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.
Elements and Performance Criteria
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 |
Evidence of Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
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.
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.
Skill | Description |
Learning | Develops strategies to improve own practice |
Numeracy | Identifies numeracy demands embedded in online content Analyses information relating to learner progress |
Oral communication | Uses appropriate language and structure when providing instructions Elicits the views and opinions of learners through strategic listening and questioning |
Reading | Interprets a range of information to guide facilitation of online learning |
Initiative and enterprise | Acts proactively and demonstrates flexibility in responding to learner needs and preferences and to any technical issues experienced during delivery of training Maintains safe, positive and supportive learning environment |
Digital literacy | Uses main features and functions of digital tools and electronic applications in a range of familiar and some unfamiliar contexts |
Sectors
Delivery and facilitation