Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAADES503B Mapping and Delivery Guide
Research and design e-learning resources

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency TAADES503B - Research and design e-learning resources
Description This unit specifies the competency required to research the requirements for e-learning resources and to design resources based on that research.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner.An e-learning resource is any learning resource that is assisted by information and communication technology. This includes but is not limited to web-based and computer-based learning resources, virtual re-creations of vocational contexts, digital collaboration, Internet, Intranet, Extranet, interactive CD-ROM, hand-held computers and satellite broadcast.E-learning resources are used to support e-based learning or blended delivery and may be used in conjunction with print-based or other learning resources. The complexity of the e-resource will vary depending on its focus, type and audience. The emphasis is on the clarity and structure of the learning resource and how the technology supports this, not the technology itself.This unit focuses on the e-product design. Development of the e-learning resource is addressed separately in TAADES504B Develop and evaluate e-learning resources. Separate competency standards have been developed because these two functions are often undertaken separately and by different team members. Where competency is required across both the design and development phase co-learning and co-assessment is recommended.TAADES503B Research and design e-learning resources and TAADES504B Develop and evaluate e-learning resources are also closely linked with TAADES502B Design and develop learning resources, which focuses on print-based learning resources. Some outcomes and performance requirements of this unit are duplicated in TAADES502B but the overall competency is differentiated by the technological skills and knowledge that are applied and integral to performance. It is recommended that individuals undertake TAADES502B before commencing TAADES503B or TAADES504B .The competency specified in this unit is typically required by instructional designers, learning product developers, trainers/ facilitators and training consultants.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Research and interpret the e-learning resource requirements
  • The brief, focus and type of e-learning resource is clarified with the client
  • The likely target audience/s and the e-learning environment is researched
  • The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated
  • Existing information which may be relevant is investigated and analysed
  • Training Package and/or other relevant criteria are read, interpreted and analysed to determine suitability for e-learning delivery and assessment solutions and the outcomes of this analysis is clarified with the client
  • Ethical and legal considerations are identified and acted upon
       
Element: Generate options for e-learning resource
  • Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified
  • Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people
  • Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource
  • Possible constraints are identified and considered in developing design options
  • Materials for the trainer/facilitator are identified and documented
  • A preferred design concept is selected and justified as meeting the client requirements
       
Element: Create the design concept
  • Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required
  • Collaborative arrangements to finalise the design concept are established, where appropriate
  • Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities
  • The design demonstrates flexibility of application with contingency pathways integrated and described in the concept
  • Learner, trainer/facilitator support mechanisms are built into the design
  • A representation of the e-learning resource is created
       
Element: Finalise the e-learning design concept
  • The design concept is reviewed in conjunction with relevant persons
  • The review process addresses relevant criteria to ensure relevance to the product and learner needs
  • The design concept is adjusted where required and finalised
  • The design concept is approved by the client
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 e-learning 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 e-learning 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 e-learning 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

e-learning methodologies and vocabulary

how to create an effective learning experience using electronic technology, e.g. using:

multiple perspectives

opportunities for reflection

opportunities for collaborative learning

authentic assessment

incremental learning

variety

organisation

best practice design

a range of e-learning environments and their application in designing e-learning resources

differences in e-learning mode versus face-to-face mode, for example:

ways of communicating electronically versus face-to-face for the learner and deliverer

electronic terms and new language that makes reference to specific functions of e-learning

ways of sharing information and collaborating electronically that differ from face-to-face learning

instructional design for electronic materials, for example:

systematic instructional strategies

learning design principles

criterion-referenced 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 user's attention

project management, for example:

time management

team management

meeting budgets

administration

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

design of e-learning resources to meet worldwide accessibility and usability guidelines

copyright and privacy laws relating to electronic technology

security of information

plagiarism

competency standards

licensing

industry/workplace requirements

duty of care under common law

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

OHS relating to the work role, and OHS considerations to include in the design of the e-learning resource

OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner

Required skills and attributes include:

representing an e-learning design in a variety of ways, for example:

describing the learner's pathway through a program to a designer

writing the e-learning pathways in a report

describing the e-learning pathways in a sketch or drawing

referring to examples of other e-learning 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 e-learning resources in alignment with AQTF requirements e.g. if designing resources to support Training Packages

collaboration skills to:

work with vendors and consultants

share ideas and information

seek feedback on the e-learning 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 e-learning resources

generate options for the e-learning 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 clients/learners

demonstration web site

CD-ROM

Processes that could be used as evidence include:

description of the final e-learning 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 i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence 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 e-learning 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 TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADES504B Develop and evaluate e-learning resources

TAATAS503B Manage contracted work.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Not applicable.

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.

The briefmay include:

client proposal

identified gap in the learning product market

a tender

an organisational need

Focusmay include:

a Training Package

a Training Package qualification/qualifications

a traineeship/apprenticeship qualification

an accredited course

individual competency standards/modules/subjects

a non-accredited course

a learning program

a learning resource to support introduction/ implementation of new technology/equipment

Type of e-learning resourcemay include:

Training Package toolboxes

assessment materials

trainer/facilitator materials

learner materials

professional development materials

generic skills materials

industry/enterprise specific materials

self-paced or instructor-led materials

Likely target audience/smust include:

who the learning resource is for

what the learning resource is designed to do

why an e-learning medium is being considered

how the learning resource will be used

where learning resource will be used

The e-learning environmentmay be:

web-based

computer-based

digital collaboration

virtual environment

Internet/Intranet/Extranet

satellite broadcast

a combination of these environments

operate through learning or content management systems/platforms, for example:

WebCT

Blackboard

Janison Toolbox

Researchedmay include:

Internet research

questionnaires

evaluations of existing products

literature reviews

interviews

informal discussions

focus groups

workshops

Characteristics of the learners/ end usersmay include:

level of prior experience/knowledge of content area

skill/competency profile

technical skills in operating in an e-environment

access to the type of computer required for e-learning

range and response to previous learning experiences

level of education

socio-economic background, age, gender

current work

work culture

cultural or ethnic background

disability or learning support needs

preferred learning styles

motivation for learning

English language, literacy and numeracy needs

Existing informationmay include:

industry/end user needs

industry best practice and culture

existing relevant learning and e-learning resources and materials

relevant Training Packages/competency standards

relevant courses, curriculum, modules

workplace procedures, documentation, and requirements

industry coverage

roles and responsibilities of groups and individuals

information from industry experts and advisers

Other relevant criteriamay include:

learning/assessment strategy

learning outcomes of curriculums

accreditation requirements

curriculum design

occupational health and safety (OHS) implications for delivering the learning strategy

Ethical and legal considerationsmay include:

contract preparation

meeting contractual requirements

intellectual property

regulatory requirements including OHS

organisational requirements

equity issues and needs

potential legal consequences of false, misleading or incorrect information

Standards and guidelinesmay include:

Guidelines for Toolbox Learning Materials

DEST Guidelines for Training Package Support Materials

Training Package competency standards

Preferred Standards to Support Cooperation in Applying Technology to Vocational Education and Training

Web Accessibility Guidelines for content from the World Wide Web Consortium (interoperability)

requirements under the Australian Quality Training Framework (AQTF) for access and equity

legislative requirements relating to:

disability discrimination

equal opportunity

racial discrimination

sex discrimination

Other peoplemay include:

colleagues/team members

the client

staff of Industry Skills Councils/advisory bodies

supervisors/coordinators

project reference groups

technical specialists

Instructional design principlesmay include:

the need for learner-centred activities and interactivity

the need for collaborative learning opportunities

the need for authenticity in learning and assessment activities

presenting material in a logical order and sequence and in order of increasing difficulty

opportunities for review of material and repetition

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensure learning is embedded in a realistic and relevant context

what happens if the learner makes a mistake (feedback)

how to get help

techniques to engage the learner in learning

Other design techniquesmay include:

creative thinking, for example:

brainstorming

mind mapping

scenario setting

lateral thinking

visual/graphic design, for example:

format

composition

balance

typography

images/graphics

charts/diagrams

Learning theorymay include:

cognitive learning theory

behavioural learning theory

information processing theory

andragogy

problem-based learning

Constraintsmay include:

limits of the technology and what types of things it can do

financial limitations to achieve proposed options

low levels of information technology (IT) skills of trainers/facilitators and intended learners/end users

anticipated difficulties due to language, literacy and numeracy skills of learners/end users

limited access of intended learners/end users to the necessary technology

logistical issues

access to relevant technical/subject matter experts

Materialsmay include:

trainer/facilitator guide

technical guide

guide to using the learning resource

Critical feedback may be from:

instructional designers

graphic designers

information technology experts

intended learners/end users

communication experts

audio-visual experts

language, literacy and numeracy specialists

programmers

IT help desk personnel

the client

project stakeholders

members of the reference group

critical friends

Appropriate e-learning activitiesmay include:

tutorials

quizzes

case studies

images

audio

problems

interviews

projects

tasks

web-based role-play

e-games for learning

simulation

checklists

online discussions

work-based practice activities

Learner, trainer/facilitator support mechanismsmay include:

telephone hotline for technical support

email facilities

regular learner contact with trainer/facilitator or tutor

opportunities for feedback

instructions

orientation/induction

schedules

procedures

Arepresentation of the e-learning resourcemay be:

proof of concept

web site shell

diagrammatical representation

sketches

samples of other similar e-learning products

product brief

storyboard, for example:

PowerPoint presentation

html or handwritten show board

Relevant criteriamay include:

benchmarks/learning outcomes are achievable through e-learning

design is relevant to targeted learners

design is easy to navigate/use

design encourages participation and engagement

design motivates and provides effective learning resources

design provides opportunities for learner reflection and collaboration

design meets needs of client

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
The brief, focus and type of e-learning resource is clarified with the client 
The likely target audience/s and the e-learning environment is researched 
The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated 
Existing information which may be relevant is investigated and analysed 
Training Package and/or other relevant criteria are read, interpreted and analysed to determine suitability for e-learning delivery and assessment solutions and the outcomes of this analysis is clarified with the client 
Ethical and legal considerations are identified and acted upon 
Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified 
Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people 
Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource 
Possible constraints are identified and considered in developing design options 
Materials for the trainer/facilitator are identified and documented 
A preferred design concept is selected and justified as meeting the client requirements 
Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required 
Collaborative arrangements to finalise the design concept are established, where appropriate 
Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities 
The design demonstrates flexibility of application with contingency pathways integrated and described in the concept 
Learner, trainer/facilitator support mechanisms are built into the design 
A representation of the e-learning resource is created 
The design concept is reviewed in conjunction with relevant persons 
The review process addresses relevant criteria to ensure relevance to the product and learner needs 
The design concept is adjusted where required and finalised 
The design concept is approved by the client 

Forms

Assessment Cover Sheet

TAADES503B - Research and design e-learning resources
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

TAADES503B - Research and design e-learning resources

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: