- TAEDEL501A - Facilitate e-learning
This unit typically applies to trainers, facilitators, teachers, and training and assessment consultants working in an e-learning environment.
Elements and Performance Criteria
1. Establish the e-learning environment
1.1. Access, read and interpret learning strategy and learning program to determine 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
language and literacy skills using electronic media to:
communicate electronically using accepted language and style
ensure what is being said is appropriate and clear
facilitation skills using electronic media
technology skills to use e-learning tools
high-level organisational skills to:
communicate efficiently using a number of mediums
manage learners in a virtual environment
keep up-to-date with each learner's progress
provide prompt feedback
be available for support during established times
technology skills, including:
in different media
using relevant hardware and software
accessing information on the internet
identifying technical problems and being able to troubleshoot or know where to get required technical assistance
time-management skills to facilitate an e-learning program
adult learning principles
technical knowledge sufficient to distinguish between a technical problem and a content problem, and to respond accordingly
technical knowledge needed in using:
internet and website navigation
relevant technologies and tools, including:
those that allow trainer/facilitator to monitor every entry and electronic movement of learner
learner/content management system, e.g. WebCT
other electronic methods, e.g. use of MS Excel and MS Word
relevant learning management systems
structure and content of relevant e-learning resources
vocational and subject matter in area of delivery
ethics and codes of conduct related to e-learning
cultural sensitivity, particularly in regard to ensuring electronic discussions are culturally sensitive
relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector
OHS relating to the work role, and OHS considerations to include in the design of the e-learning resources
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
facilitate one complete e-learning program
provide evidence of at least two examples of organising and facilitating at least two e-learning activities covering diverse e-learning environments.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Learning strategy provides:
documented framework to guide and structure learning requirements and teaching/delivery and assessment arrangements.
Learning program provides:
documented guide to support a cohesive and integrated learning process for the learner.
E-learning delivery plan may include tools to:
manage and sequence e-learning
guide implementation of learning program.
Technical requirements may include:
technology to be used in delivery
type of online learning management platform
time required to set up and test equipment and technology
liaison with information technology (IT) personnel/specialists.
Protocols for e-learning environment may include:
boundaries of communication and standards of behaviour in public 'spaces'
guidelines for trainer/facilitator and e-learner interaction
arrangements for technical support
expectations and requirements of learners.
Good practice in e-learning facilitation may include:
providing both educational and technical support to learners
offering flexible solutions to suit a range of learner needs
providing opportunities for collaboration
guiding and supporting inquiry and engagement
being flexible to allow for and support a range of appropriate learner skills, learning styles and learner characteristics.
Review may include:
feedback from learners, colleagues and e-learning designers via survey or discussion
identification of issues in monitoring and managing e-learners using the delivery plan
identification of effectiveness of the e-learning protocols.
Reflecting on own performance may include:
asking critical questions about performance, problems, methods used, and success of learners
listening to and acting on feedback from learners and others.
Delivery and facilitation
This unit contains employability skills.