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 CUFDIG503A, 'Design e-learning resources'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design e-learning resources' 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
ELEMENT | PERFORMANCE CRITERIA |
Identify project requirements | 1. With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed 2. Identify content to be incorporated or generated and how this content is to be accessed or delivered 3. Identify delivery platforms and implications that these will have on selection of media assets 4. Consult with clients to clarify project requirements |
Research and select instructional design model | 5. Analyse content to clearly establish learning outcomes and assessment strategies 6. Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs 7. Identify standards that may apply for a range of delivery platforms 8. Identify learning styles of target learners and consider how these may impact on the design 9. Consider a range of learning activities that best meet learning objectives and needs of target learners 10. Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced 11. Select the instructional design model that best meets learning needs and project requirements |
Draft design specifications | 12. Use selected instructional design model to design the overall architecture of an e-learning resource 13. Design sequences and interactivity based on content and project requirements 14. Develop content templates for content experts if required 15. Specify media assets as required 16. Specify communication and collaborative tools as required 17. Specify user interface of the e-learning resource 18. Specify production requirements, including appropriate testing strategies 19. Write draft design specifications to include relevant advice to design and development teams 20. Discuss draft design specifications with clients to ensure designs are consistent with project briefs |
Finalise design specifications | 21. Review designs against required project outcomes and target learner needs 22. Review designs to ensure they meet creative and technical requirements 23. Adjust designs as necessary after discussions with relevant personnel 24. Clarify legislative or ownership issues to comply with production and organisational requirements 25. Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines |