This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge of

Relevant legislation from all levels of government that affects the operation of an educational institution especially in regard to work health and safety WHS child protectionduty of care equal opportunity industrial relations and antidiscrimination

Operation of the internet

Core management requirements of elearning systems

Basic knowledge of the learning process

Essential skills

It is critical that the candidate demonstrate the ability to

Effectively use an elearning management system

Apply understanding of the desired learning outcomes for students

Manage contingencies to the benefit of learners

Evaluate effectiveness of system and provide feedback

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include the ability to

Use computer technology

Communicate effectively with both students and supervisors teachers

Obtain and apply feedback from learners and stakeholders

Apply literacy skills to document use of elearning management system and record feedback

Apply numeracy skills for managing the use of the elearning management system

Relate to students from a range of social cultural and ethnic backgrounds and physical and mental abilities

Apply problem solving processes effectively for differing hardware software profiles and manage associated contingencies

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an educational environment where an elearning management systems is in use

an elearning management system and courses documentation and procedures relevant to an educational environment to be accessed by both learner and trainer

Methods of assessment

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of two or more of

observation

demonstration

questioning oral and written

scenarios simulation or role plays

authenticated evidence from the workplace training programs

Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

E-learning management system may include:

Legislation, codes and national standards relevant to the workplace may include:

Support mechanisms may include:

Contingencies may include:

Set criteria may include:

Other stakeholders may include: