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Evidence Guide: TAELED802A - Investigate the application of ICT content knowledge

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

 

TAELED802A - Investigate the application of ICT content knowledge

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

Identify ICT standards and trends for an educational context

  1. Identify hardware and software standards currently in use
  2. Identify and analyse network technology standards currently in use
  3. Analyse trends in deployment of ICT in education and learning
Identify hardware and software standards currently in use

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and analyse network technology standards currently in use

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse trends in deployment of ICT in education and learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse competing new technology solutions

  1. Identify specific educational requirement that can be met by technology
  2. Identify range of functions and capabilities supplied by benchmarking competing technologies
  3. Select critical features of competing technologies for analysis
  4. Conduct an analysis of technologies using various performance indicators
  5. Select and report on appropriate new technology by considering the analysis of critical features
Identify specific educational requirement that can be met by technology

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify range of functions and capabilities supplied by benchmarking competing technologies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select critical features of competing technologies for analysis

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct an analysis of technologies using various performance indicators

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select and report on appropriate new technology by considering the analysis of critical features

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a strategy to optimise current technology

  1. Identify unused capacity in existing technology
  2. Identify applications for unused capacity appropriate to educational outcomes
  3. Develop, and present where required, a strategy for exploiting additional capacity
  4. Assess the cost and efficiency of the strategy against available resources and budgets
  5. Recommend a course of action in line with the assessment
Identify unused capacity in existing technology

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify applications for unused capacity appropriate to educational outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop, and present where required, a strategy for exploiting additional capacity

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess the cost and efficiency of the strategy against available resources and budgets

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recommend a course of action in line with the assessment

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 contemporary ICT issues in an educational environment

documented review, analysis and recommendation of complex ICT solutions for an educational environment

research on theory and practice in relation to advanced 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

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:

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAELED704A Review enterprise e-learning systems and solutions implementation.

Required Skills and Knowledge

Required skills

cognitive skills to:

review, analyse, consolidate and synthesise knowledge about current ICT-related technologies relating to education

think critically and generate and evaluate complex technical ideas

identify and provide complex solutions to ICT-related issues relating to education

communication skills to:

collaborate and work with vendors, consultants and peers

conduct project-based activities

demonstrate and model varied delivery and facilitation methods and techniques

give presentations

initiate and facilitate group discussions in seeking feedback on applications for unused capacity

research suitability of learning content for electronic development

share ideas and information

learning skills to:

analyse new areas of learning

evaluate effectiveness of learning practice, and analyse and identify suitable learning practice and learning strategies for groups and individual learners

literacy skills to:

articulate ideas and information effectively

develop reports that deal with complex ideas and concepts

numeracy skills to analyse, manipulate and validate data, specifications and reports

planning and organising skills to:

anticipate or predict risks

develop a learning strategy for an organisation

plan for contingencies

teamwork skills to:

monitor group and individual interactions when seeking feedback

respond to feedback to improve educational solutions

research skills to ensure that all options are explored and recommendations are comprehensive and balanced

technology skills to:

complete electronic research

confirm the technology to be used for different modes of teaching and learning

review and discuss learning styles and practice involving ICT

understand current ICT standards.

Required knowledge

benchmarking principles to assess technologies

budgeting and cost-benefit analysis principles

contemporary policy and approaches to learning and assessment

content and requirements of the relevant delivery and assessment strategies

how to create an effective learning experience using electronic technology

information technology principles and terminology, particularly those related to:

using the internet

reviewing technology capabilities

describing e-learning methodologies and using related vocabulary.

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.

Hardware and software may include:

application:

database

internet browser

spreadsheet

word-processing

cloud-based solution

commercial

content management systems

customised

development tools

in-house

laptop

learning management systems

notebook

other mobile devices

peripheral devices

personal computer (Mac or PC)

personal digital assistant (PDA)

server

smartphone

student management systems

system:

computer security

device drivers

operating system

tablet (iPad or similar)

workstation.

Network technology may include:

cabling infrastructure

internet

internet access

modems, routers and other connectivity devices

networks

remote sites

servers

virtual private network (VPN)

voice network

wide area network (WAN)

wireless networks.

Benchmarking competing technologies may include:

assessment based on specifications and information presented by potential vendors

identifying organisations using different brands or versions of technology and comparing performance and functionality of other options

using operating data and direct testing to compare the performance of two or more competing technology products.

Critical features may include:

capacity

compatibility with existing systems

cost of implementation

ease of implementation

end user friendliness

future expansion of the connection

speed of operation

training and support requirements.