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 e-learning educational context, including:

an e-learning management system

e-learning programs

'students' accessing e-learning programs simulating various problems that may occur

relevant documentation and resources normally used in the e-learning education environment

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

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:

Principles of learning in a virtual environment

Technical knowledge sufficient to distinguish between a technical problem and a content problem, and to respond accordingly

Technical knowledge required to work within the e-learning management system
e.g. construction of discussion board or tests

Use of systems that allow monitoring of students

Structure and content of relevant e-learning resources

Ethics related to e-learning e.g. duty of care, security of information, plagiarism

Rationale for the use of different learning activities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide an integrated demonstration of the application of all elements of competency and their performance criteria

Adjust an e-learning site and content to suit educational / training organisation requirements

Adjust e-learning site and content to suit learner and group needs

Adapt level and type of support to effectively address needs of different learners

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:

Correctly use e-learning tools e.g. communication tools, learning activity tools, assessment tools, monitoring tools

Apply high-level organising skills

Apply technological skills effectively, for example in identifying technical problems and being able to troubleshoot or know where to get required technical assistance

Use time management skills

Apply language, literacy and numeracy skills

Communicate effectively, including negotiation and conflict resolution, to resolve difficulties and complaints

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 refers to:

The term used to refer to computer-enhanced or managed learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players

It includes the use of, for example:

web-based teaching materials

multimedia CD-ROMs or web sites

discussion boards

collaborative software

email

blogs

wikis

computer aided assessment

simulations

games

learning management software

And generally involves a combination of different methods being used

An e-learning environment may include the following characteristics:

is independent of a set or scheduled time period

is independent of a fixed or specific venue or place

is connected through information communication technology

the internet provides the operating learning environment

learners can determine how, when, and where they learn

Learning program requirements may include:

Relevant syllabus and approved work programs for a particular State or Territory

School based subjects and work plans

School requirements

Community based training courses

Vocational education and training courses

Learning space may include:

On-line class areas

Virtual schooling/classrooms

Discussion boards

Chartrooms

Designated space

Social constructivist approaches refers to:

View our knowledge as 'constructed', because it does not necessarily reflect any external 'transcendent' realities and is contingent on convention, human perception, and social experience

Believe that learning is the result of social interactions within a structured knowledge and skill framework

Social constructivism contends that categories of knowledge and reality are actively created by social relationships and interactions

School routines may include:

Timetables

Flexible weeks

Flexible school

Supervision rosters

Tutor allocations

Daily programs

Educational organisation may include:

Primary schools

Secondary schools

Middle schools

Vocational education and training organisations

Institutes of technical and further education

Registered training organisations

Some community organisations

Education/training organisation requirements will vary according to the organisation's purpose and client base

E-learning management system may include:

Moodle

Blackboard

WebCT

Janison's systems

Information may relate to:

Enrolment information

Teacher / facilitator details

Surveys of learners to identify specific technology skills and support needs for e-learning

Quizzes and assessment items

Student details (within scope allowed within learning environments)

Learning materials

Learning objects

Internet links

Communication protocols

E-learning activities and events may be synchronous (in real time) or asynchronous (not in real time) and may include:

Discussions/debates

Questions, problems, brainstorming

Games/quizzes

E-based research activities

Case studies

Role plays/simulations/scenarios

Practical activities

Using the internet to find information sites

Using materials on CD-ROMS

Downloading resources including materials/ notes/ guides from dedicated learning program/course specific web site

Learning objects (i.e. learning federation, etc.)

Protocols for the e-learning interaction and environment may include:

Boundaries of communication/standards of behaviour while on-line

Guidelines for trainer/facilitator and e-learner interactions, such as:

standard of service levels

email guidelines, times for sending, expected response times, types of questions that are individual or group directed

email access and lists

discussion board guidelines

Arrangements for technical support

Learning activity and assessment requirements and processes

Security systems

Expectations/requirements of students, for example:

participation in learning events and activities

time requirements for submitting work

group work arrangements

ability to work online and offline as required

Netiquette is:

A term for the conventions of politeness and respect recognised on internet activity (e.g. discussion boards, chat rooms, email, etc)

These conventions address the relationship between personal behaviour and group phenomena, and outline a set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction

Facilitate interaction may include:

Guiding learning activities through setting up questions, issues, scenarios to be addressed in discussion board, data conferences or email

Observing in forums/chat and intervening when necessary to maintain focus/momentum/engagement

Knowing when to intervene/when to let learners direct themselves

Moderating disruptive, abusive or dominant e-learners

Facilitating group work both online and offline

Assisting learners in locating, using and evaluating online information

Maintaining momentum and motivation of e-learners through ongoing individual contact and feedback

Technical support needs and mechanisms may include:

Technical support from education organisation / system

Meeting accessibility issues, e.g. Internet accessibility standard

Asked questions (FAQS) service

Problem solving tools

Support with it literacy

Support to help learners become self-directed e-learners

Work health and safety (WHS) guidelines for computer-based work

Online communication may include:

Text chat

Chat rooms

Discussion boards

Audio contact through VOIP

Data conferencing

Personal contact may include:

Face-to-face meetings

Telephone contact

Email

Student learning characteristics may include:

Level of expertise in using relevant technologies

Level and type of experience in an e-learning environment

Specific needs

Educational background

Language, literacy and numeracy needs

Employment status

Past learning experiences

Age

Level of maturity

Culture and/or language diversity

Differing learning styles (e.g. auditory, visual, kinaesthetic, left/right brain, global/analytical, theoretical, activist, reflective)

Technical infrastructure may include:

Technology to be used in delivery

Type of online learning management platform, e.g. Blackboard, Moodle

Time required for setting up and testing equipment/technology

Setting up a specific dedicated web site for the e-learning course/program

Setting up hyperlinks

Liaison with information technology (IT) personnel/ specialists

Review may include:

Feedback from learners, supervisors, e-learning designers, program owners, etc.

Identification of issues in managing/monitoring students involved in e-learning

Identification of issues in e-learning management system operation

Effectiveness of the e-learning protocols, their application and proposed changes

Effectiveness of the technology being used

Set criteria may include:

Content

Presentation

Technologies

Student outcomes

Personal outcomes

Team outcomes

Organisation outcomes

Reflect on own performance may include:

Critical questions about system performance, problem-solving/identification, methods used, etc.

Listening to and acting on feedback from students and others