The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can research and design a elearning resources that address the competency standards to be achieved or learning outcomes derived from the competency standards and that reflect the application of instructional design principles and other relevant principles standards and guidelines in conceptualising the design

The elearning resource must meet the needs of the client and end user be creative easy to navigate and suitable for the learning content and the target audience Collaboration with others in creating and finalising the design must be demonstrated

Evidence Requirements

Required knowledge includes

language literacy and numeracy appropriate for the learner group

cultural and educational background of the learners

design features which facilitate access to elearning by range of likely user groups for example

people with a hearing impairment

those with language literacy and numeracy needs

IT principles for example

Internet

technology capabilities

elearning methodologies and vocabulary

how to create an effective learning experience using electronic technology eg using

multiple perspectives

opportunities for reflection

opportunities for collaborative learning

authentic assessment

incremental learning

variety

organisation

best practice design

a range of elearning environments and their application in designing elearning resources

differences in elearning mode versus facetoface mode for example

ways of communicating electronically versus facetoface for the learner and deliverer

electronic terms and new language that makes reference to specific functions of elearning

ways of sharing information and collaborating electronically that differ from facetoface learning

instructional design for electronic materials for example

systematic instructional strategies

learning design principles

criterionreferenced test items

order of increasing difficulty

opportunities for review of material and repetition

the need for interactivity

inclusion of a variety of approaches and techniques for presenting information and activities

structure of the information

what happens if the learner makes a mistake

how to get help

techniques to hold the users attention

project management for example

time management

team management

meeting budgets

administration

relevant policy legislation codes of practice and national standards including Commonwealth and stateterritory legislation for example

design of elearning resources to meet worldwide accessibility and usability guidelines

copyright and privacy laws relating to electronic technology

security of information

plagiarism

competency standards

licensing

industryworkplace requirements

duty of care under common law

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

OHS relating to the work role and OHS considerations to include in the design of the elearning resource

OHS obligations of the training andor assessment organisation the trainerfacilitator and learner

Required skills and attributes include

representing an elearning design in a variety of ways for example

describing the learners pathway through a program to a designer

writing the elearning pathways in a report

describing the elearning pathways in a sketch or drawing

referring to examples of other elearning products with similar attributes to the desired online outcome

learning using and understanding electronic technology

anticipating or predicting risks and plan contingencies

ability to design elearning resources in alignment with AQTF requirements eg if designing resources to support Training Packages

collaboration skills to

work with vendors and consultants

share ideas and information

seek feedback on the elearning design

research skills to

determine the suitability of the learning content for electronic development

identify constraints resources standards and guidelines required to design and develop elearning resources

generate options for the elearning resource

communication skills to

negotiate

solve problems

listen to others

adjust personal use of technical language to meet others level of understanding

Products that could be used as evidence include

a design plan

documentation of ideas generated

documentation of briefs developed

consultations and collaboration with others

feedback from clientslearners

demonstration web site

CDROM

Processes that could be used as evidence include

description of the final elearning resource

how learning outcomes were addressed in the design and why

how instructional design principles were maintained

how evidence gathering opportunities were incorporated and why

Resource implications for assessment include

computer system and other technology

support personnel

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Guide Employability Skills

a range of appropriate assessment methodsevidence 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

a minimum of one completed design concept for an elearning resource which reflects the outcomes and performance requirements of the unit and which demonstrates application of the specified knowledge and skills required to demonstrate the performance requirements

Integrated assessment means that

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

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:

TAADESB Develop and evaluate elearning resources

TAADES504B Develop and evaluate e-learning resources

TAATASB Manage contracted work

TAATAS503B Manage contracted work.

The briefmay include:

Focusmay include:

Type of e-learning resourcemay include:

Likely target audience/smust include:

The e-learning environmentmay be:

Researchedmay include:

Characteristics of the learners/ end usersmay include:

Existing informationmay include:

Other relevant criteriamay include:

Ethical and legal considerationsmay include:

Standards and guidelinesmay include:

sex discrimination

Other peoplemay include:

Instructional design principlesmay include:

Other design techniquesmay include:

visual/graphic design, for example:

Learning theorymay include:

Constraintsmay include:

Materialsmay include:

Critical feedback may be from:

Appropriate e-learning activitiesmay include:

Learner, trainer/facilitator support mechanismsmay include:

Arepresentation of the e-learning resourcemay be:

Relevant criteriamay include: