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Evidence Guide: CHCEDS321B - Use an e-learning management system

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS321B - Use an e-learning management system

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to support e-learning

  1. Identify and access organisation's resources to enable e-learning
  2. Identify and access resources to support students using an e-learning management system in accordance with organisation requirements
  3. Ensure organisation processes and procedures for managing e-learning are in place
Identify and access organisation's resources to enable e-learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access resources to support students using an e-learning management system in accordance with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure organisation processes and procedures for managing e-learning are in place

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Preview e-learning management system

  1. Test organisation's e-learning management system to ensure completion of an on-line course is possible
  2. Check effectiveness of functions of e-learning management system, including email to on-line cohort, discussion boards, downloading of materials and management of work
  3. Identify issues impacting on the effectiveness of an e-learning management system and identify changes to enhance its application
  4. Access sufficient information to meet the needs of the research brief
Test organisation's e-learning management system to ensure completion of an on-line course is possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check effectiveness of functions of e-learning management system, including email to on-line cohort, discussion boards, downloading of materials and management of work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues impacting on the effectiveness of an e-learning management system and identify changes to enhance its application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access sufficient information to meet the needs of the research brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement e-learning support

  1. Confirm learning outcomes with students and teachers and establish access to e-learning technology and materials in accordance with individual needs and the e-learning strategy
  2. Assist students through identified support mechanisms and manage contingencies in accordance with organisation standards
  3. Use learning management system to track e-learning progress and outcomes in accordance with the learning strategy and privacy requirements
Confirm learning outcomes with students and teachers and establish access to e-learning technology and materials in accordance with individual needs and the e-learning strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist students through identified support mechanisms and manage contingencies in accordance with organisation standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use learning management system to track e-learning progress and outcomes in accordance with the learning strategy and privacy requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review e-learning

  1. Review the e-learning program in terms of its applicability to the student's needs and the organisation's capacity to support the process
  2. Obtain feedback from students about their level of satisfaction with e-learning against set criteria
  3. Gather feedback from other stakeholders on the use of the e-learning management system and e-learning approaches generally
  4. Use feedback to identify areas for follow up or improvement and document recommended changes in accordance with organisation requirements
Review the e-learning program in terms of its applicability to the student's needs and the organisation's capacity to support the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain feedback from students about their level of satisfaction with e-learning against set criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather feedback from other stakeholders on the use of the e-learning management system and e-learning approaches generally

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback to identify areas for follow up or improvement and document recommended changes in accordance with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an educational environment where an e-learning management system/s is in use

an e-learning management system and courses, documentation and procedures relevant to an educational environment - to be accessed by both 'learner' and 'trainer'

Methods of assessment:

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of two or more of:

observation

demonstration

questioning - oral and written

scenarios, simulation or role plays

authenticated evidence from the workplace/ training programs

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relevant legislation from all levels of government that affects the operation of an educational institution, especially in regard to work health and safety (WHS), child protection/duty of care, equal opportunity, industrial relations and anti-discrimination

Operation of the internet

Core management requirements of e-learning systems

Basic knowledge of the learning process

Essential skills:

It is critical that the candidate demonstrate the ability to:

Effectively use an e-learning management system

Apply understanding of the desired learning outcomes for students

Manage contingencies to the benefit of learners

Evaluate effectiveness of system and provide feedback

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use computer technology

Communicate effectively with both students and supervisors (teachers)

Obtain and apply feedback from learners and stakeholders

Apply literacy skills to document use of e-learning management system and record feedback

Apply numeracy skills for managing the use of the e-learning management system

Relate to students from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Apply problem solving processes effectively for differing hardware / software profiles and manage associated contingencies

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. Add any 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.

E-learning management system may include:

E-learning platforms that use either proprietary or open-source coding

Systems such as: Claroline, Janison, Moodle, Blackboard, Webct

Applications that enable the social constructionist approaches to e-learning

Legislation, codes and national standards relevant to the workplace may include:

Educational legislation

Award and enterprise agreements

National, State/territory legislative requirements especially in regard to WHS

Industry codes of practice

Copyright laws

Anti-discrimination legislation

Privacy legislation

Support mechanisms may include:

Online teacher / facilitator / mentor

Site based coach / tutor / aide

Site or virtual peer group / students

Technical experts / help desk

Print-based materials such as instructions, user manuals, etc.

Contingencies may include:

Technology failure such as computer, broadband access and software malfunctions

Inadequate e-learning course content or instruction

Difficulty of e-learning course content

Insufficient dedicated time available

Problems with site timetabling

Differing hardware / software profiles than recommended standards

Lack of contact with e-learning delivery teacher

Set criteria may include:

Course content

Course structure

Presentation styles

Technologies

Team outcomes (site based support personnel and delivery team)

Personal outcomes (student)

Organisation outcomes

Other stakeholders may include:

Organised groups

School management

Other teachers at the receiving site

Other team members at the delivering site

Community members

Support services, e.g. network administrators

Students

Parents