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 TAADEL405B, 'Coordinate and facilitate distance-based learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate and facilitate distance-based 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Prepare for distance-based learning | 1.1 | The learning strategy and/or learning program is accessed, read and interpreted to determine, learning outcomes or objectives to be met and any distance-based learning delivery requirements |
1.2 | Initial knowledge of group, individual learner styles and learner characteristics is developed to support effective planning for distance-based learning using available information | ||
1.3 | The suitability of distance-based learning as a delivery mode for learners is considered and appropriate recommendations made, where required | ||
1.4 | Learning resources are selected and evaluated for appropriateness, and where required are contextualised for distance-based learning | ||
1.5 | Additional learning materials appropriate to distance-based learning are developed | ||
1.6 | A distance delivery management plan is developed, using knowledge of learning principles, to ensure logical progression of learner progress and continuity of distance learning content | ||
1.7 | Support mechanisms are identified and organised and means of communicating with learners and providing feedback are determined and organised | ||
1.8 | Prior to commencement identified information is sent to learners outlining objectives, learner requirements and expectations | ||
2 | Manage distance-based learners | 2.1 | Expectations and requirements are confirmed through direct contact and any issues/questions are clarified |
2.2 | Distance-based learning relationships are established between trainer/facilitator and learners using appropriate communication tools and skills | ||
2.3 | Learning resources and learning materials are progressively distributed in accordance with the plan and learner needs | ||
3 | Monitor learner progress | 3.1 | Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met |
3.2 | Strategies are developed and implemented to address learner difficulties, where required and techniques for maintaining motivation and commitment are developed and implemented | ||
3.3 | Support and guidance are provided outside the formal communication process, where appropriate | ||
3.4 | Learner records are maintained, stored and secured in accordance with legal/organisational requirements | ||
4 | Review the distance-based learning process | 4.1 | Feedback is gathered to review the management of the distance-based process |
4.2 | Feedback is analysed to determine the success of the distance-based learning in meeting learners' needs and expectations | ||
4.3 | Time is taken to reflect on personal skills in the coordination and facilitation role | ||
4.4 | Options for improving the distance-based learning process are documented, discussed with relevant personnel, and changes made as appropriate | ||