Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AVIM5004, 'Facilitate training in a synthetic environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate training in a synthetic environment' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Plan a synthetic learning activity | 1.1 | Learning strategy and/or learning program is accessed, read and interpreted to determine learning outcomes or objectives to be met and relevant delivery requirements |
1.2 | Potential risks including those associated with human factors aspects of synthetic training devices are identified | ||
1.3 | Limitations of synthetic training device are identified | ||
1.4 | Delivery plan is developed to plan, manage and sequence synthetic training activities and events to ensure logical progression of learning content, trainee safety and continuity of trainee progress | ||
1.5 | Technical and human factors requirements for synthetic environment including safety and emergency procedures, are confirmed | ||
2 | Prepare trainee for synthetic training activities | 2.1 | Availability of suitable resources is confirmed |
2.2 | Mental and physical preparedness of trainee to undertake training in synthetic environment is confirmed | ||
2.3 | Introduction to synthetic environment is provided including training objectives and relevant workplace procedures | ||
2.4 | Instructional relationships are established between trainer/facilitator and trainees using appropriate communication tools and skills | ||
2.5 | Trainee is briefed on how synthetic training activity will be conducted to meet training objectives | ||
2.6 | Risk management issues applicable to synthetic training activity are discussed with trainee and trainee responsibility for managing relevant risks is confirmed | ||
2.7 | Trainee ability to comprehend and/or recall training objectives, knowledge, handling techniques and planned synthetic training activity/scenario is confirmed | ||
3 | Guide and facilitate learning in a synthetic environment | 3.1 | Liaison with relevant personnel is conducted to determine simulation activity requirements |
3.2 | Learning is facilitated in accordance with delivery plan using relevant synthetic devices and facilitation skills | ||
3.3 | Good practice in facilitating learning in a synthetic environment is applied to ensure an effective and safe transfer of learning to the real world | ||
3.4 | Technical issues are addressed as required using relevant technical support mechanisms and/or personnel | ||
3.5 | Opportunities for authentic learning, practice and formative assessment are built into the learning experience | ||
3.6 | Pre-loaded automatic demonstrations are employed as required | ||
3.7 | Abnormal/unusual conditions are monitored and addressed | ||
3.8 | Variations to activity conditions are implemented as required | ||
3.9 | Handover/takeover procedures for control of synthetic device are implemented in accordance with workplace procedures | ||
4 | Monitor learning in a synthetic environment | 4.1 | Trainee progress is monitored and documented in accordance with workplace procedures |
4.2 | Trainee cognitive load is assessed, monitored and managed | ||
4.3 | Support and guidance are provided within synthetic environment as appropriate | ||
4.4 | Trainee is encouraged to develop self-assessment skills | ||
4.5 | Trainee interaction with others and participation in synthetic training activities is continuously monitored, and interventions are made as required | ||
4.6 | Opportunities are provided for trainees to reflect on their learning progress | ||
5 | Conduct post-training activities | 5.1 | Significant details of trainee performance are clearly and accurately debriefed |
5.2 | Playback devices are employed during debriefing to illustrate key learning points as required | ||
5.3 | Trainee is briefed on details of next training event as required | ||
5.4 | Trainee records are maintained in accordance with workplace procedures | ||
5.5 | Relevant stakeholders are kept informed about trainee progress | ||
5.6 | Synthetic device faults are recorded and/or rectified in accordance with workplace procedures | ||
5.7 | Support and guidance are provided post synthetic environment activities as required | ||
6 | Review synthetic environment facilitation processes | 6.1 | Synthetic training session outcomes are evaluated against desired session outcomes |
6.2 | Review is undertaken post-completion of learning program, course or qualification | ||
6.3 | Time is taken to reflect on own performance as a trainer or facilitator, and ways to improve performance are explored | ||
6.4 | Recommendations for improvements in facilitating training and appropriateness of synthetic systems, tools and resources are identified and documented, and discussed with relevant personnel for future action | ||