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

TAEDEL405 Mapping and Delivery Guide
Plan, organise and facilitate online learning

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency TAEDEL405 - Plan, organise and facilitate online learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to plan, organise, facilitate and review learning that is delivered online, using suitable delivery methods, digital tools and existing learning resources and materials.The unit applies to individuals who use a range of technical and training competencies to facilitate synchronous and asynchronous individual or group learning in online environments. These learners may be participating in training remotely and interacting with teachers, peers and other industry professionals by means of various electronic applications and communication channels.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills in this unit must be demonstrated in a real or simulated online learning environment where the conditions require use of electronic applications and communication channels that facilitate the online learning experience. Evidence gathered for assessment may include that collected in real time or via a submitted recording.

This includes access to:

learners in an online learning context

required internet connection and technology infrastructure

required software and hardware, including digital tools and online resources and materials.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
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: Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities
  • Establish learning objectives and determine online learning activities that meet them
  • Identify individual learner characteristics to inform effective planning
  • Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required
  • Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs
  • Access and confirm technical requirements for online learning environment according to organisational policies and procedures
  • Access and confirm communication channels and online learning resources and materials are suitable for learner
       
Element: Introduce and establish online learning
  • Introduce learner to online learning environment and discuss and clarify learning objectives and protocols
  • Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events
  • Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities
       
Element: Facilitate online learning
  • Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs
  • Select and use facilitation practices and methods that support learner engagement and progress
  • Use or access support mechanisms to address any technological challenges or issues
  • Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience
       
Element: Support online learning
  • Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures
  • Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment
  • Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements
       
Element: Review online learning processes
  • Seek learner feedback on online learning experience and outcomes according to organisational procedures
  • Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes
  • Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describes the performance needed to demonstrate achievement of the element.

1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities

1.1 Establish learning objectives and determine online learning activities that meet them

1.2 Identify individual learner characteristics to inform effective planning

1.3 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required

1.4 Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs

1.5 Access and confirm technical requirements for online learning environment according to organisational policies and procedures

1.6 Access and confirm communication channels and online learning resources and materials are suitable for learner

2. Introduce and establish online learning

2.1 Introduce learner to online learning environment and discuss and clarify learning objectives and protocols

2.2 Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events

2.3 Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities

3. Facilitate online learning

3.1 Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs

3.2 Select and use facilitation practices and methods that support learner engagement and progress

3.3 Use or access support mechanisms to address any technological challenges or issues

3.4 Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience

4. Support online learning

4.1 Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures

4.2 Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment

4.3 Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements

5. Review online learning processes

5.1 Seek learner feedback on online learning experience and outcomes according to organisational procedures

5.2 Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes

5.3 Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

plan, organise and facilitate two synchronous sessions of online learning to a group of three or more learners; each session should:

be of at least 30 minutes duration

involve interaction between facilitator and learners, and between learners

use an electronic application that suits session objectives and learning outcomes

plan, organise and facilitate two different asynchronous activities for learners who form part of the above group.

In the course of the above, the candidate must ensure that:

online learning delivery plan is followed

learner support needs are identified and addressed as required, including technical and foundation skill needs

suitable electronic applications are used to communicate with and engage learners in the learning sessions and activities

online learning processes are reviewed to identify opportunities for improvement.

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

regulatory requirements relating to planning, organising and facilitating online learning

key features of delivery plan for online learning, including:

resources and activities that support and engage learners

logically sequenced learning content for synchronous and asynchronous delivery that meets learning objectives

strategies for managing learning activities, events and communication channels

strategies for ensuring continuity of, and maximising, learner progress

organisational policies and procedures, including:

ethical standards and codes of conduct that apply to online learning environment

security protocols

privacy and confidentiality requirements

procedures for reviewing effectiveness of online facilitation

procedures for using required technologies and tools, including those that:

minimise security risks

monitor authentication, academic integrity and confidentiality

monitor learner responses and progress during online activities

identify and respond to technical problems that arise during delivery

key features, functions, uses and strengths and weaknesses of synchronous and asynchronous technology in online learning described in the performance evidence, including:

learning management system (LMS) or communication channel

electronic applications that can be embedded or used during synchronous sessions to increase engagement

hardware and digital tools

practices and methods that promote safe and inclusive learning environments, including:

providing learners with information that gives clear and accessible introduction to online learning environment

establishing strategies and protocols for inclusive and respectful peer interaction and support

using appropriate and inclusive language and diverse resources and methods

facilitation practices, including indicators of:

learner engagement and interaction

safe and inclusive online learning environments

learning theories and principles that apply to online contexts with vocational learners

strategies and processes for identifying and organising required specialist support for learners, including support relating to:

foundation skills, including language, literacy, numeracy, digital and employment skills

technical needs, including software and hardware

structure and content of online learning resources and materials used in training sessions and activities described in the performance evidence

work health and safety (WHS) requirements relating to own role.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describes the performance needed to demonstrate achievement of the element.

1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities

1.1 Establish learning objectives and determine online learning activities that meet them

1.2 Identify individual learner characteristics to inform effective planning

1.3 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required

1.4 Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs

1.5 Access and confirm technical requirements for online learning environment according to organisational policies and procedures

1.6 Access and confirm communication channels and online learning resources and materials are suitable for learner

2. Introduce and establish online learning

2.1 Introduce learner to online learning environment and discuss and clarify learning objectives and protocols

2.2 Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events

2.3 Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities

3. Facilitate online learning

3.1 Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs

3.2 Select and use facilitation practices and methods that support learner engagement and progress

3.3 Use or access support mechanisms to address any technological challenges or issues

3.4 Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience

4. Support online learning

4.1 Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures

4.2 Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment

4.3 Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements

5. Review online learning processes

5.1 Seek learner feedback on online learning experience and outcomes according to organisational procedures

5.2 Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes

5.3 Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures

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
Establish learning objectives and determine online learning activities that meet them 
Identify individual learner characteristics to inform effective planning 
Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required 
Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs 
Access and confirm technical requirements for online learning environment according to organisational policies and procedures 
Access and confirm communication channels and online learning resources and materials are suitable for learner 
Introduce learner to online learning environment and discuss and clarify learning objectives and protocols 
Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events 
Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities 
Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs 
Select and use facilitation practices and methods that support learner engagement and progress 
Use or access support mechanisms to address any technological challenges or issues 
Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience 
Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures 
Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment 
Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements 
Seek learner feedback on online learning experience and outcomes according to organisational procedures 
Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes 
Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures 

Forms

Assessment Cover Sheet

TAEDEL405 - Plan, organise and facilitate online learning
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

TAEDEL405 - Plan, organise and facilitate online learning

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: