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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. 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. |
Target learner characteristics may include: | computer literacydemographics, such as:agegendereducationoccupationlocationcultural backgroundhobbiesinterestsinternet literacylanguage, literacy and numeracy levelslearning environment, such as:workplaceclassroomhomecommunitymobilepersonaspreferred learning stylesskills levelspecific needs - physical or psychological. |
Content may include: | audio/visual materialscurriculum documents, such as:Training Packages and their units of competencymodulesguidesmanualsPowerPoint presentationspre-existing learning materialsprinted materialsreference textstraining handouts. |
Delivery platform may include: | CD/DVDdigital television setinternet, including:websitesblogswikisdatabase repositorieslearning management systems, such as:BlackboardWebCTJanesonMoodlevirtual classroomsconferencing discussion forumsflash-based chatpodcastingvideo streamingaudio streamingother online collaboration toolsmobile phonepersonal digital assistant (PDA)other wireless/mobile devices. |
Media assets may include: | animationsaudioaudio/visual files, such as PowerPointgraphicsimagestext documents, such as PDF and Wordvideo. |
Project requirements may include: | access to facilities and resourcesassessment strategiesbudgetdeliverableslearner characteristicsmilestonespersonnel, including:numberavailabilityexpertise prototypingtechnical issues, including:delivery platform disk spacebandwidthtesting plantimelines. |
Instructional design models include: | explorationgameinstructionallock stepmentoringproblem-solvingpuzzlesimulationstory-telling. |
Standards may include: | AQTFinteroperabilitySCORMusabilityW3C Accessibility. |
Learning styles may include: | activistlearning preferences, including auditory, visual or sensorypragmatistreflectivetheorist |
Learning activities may include: | blogscase studieschecklistsdiscussions and debatesgames interviewsmedia presentationsproblemsprojectsquizzesresearch reportsrole-playssimulationstaskswork-based practical activities. |
Relevant personnel may include: | art directorclientcontent experteducatorgraphic designerhead of departmentinformation architectlanguage, literacy and numeracy specialistprogrammerreference group membertechnical directortechnical staffother specialist creative and administrative staff. |
Communication and collaborative tools may include: | blogschatdiscussion forumsmessagingTiVowikisother social software tools. |
Production requirements may include: | levels of expertiseproduction deadlinesproduction schedulesproduction teamtesting strategies. |
Testing strategies may include: | alphabetacompletioncontinuousmilestoneprototypestaged. |
Design specifications may include: | content inventorydiagramsflow chartsmapsnavigation chartsplansstoryboardstechnical specificationsuser interface mock-upswire frames |
Legislative or ownership issues may be: | access and equityclearancesconfidentialitycopyrightintellectual property rightsnon-disclosure agreementsopen source licensingownership of assetsproduct licensing. |