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this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADELB Facilitate groupbased learning

TAADEL402B Facilitate group-based learning

TAADELB Facilitate individual learning

TAADEL403B Facilitate individual learning

TAADELB Coordinate and facilitate distancebased learning

TAADEL405B Coordinate and facilitate distance-based learning.

Range Statement


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.
Thelearning strategyprovides:	a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification (refer TAADES501A for more information)
Thelearning programprovides:	a documented guide to support a cohesive and integrated learning process for the learner (refer TAADES402A Design and develop learning programs, for more information)
Learner stylesmay include:	auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective
Learner characteristicsmay 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 informationmay 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
Thesuitability of e-learningmay 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
Ane-learningdelivery planprovides 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 eventsmay 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 requirementsmay 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 environmentmay 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 materialsmay 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 environmentmay 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 mechanismsmay 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 processmay include:	recognition of prior learning (RPL) recognition of current competencies (RCC) formal qualifications
Relevant persons may include:	self other trainers/facilitators/assessors support personnel administering RPL/RCC arrangements
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:	regular email contact with every individual e-learner being accessible fostering a community of learners providing alternatives e.g. phone access
Electronic toolsmay 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 skillsmay 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-learningis 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: blended delivery mix of print and web-based resources 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 guidancemay 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
Reviewmay 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 performancemay include:	asking critical questions about performance, problems, methods used and success of learners listening to and acting on feedback from learners and others

NTIS this!

TAADEL501B - Facilitate e-learning

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement