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 TAEDES503, 'Design and develop e-learning resources'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Design and develop 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the scope and research the e-learning resource
1.1 Clarify the brief and focus for the e-resource with the client
1.2 Research the likely target audience for the e-resource, their characteristics and learning needs
1.3 Read, interpret and analyse existing relevant information, to determine the learning content for an e-learning resource
1.4 Determine the suitability of an e-learning resource for the likely target audience
1.5 Identify any ethical and legal considerations
1.6 Document findings of the research
2. Design the e-learning resource
2.1 Use knowledge and experience in learning theory and instructional design, to create the design for the e-learning resource
2.2 Plan resources, materials and technical requirements needed for development of the e-learning resource based on the design of the e-learning resource
2.3 Present and discuss the design with the client, and obtain further feedback of the e-learning resource
2.4 Incorporate feedback and address any additional issues in the design
2.5 Confirm with client the design to be developed into the e-learning resource
3. Develop the e-learning resource
3.1 Identify the relevant people to collaborate with on the development of the e-learning resources
3.2 Determine the timelines and resource issues for the production of the e-learning resource
3.3 Consult and use relevant technical guidelines and requirements
3.4 Address any identified legal or ethical obligations, or issues that arise in the development of the e-learning resource
3.5 Develop content and technical framework of the e-learning resources, and address any issues as they arise with relevant persons
3.6 Document the development of the e-learning resource
4. Review, trial and evaluate the e-learning process
4.1 Review the e-learning resource against the client brief, likely target audience and learning needs
4.2 Plan for the trial of the e-learning resource with potential users
4.3 Trial the resource with appropriate recording of outcomes and feedback
4.4 Analyse outcomes and feedback of the trial
4.5 Make adjustments to finalise the e-learning resource
4.6 Discuss and reflect on production of the e-learning resource