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 BSBLED301A, 'Undertake e-learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Undertake e-learning' 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
1. Identify learning needs
1.1. Identify personal learning needs and skill gaps through self assessment
1.2. Self-assess learning factors related to e learning and identify any support required to optimise e learning outcomes
1.3. Identify and prioritise required outcomes from e learning in accordance with individual, team and organisational requirements
2. Identify e-learning opportunities
2.1. In consultation with management, assess the range of suitable e-learning opportunities in accordance with identified learning outcomes, available technology, time and budgetary requirements
2.2. Examine e learning content, materials and on-line methodology to determine their quality, applicability and acceptability to individual and organisational requirements
2.3. Determine blended training solutions in accordance with organisational requirements where e learning opportunities alone are insufficient to meet personal learning needs
3. Develop an e-learning plan
3.1. Negotiate the inclusion of agreed e learning opportunities and timeframes in learning plans in accordance with individual and organisational needs
3.2. Negotiate and include time required to access e learning opportunities in learning plans
3.3. Prepare, and obtain management agreement for, learning plans and required resources
3.4. Negotiate with management for the recognition of competencies developed through e learning
4. Undertake e-learning
4.1. Agree re-negotiated workload and deadlines with management to provide for the allocation of e learning time in accordance with agreed e learning plan and budgetary requirements
4.2. Undertake e learning in accordance with e learning plan and manage contingencies when unforeseen circumstances arise
4.3. Manage the integration of work and learning in accordance with the e learning plan and organisational requirements
5. Review e-learning
5.1. Evaluate the e learning experience in terms of its applicability to individual learning style and individual / organisational satisfaction with the process and the outcomes
5.2. Consider the advantages and disadvantages of e learning and make recommendations regarding participation in future e learning where necessary
5.3. Review and adjust individual e learning plan in accordance with individual requirements and organisational needs