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 CHCEDS030, 'Coordinate e-learning programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Coordinate e-learning programs' 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 online learning environment according to provided specification
1.1 Identify e-learning purpose and learning program requirements
1.2 Negotiate scope and structure of learning activities and any requirements for assessment with the teacher in line with organisation requirements
1.3 Design the learning space in collaboration with the course owner, in accordance with e-learning goals, social constructivist approaches, school routines and budgetary considerations
1.4 Establish student access to the site in accordance with educational organisation requirements
1.5 Use e-learning management system to record a range of student and course information
2. Coordinate e-learning activities
2.1 Agree protocols and netiquette with e-learners in accordance with organisation requirements
2.2 Induct students into the course procedures and the capability of the e-learning management system
2.3 Facilitate interaction between students to encourage and develop a community of learners
2.4 Provide opportunities for students to reflect and record own progress
3. Provide ongoing support for e-learning management system
3.1 Provide students with personal and technical support while they are engaged in e-learning, using online communication and personal contact
3.2 Give support and guidance to students using the
3.3 Identify errors or difficulties with e-learning management system and/or technical infrastructure and provide ongoing support and solutions
3.4 Provide effective administration of the e-learning management system
4. Review the effectiveness of the e-learning course
4.1 Obtain feedback from educational/training organisation on levels of satisfaction with
4.2 Collect quantitative data from the e-learning management system and analyse against set criteria
4.3 Take time to reflect on own performance as a facilitator of an e-learning management system
4.4 Analyse data collected to identify potential improvements to the delivery of the learning program
4.5 Identify recommendations for improving the facilitation of e-learning programs, resources and tools
4.6 Document recommendations in accordance with the education/training organisationâ€™s requirements and provide to relevant authorities for consideration