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 TAEDEL405, 'Plan, organise and facilitate online learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan, organise and facilitate online 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describes the performance needed to demonstrate achievement of the element. |
1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities | 1.1 Establish learning objectives and determine online learning activities that meet them 1.2 Identify individual learner characteristics to inform effective planning 1.3 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required 1.4 Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs 1.5 Access and confirm technical requirements for online learning environment according to organisational policies and procedures 1.6 Access and confirm communication channels and online learning resources and materials are suitable for learner |
2. Introduce and establish online learning | 2.1 Introduce learner to online learning environment and discuss and clarify learning objectives and protocols 2.2 Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events 2.3 Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities |
3. Facilitate online learning | 3.1 Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs 3.2 Select and use facilitation practices and methods that support learner engagement and progress 3.3 Use or access support mechanisms to address any technological challenges or issues 3.4 Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience |
4. Support online learning | 4.1 Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures 4.2 Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment 4.3 Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements |
5. Review online learning processes | 5.1 Seek learner feedback on online learning experience and outcomes according to organisational procedures 5.2 Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes 5.3 Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures |