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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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. |
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E-learning refers to: | The term used to refer to computer-enhanced or managed learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 playersIt includes the use of, for example:web-based teaching materialsmultimedia CD-ROMs or web sitesdiscussion boardscollaborative softwareemailblogswikiscomputer aided assessmentsimulationsgameslearning management software And generally involves a combination of different methods being usedAn e-learning environment may include the following characteristics:is independent of a set or scheduled time periodis independent of a fixed or specific venue or placeis connected through information communication technologythe internet provides the operating learning environmentlearners can determine how, when, and where they learn |
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Learning program requirements may include: | Relevant syllabus and approved work programs for a particular State or TerritorySchool based subjects and work plansSchool requirementsCommunity based training coursesVocational education and training courses |
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Learning space may include: | On-line class areasVirtual schooling/classroomsDiscussion boardsChartroomsDesignated space |
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Social constructivist approaches refers to: | View our knowledge as 'constructed', because it does not necessarily reflect any external 'transcendent' realities and is contingent on convention, human perception, and social experienceBelieve that learning is the result of social interactions within a structured knowledge and skill frameworkSocial constructivism contends that categories of knowledge and reality are actively created by social relationships and interactions |
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School routines may include: | TimetablesFlexible weeksFlexible schoolSupervision rostersTutor allocationsDaily programs |
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Educational organisation may include: | Primary schoolsSecondary schoolsMiddle schoolsVocational education and training organisationsInstitutes of technical and further educationRegistered training organisationsSome community organisationsEducation/training organisation requirements will vary according to the organisation's purpose and client base |
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E-learning management system may include: | MoodleBlackboardWebCTJanison's systems |
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Information may relate to: | Enrolment informationTeacher / facilitator detailsSurveys of learners to identify specific technology skills and support needs for e-learningQuizzes and assessment itemsStudent details (within scope allowed within learning environments)Learning materialsLearning objectsInternet linksCommunication protocols |
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E-learning activities and events may be synchronous (in real time) or asynchronous (not in real time) and may include: | Discussions/debatesQuestions, problems, brainstormingGames/quizzesE-based research activitiesCase studiesRole plays/simulations/scenariosPractical activitiesUsing the internet to find information sitesUsing materials on CD-ROMSDownloading resources including materials/ notes/ guides from dedicated learning program/course specific web siteLearning objects (i.e. learning federation, etc.) |
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Protocols for the e-learning interaction and environment may include: | Boundaries of communication/standards of behaviour while on-line Guidelines for trainer/facilitator and e-learner interactions, such as:standard of service levelsemail guidelines, times for sending, expected response times, types of questions that are individual or group directedemail access and listsdiscussion board guidelinesArrangements for technical supportLearning activity and assessment requirements and processesSecurity systemsExpectations/requirements of students, for example:participation in learning events and activitiestime requirements for submitting workgroup work arrangementsability to work online and offline as required |
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Netiquette is: | A term for the conventions of politeness and respect recognised on internet activity (e.g. discussion boards, chat rooms, email, etc)These conventions address the relationship between personal behaviour and group phenomena, and outline a set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction |
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Facilitate interaction may include: | Guiding learning activities through setting up questions, issues, scenarios to be addressed in discussion board, data conferences or emailObserving in forums/chat and intervening when necessary to maintain focus/momentum/engagementKnowing when to intervene/when to let learners direct themselvesModerating disruptive, abusive or dominant e-learnersFacilitating group work both online and offlineAssisting learners in locating, using and evaluating online informationMaintaining momentum and motivation of e-learners through ongoing individual contact and feedback |
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Technical support needs and mechanisms may include: | Technical support from education organisation / systemMeeting accessibility issues, e.g. Internet accessibility standardAsked questions (FAQS) serviceProblem solving toolsSupport with it literacySupport to help learners become self-directed e-learnersOccupational health and safety (OHS) guidelines for computer-based work |
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Online communication may include: | Text chatChat roomsDiscussion boardsAudio contact through VOIPData conferencing |
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Personal contact may include: | Face-to-face meetingsTelephone contactEmail |
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Student learning characteristics may include: | Level of expertise in using relevant technologiesLevel and type of experience in an e-learning environmentSpecific needsEducational backgroundLanguage, literacy and numeracy needsEmployment statusPast learning experiencesAgeLevel of maturityCulture and/or language diversityDiffering learning styles (e.g. auditory, visual, kinaesthetic, left/right brain, global/analytical, theoretical, activist, reflective) |
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Technical infrastructure may include: | Technology to be used in deliveryType of online learning management platform, e.g. Blackboard, MoodleTime required for setting up and testing equipment/technologySetting up a specific dedicated web site for the e-learning course/programSetting up hyperlinksLiaison with information technology (IT) personnel/ specialists |
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Review may include: | Feedback from learners, supervisors, e-learning designers, program owners, etc.Identification of issues in managing/monitoring students involved in e-learning Identification of issues in e-learning management system operationEffectiveness of the e-learning protocols, their application and proposed changesEffectiveness of the technology being used |
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Set criteria may include: | ContentPresentationTechnologiesStudent outcomesPersonal outcomesTeam outcomesOrganisation outcomes |
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Reflect on own performance may include: | Critical questions about system performance, problem-solving/identification, methods used, etc.Listening to and acting on feedback from students and others |
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