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 TAELED801, 'Design pedagogy for e-learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Design pedagogy for 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. Evaluate the pedagogical effects of e-learning
1.1 Analyse recent research into the results of a range of e-learning programs
1.2 Evaluate existing learning practices without technology, and compare their effectiveness to e-learning
1.3 Use well-developed judgement to identify the most effective current e-learning options
1.4 Use independent judgement to develop learning criteria to apply to these approaches
1.5 Evaluate the effectiveness of these approaches, based on these criteria
2. Generate e-learning options to cater for diversity
2.1 Assess and evaluate e-learning options to cater for the unique learning needs of each learner
2.2 Design an e-learning program that enables learners to effectively use technologies that suit their learning needs
2.3 Evaluate the effectiveness of a range of readily available technology devices
2.4 Evaluate the effectiveness of a range of readily available e-learning software options
3. Initiate self-directed learning using technology
3.1 Plan learning programs that address different learning styles, and increasingly enable learners to direct their own learning through the use of technology
3.2 Implement learning that uses technology to take advantage of global access to like-minded learners
3.3 Design learning that will enable learners to be co-creators of their own learning
3.4 Use technologies, and software, that enable learners to get instant, and accurate, feedback on their learning
4. Use technology to personalise learning
4.1 Implement a program to allow learners to use a range of web services to create their own online learning environment
4.2 Use online analytical tools and data to understand, and evaluate learning in an organisation
4.3 Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data