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 TAEDEL501, 'Facilitate e-learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Facilitate e-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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the e-learning environment
1.1 Access, read and interpret learning strategy and learning program, to determine the learning outcomes and objectives to be met
1.2 Develop knowledge of group and individual learner styles and learner characteristics to support effective planning
1.3 Develop e-learning delivery plan to manage and sequence e-learning activities and events, to ensure logical progression of learning content and continuity of e-learner progress
1.4 Confirm technical requirements for the e-learning environment
1.5 Trial and check e-learning resources and materials for technical glitches
1.6 Develop and document protocols for the e-learning environment
1.7 Identify and organise specific technical support needs and mechanisms for e-learners
2. Introduce e-learning
2.1 Provide effective introduction to the e-learning environment and discuss, clarify and agree upon objectives and e-learning protocols
2.2 Establish e-learning relationship with e-learners
2.3 Initiate relationships between e-learners to support inclusivity, acknowledge diversity and enable a positive e-learning environment
3. Guide and facilitate e-learning
3.1 Use relevant electronic tools to facilitate e-learning according to the e-learning delivery plan
3.2 Demonstrate good practice in e-learning facilitation to ensure an effective learning experience
3.3 Use relevant support mechanisms to address technical issues
3.4 Build opportunities for authentic learning, practice and formative assessment into the e-learning experience
4. Monitor e-learning
4.1 Monitor and document e-learner progress to ensure outcomes are being achieved and individual learner needs are being met
4.2 Provide support and guidance, inside and outside, the e-learning environment as appropriate
4.3 Continuously monitor e-learner interaction with others and participation in e-learning activities, and intervene where necessary to maintain momentum and engagement
4.4 Maintain, store and secure learner records according to organisational and legal requirements
5. Review e-learning processes
5.1 Conduct a review to evaluate effectiveness of e-learning delivery and facilitation
5.2 Reflect on own performance as an e-learning facilitator, and document improvement plans
5.3 Identify, and document, recommendations for improvements in facilitating e-learning, and appropriateness of e-learning systems, tools and resources, and discuss with relevant personnel for future action