TAADEL501B: Facilitate e-learning
Description
This unit specifies the competency required to facilitate learning delivered via electronic media.
Employability Skills
This unit contains employability skills.
Application Of Unit
E learning encompasses a variety of applications and
processes which use available electronic media to deliver
vocational education and training more flexibly
E-learning encompasses a variety of applications
and processes which use available electronic media to deliver
vocational education and training more flexibly. E-learning covers
any learning that is assisted by information and communication
technology (ICT). This mainly includes computer-based online
learning, but also covers interactive CD-ROMs, videos, handheld
computers, mobile phones, teleconferencing and video
conferencing.
Facilitating e-learning involves transferring
competency in other modes to the e-learning environment where
technology is the medium for delivery.
The e-learning facilitator support e-learners
work towards the learning outcomes or objectives set out in the
learning strategy and/or learning program guiding the e-learning
process through planning and developing specific real time and
asynchronous 'interactions' with learners, providing support to
learners in using e-learning resources and developing and
implementing specific e-learning events and activities.
The competency to design and develop e-learning
resources is separately addressed in TAADES503B Research and design
e-learning resources and TAADES504B Develop and evaluate e-learning
resources. The competency to develop a learning strategy and
learning program is also separately addressed in TAADES501B Design
and develop learning strategies and TAADES402B Design and develop
learning programs.
E-learning often takes place in conjunction with
other modes of delivery, e.g. face-to-face.
The competency specified in this unit is
typically required by trainers/facilitators, teachers, training
consultants working in an e-learning environment.
Unit SectorDelivery and FacilitationPerformance criteria| Element | | Performance criteria | | 1. | Establish the elearning environment | | 1| 1.1 | The
learning strategy and/or
learning program is accessed, read and interpreted to
determine learning outcomes or objectives to be met and any e-based
delivery requirements | | 1.2 | Initial knowledge of group and
individual
learner styles and
learner characteristics is developed to support effective
planning to facilitate e-learning using
available information | | 1.3 | The
suitability of e-learning as a delivery mode is considered
and appropriate recommendations are made, where required | | 1.4 | An
e-learningdelivery plan is developed to plan, manage and sequence
e-learning activities and events to ensure logical
progression of learning content and continuity of e-learner
progress | | 1.5 | Technical requirements for the
e-learning environment are confirmed | | 1.6 | E-learning resourcesand materials are trialled and checked for technical
glitches | | 1.7 | Protocols for the e-learning environment are developed and
documented | | 1.8 | Specific
technical support needs and mechanisms for e-learners are
identified and organised |
| | 2. | Introduce elearning | | 1| 2.1 | Outcomes of
learnerrecognition processes are obtained from
relevant persons to provide flexible responses to individual
e-learner needs | | 2.2 | An effective
induction to the e-learning environment is provided and
objectives and e-learning protocols are discussed, clarified and
agreed | | 2.3 | E-learning facilitation
relationships are established between trainer/facilitator and
e-learners using appropriate
communication tools and skills | | 2.4 | Relationships between e-learners are
initiated to support inclusivity, acknowledge diversity and enable
a positive e-learning environment |
| | 3. | Guide and facilitate elearning | | 1| 3.1 | E-learning is facilitated in
accordance with the e-learning delivery plan using relevant
electronic tools and
facilitation skills | | 3.2 | Good practice in e-learning is demonstrated to ensure an
effective learning experience | | 3.3 | Technical issues are addressed where
required using relevant technical support mechanisms | | 3.4 | Opportunities for authentic
learning, practice and formative assessment are built into the
e-learning experience |
| | 4. | Monitor elearning | | 1| 4.1 | E-learner progress is monitored and
documented to ensure outcomes are being achieved and the needs of
individual learners are being met | | 4.2 | Support and guidance are provided inside and outside the
e-learning environment as appropriate | | 4.3 | E-learner interaction with others
and participation in e-learning activities is continuously
monitored and interventions are made, where necessary to maintain
momentum and engagement | | 4.4 | Opportunities are provided for
e-learners to reflect and record own learning progress | | 4.5 | E-learner collaboration is
encouraged and promoted inside and outside the e-learning
environment to enhance learning experiences | | 4.6 | Learner records are maintained,
stored and secured in accordance with legal/organisational
requirements |
| | 5. | Review elearning processes | | 1| 5.1 | A mid-point
review is conducted to evaluate the effectiveness of
e-learning delivery and facilitation | | 5.2 | A further review is undertaken
post-completion of the learning program/course/qualification | | 5.3 | Time is taken to
reflect on own performance as an e-learning
trainer/facilitator and ways to improve performance are
explored | | 5.4 | Recommendations for improvements in
facilitating e-learning and appropriateness of e-learning systems,
tools and resources are identified and documented, and discussed
with relevant personnel for future action |
|
Skills and KnowledgeRequired skills:Required skills: Required skills and attributes
include: language, literacy and numeracy skills
using electronic media to: communicate electronically using
accepted language and style communicate with learners or others
verbally establish rapport give feedback using different mediums,
e.g. email discuss learning issues encourage learners to get to know each
other and to collaborate with each other manage the content of electronic
discussion forums and weblogs interpret written communication clearly
before responding ensure what is being said is
appropriate and understood
facilitation skills using electronic
media, for example: guiding learning activities through
setting up questions, issues, scenarios to be addressed in chat,
forum or email observing in forums/chat and
intervening when necessary to maintain focus/momentum/
engagement knowing when to intervene/when to let
learners direct themselves moderating disruptive, abusive or
dominant e-learners facilitating group work both on and off
line assisting learners in locating, using
and evaluating online information maintaining momentum and motivation of
e-learners through ongoing individual contact and feedback
correctly use e-learning tools, for
example: communication tools learning activity tools assessment tools monitoring 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
technological skills, for example: time management skills to: flexibility in learning approaches, for
example:
Required knowledge: Required knowledge includes: learning principles, for example: adults have a need to be
self-directing and decide for themselves what they want to
learn adults have a range of life experience
and connecting learning to experience is meaningful adults have a need to know why they
are learning something training must be learner-centred
technical knowledge sufficient to
distinguish between a technical problem and a content problem, and
to respond accordingly technical knowledge needed in
using: relevant technologies/tools,
including: those which allow the
trainer/facilitator to monitor every entry and movement of the
learner those which allow the
trainer/facilitator some information about what the learner is
doing learner/content management system,
e.g. WebCT other electronic methods, e.g. MS
Excel and MS Word Internet search hyperlinks
relevant learning management
systems structure and content of relevant
e-learning resources vocational/subject matter knowledge of
area of delivery ethics related to e-learning, for
example: rationale for the use of different
learning activities, for example: cultural sensitivity, particularly in
regards to ensuring electronic discussions are culturally
sensitive relevant policy, legislation, codes of
practice and national standards including Commonwealth and
state/territory legislation, for example: competency standards licensing industry/workplace requirements duty of care under common law recording information and
confidentiality requirements anti-discrimination including equal
opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise
agreements National Reporting System using technology safely advising learners on safety issues
Range statement | | | | The learning strategy provides: The learning strategy provides: | | ? | | The learning program provides: The
learning program provides: | | ? | | Learner styles may include: Learner styles may include: | | ?auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective
| | Learner characteristics may include: Learner characteristics may include: | | ?level of expertise in using relevant
technologies level and type of experience in an
e-learning environment preferred learning styles specific needs educational background language, literacy and numeracy
needs employment status past learning experiences age level of maturity culture and/or language diversity length of time resident in
Australia
| | Available information may relate to: Available information may relate to: | | ?enrolment information employee/personnel records
(confidentiality protected) surveys of learners to identify
specific technology skills and support needs for e-learning results of organisational training
needs analyses outcomes of RCC/RPL assessments communication with individual
learners
| | The suitability of e learning may depend on: The
suitability of e-learning may depend on: | | ?the content focus and outcomes of the
competency standards and/or learning outcomes, i.e. do the outcomes
require demonstration of skills such as psychomotor skills or
interpersonal skills whether such skills have been designed
into the e-learning resources or learning strategy/learning program
design the learning styles and characteristics
of the learners and self-assessment of suitability for
e-learning the need for mixed mode to support
learning in particular areas/skills
| | An e learning delivery plan provides a tool to manage and
sequence e learning and to guide implementation of the learning
program An e-learning delivery plan provides a tool to manage and
sequence e-learning and to guide implementation of the learning
program. It may include: | | ?individual/group learning objectives or
outcomes for the learning program or segment of the learning
program to be addressed number of learners and their specific
support requirements timing, sequence and number of
pre-planned e-learning sessions types of preplanned sessions -
synchronous (in real time using conferencing, chat, forum) or
asynchronous (not in real time using email, offline forum, bulletin
boards) topics to be addressed in e-learning
sessions learning/activities/events to be
addressed in e-learning sessions e-learning resources and/or web-based
course tools to be used determination of e-learning management
tools such as feedback systems and support mechanisms
| | E learning activities and events may be synchronous (in real
time) or asynchronous (not in real time) and may include: E-learning activities and events may be synchronous (in real
time) or asynchronous (not in real time) and may include: | | ?discussions/debates questions, problems, brainstorming games/quizzes e-based research activities case studies role-plays/simulations/scenarios practical activities using the Internet to find information
sites using materials on CD-ROMs working through online modules downloading resources including
materials/notes/guides from dedicated learning program/course
specific web site working through e-learning resources
such as DEST toolboxes
| | Technical requirements may include: Technical requirements may include: | | ?technology to be used in delivery type of online learning management
platform time required for setting up and
testing equipment/technology setting up a specific dedicated web
site for the e-learning course/program setting up hyperlinks liaison with information technology
(IT) personnel/specialists
| | E learning environment may include the following
characteristics: E
-learning environment may include the following
characteristics: | | ?is independent of a fixed or specific
venue or place is connected through information
communication technology the Internet provides the operating
learning environment learners can determine how, when, and
where they learn
| | E learning resources and materials may include: E-learning resources and materials may include: | | ?DEST toolboxes for specific Training
Packages other learning resources and materials
that have been specifically designed for the e-learning
environment CD-ROMs that support printed
materials
| | Protocols for the e learning environment may
include: Protocols for the e-learning environment may include: | | ?boundaries of communication/standards
of behaviour in public 'spaces' - email/forums/bulletin boards/chat
including abusive/disruptive/ discriminatory/culturally insensitive
language guidelines for trainer/facilitator and
e-learner interactions, such as: service levels email guidelines, times for sending,
expected response times, types of questions that are individual or
group directed email access and lists chat/forum guidelines, when to submit,
when to respond, cut-offs
arrangements for technical support learning activity and assessment
requirements and processes security systems expectations/requirements of learners,
for example: participation in learning events and
activities time requirements for submitting
work group work arrangements being self-directed being motivated to complete activities
alone or to seek help knowing when and how to collaborate
with others ability to work online and offline as
required technical ability
| | Technical support needs and mechanisms may include: Technical support needs and mechanisms may include: | | ?a 'study-buddy' system technical support from IT meeting accessibility issues developing and providing a frequently
asked questions (FAQs) service identifying technology needs in
induction problem solving tools support with IT literacy support to help learners become
self-directed e-learners occupational health and safety (OHS)
guidelines for computer-based work
| | Learner recognition process may include: Learner recognition process may include: | | ? | | Relevant persons may include: Relevant persons may include: | | ? | | The induction may be via online orientation, face -to face,
by teleconference and may include: The induction may be via online orientation, face -to-face,
by teleconference and may include: | | ?overview of the qualification/learning
program/ course objectives and structure appropriate ice breakers content of e-learning protocols information and discussion on
organisational skills and time management in an e-learning
environment recommendations for online sites to
use information on chat, forums, bulletin
boards style of facilitation/level of learner
independence expected contact details of trainer/facilitator
and learners - posting of photographs practice session working with and
navigating through e-learning materials/resources practice session using chat/email
facilities identifying opportunities available for
group discussions and interaction with other learners including
social interactions and collaborative work distribution of learning
resources/learning materials relevant to the
qualification/course/program checklist completed by all learners to
ensure everyone is comfortable with the e-learning navigation,
software, e-learning communication tools, media and
requirements/expectations
| | Communication tools and skills may include: Communication tools and skills may include: | | ?regular email contact with every
individual e-learner being accessible fostering a community of learners providing alternatives e.g. phone
access
| | Electronic tools may include: Electronic tools may include: | | ?those which allow the
trainer/facilitator to monitor every entry and movement of the
learner those which allow the
trainer/facilitator some information about what the learner is
doing Learner/Content Management System, e.g.
WebCT other electronic methods, e.g. MS Excel
and MS Word Internet search hyperlinks
| | Facilitation skills may include: Facilitation skills may include: | | ?guiding learning activities through
setting up questions, issues, scenarios to be addressed in chat,
forum or email observing in forums/chat and
intervening when necessary to maintain
focus/momentum/engagement knowing when to intervene/when to let
learners direct themselves moderating disruptive, abusive or
dominant e-learners facilitating group work both online and
offline assisting learners in locating, using
and evaluating online information maintaining momentum and motivation of
e-learners through ongoing individual contact and feedback
| | Good practice in e learning is evolving and may
include: Good practice in e-learning is evolving and may include: | | ?learner focused delivery and support,
for example: providing both educational and
technical support 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 ensuring options lead to integrated
learning flexible formative assessment
options appropriate use of technology to suit
the learning program and the learner, for example: using educationally sound and quality
resources, including: accurate, relevant and current
content sound pedagogical design appropriate level of challenge and
problem solving in activities for learners effective usability of resources
immersive and engaging online learning
environments that encourage communication and collaboration
| | Support and guidance may include: Support and guidance may include: | | ?support with ICT issues, learning
difficulties, personal problems that impact on learning using individual facilitation
techniques to address specific needs referring learner to other e-learners
or support networks adjusting learning or assessment as
appropriate
| | Review may include: Review may include: | | ?feedback from learners, colleagues,
e-learning designers via survey or discussion identification of issues in
managing/monitoring e-learners and the need for changes to
contact/monitoring processes identification of issues in using the
delivery plan and the need for changes/modifications to the
plan effectiveness of the e-learning
protocols, their application and proposed changes technology effectiveness
| | Reflect on own performance may include: Reflect 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
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Evidence guide | | | | Overview of assessment | | To demonstrate competency against this unit candidates must
be able to provide evidence that they can successfully facilitate
groups of learners in an e learning environment To demonstrate competency against
this unit candidates must be able to provide evidence that they can
successfully facilitate groups of learners in an e-learning
environment. This requires high-level organisational and
communication skills to work with learners through electronic
mediums, for example, email, discussion groups, forums and via
e-learning activities. An e-learning trainer/facilitator
must demonstrate the ability to correctly use the electronic medium
they are working within. They must also adapt communication skills
for use electronically, for example, providing written rather than
verbal feedback. | | Products that could be used as evidence include: | | ?documentation of facilitated learning
discussions documentation produced by monitoring
learners emails written feedback provided to
learners e-learning activities
| | Processes that could be used as evidence include: | | ?how the learning techniques specific to
e-learning were determined and provided how learners were assisted to
communicate electronically how and why protocols and boundaries
for learning were set up how appropriate feedback was provided
to learners electronically
| | Resource implications for assessment include: | | ? | | The collection of quality evidence requires that: | | ?assessment must address the scope of
this unit and reflect all components of the unit i.e. the Elements,
Performance Criteria, Range Statement, Evidence Guide,
Employability Skills a range of appropriate assessment
methods/evidence gathering techniques is used to determine
competency evidence must be gathered in the
workplace whenever possible. Where no workplace is available, a
simulated workplace must be provided the evidence collected must relate to a
number of performances assessed at different points in time and in
a learning and assessment pathway these must be separated by
further learning and practice assessment meets the rules of
evidence 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
| | Specific evidence requirements must include: | | ?the facilitation of one or more
e-learning programs or qualifications which individually or
collectively enable the outcomes, Performance Criteria, skills and
knowledge of this competency standard to be demonstrated
| | Integrated assessment means that: | | ? |
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