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 CHCEDS027, 'Support flexible learning in an education environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support flexible learning in an education 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 define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish the learning environment
1.1 Access flexible learning programs to determine learning outcomes or objectives to be met in consultation with supervisor
1.2 In consultation with the teacher, design the learning space to meet access, health and safety, and supervision criteria
1.3 Arrange work spaces to encourage focused participation of students in flexible learning
1.4 Establish the range of activities, resources and any assessment requirements with the learner and the course facilitator
1.5 Obtain and make available resources for students as required
1.6 Confirm, where appropriate, technical requirements for the flexible learning environment
1.7 Identify and organise specific technical support needs and mechanisms for flexible delivery
2. Facilitate flexible learning for students
2.1 Develop flexible learning protocols in consultation with the supervisor
2.2 Conduct inductions with learners to the flexible learning environment including clarification and agreement of the objectives and protocols
2.3 Provide technical and personal support while students are engaged in flexible learning activities
2.4 Establish relationships that support inclusiveness, acknowledge diversity and encourage a positive learning environment
3. Monitor and review flexible learning support
3.1 Monitor learner progress and report any identified issues to the supervisor
3.2 Provide support and guidance within and outside the learning environment
3.3 Monitor students interactions with others and participation in flexible learning activities and make interventions, where necessary, to maintain momentum and engagement
3.4 Encourage and promote learner collaboration within and outside the learning environment to enhance learning experiences
3.5 Reflect on own performance as a flexible learning support worker with a focus on continuous improvement
3.6 Identify, discuss with relevant personnel, and document recommendations for improvements to facilitating flexible learning and appropriateness of flexible learning systems, tools and resources