of these approaches based on these criteria
Analyse recent research into the results of a range of e-learning programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate existing learning practices without technology and compare their effectiveness to e-learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use well-developed judgement to identify the most effective current e-learning options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use independent judgement to develop learning criteria to apply to these approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of these approaches based on these criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate e-learning options to cater for diversity

  1. Assess and evaluate e-learning options to cater for the unique learning needs of each learner
  2. Design an e-learning program that will enable leaners to effectively use technologies that suit their learning needs
  3. Evaluate the effectiveness of a range of readily available technology devices
  4. Evaluate the effectiveness of a range of readily available e-learning software options
Assess and evaluate e-learning options to cater for the unique learning needs of each learner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design an e-learning program that will enable leaners to effectively use technologies that suit their learning needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of a range of readily available technology devices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of a range of readily available e-learning software options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate self-directed learning using technology

  1. Plan learning programs that address different learning styles and increasingly enable learners to direct their own learning through the use of technology
  2. Implement learning that uses technology to take advantage of global access to like-minded learners
  3. Design learning that will enable learners to be co-creators of their own learning
  4. Use technologies and software that enable learners to get instant and accurate feedback on their learning
Plan learning programs that address different learning styles and increasingly enable learners to direct their own learning through the use of technology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement learning that uses technology to take advantage of global access to like-minded learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design learning that will enable learners to be co-creators of their own learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technologies and software that enable learners to get instant and accurate feedback on their learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technology to personalise learning

  1. Implement a program to allow learners to use a range of web services to create their own online learning environment
  2. Use online analytical tools and data to understand and evaluate learning in an organisation
  3. Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data
Implement a program to allow learners to use a range of web services to create their own online learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use online analytical tools and data to understand and evaluate learning in an organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data

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 following is essential:

knowledge of effective learning principles

construction of pedagogically sound, contextually relevant e-learning strategies and improved learning practice

research on theory and practice in relation to advanced e-learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.

Context of and specific resources for assessment

Assessment must ensure:

competence is consistently demonstrated over time, and over a range and variety of complex situations

access to required assessment facilities and resources.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate

review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational education and training context

direct observation of contextual application of skills

oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAEASS801A Analyse, implement and evaluate e-assessment

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAEDEL802A Use e-learning with social media

TAELED703A Implement improved learning practice.

Required Skills and Knowledge

Required skills

communication skills to:

advocate for change processes to implement new learning options

conduct project-based activities

demonstrate effectiveness of new learning options

initiate and facilitate group discussions

present research findings on the impacts of e-learning strategies

seek feedback on e-learning designs

share ideas and information

pedagogical skills related to effective learner progress, in order to:

develop differentiated learning programs

assess the effects of e-learning

initiate self-directed learning

planning and organising skills to:

evaluate e-learning options to cater for the unique learning needs of each learner

develop learning strategies for individuals, groups and organisations

provide diverse and relevant e-learning options

teamwork skills to:

collect and respond to feedback on e-learning initiatives

develop solutions and resources to support e-learning

monitor individual, group and organisation interactions

technology skills to:

ensure technology infrastructure supports e-learning initiatives

identify and use appropriate e-learning designs and software

undertake web-based e-learning research

use online collaborative tools to support e-learning initiatives.

Required knowledge

contemporary policy and approaches to learning and assessment

content and requirements of the relevant delivery and assessment strategies

content of learning resources and learning materials

design and management of e-learning resources

different learning styles and how to encourage learners

pedagogical theory and practice, learner interests and changing learning styles, and application of ICT to learning and teaching

range of individual learner needs and learning contexts

learning principles relevant to e-learning

range of appropriate learning strategies, and teaching and assessment methods

range of individual learner needs and learning contexts

sources and availability of relevant learning resources and learning materials

training techniques that enhance learning and when to use them.

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.

Recent research may be compiled through:

evaluation of existing products

focus groups

ICT reports

informal discussions

internet

interviews

literature reviews

questionnaires

workshops.

E-learning programs may include:

all online – no face-to-face learning sessions

synchronous and asynchronous

blended learning – combination of online and face-to-face

cloud-based

computer-based

face-to-face programs

instructor-led group

self-directed study

self-directed study with subject matter expert

web-based.

Existing learning practices may include:

class-focussed instruction

classroom teaching

direct instruction

group learning

independent learning

summative assessment

teacher-controlled assessment

teacher-developed curriculum

teacher-directed learning.

Learning criteria may focus on:

commitment to achievement

extending personal limits

high levels of motivation

learner engagement

learning essential skills

personal skill development

positive attitudes to self and others.

Readily available technology devices may include:

games consoles

GPS devices

iPods

laptop computers

MP3/4 players

personal computers

personal digital assistants

smartphones

tablets

web-enabled televisions.

E-learning software options may include:

blogging tools

cloud-based options

content authoring tools

dynamic learning objects and activities

online collaborative networks

online learning resources

organisational tools

proprietary learning software

survey tools.

Learning styles may include:

activist learners

audio learners

kinaesthetic learners

pragmatic learners

reflective learners

self-directed learners

tactile learners

theoretical learners

visual learners.

Global access to like-minded learners may be:

blogs

collaborative online networks

online expert groups

online forum groups

social networks

wikis.

Co-creators of their own learning may involve:

communication and collaboration

ICT-enabled research and content creation

use of content authoring tools

web publishing.

Online learning environment may mean:

content management system

game-based learning

ICT-enabled access to knowledge

learning management system

simulated learning

virtual learning environments.

Online analytical tools and data may be:

adaptive software

data mining tools

direct assessment tools

learning analysis software

software delivering instant feedback.