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
What evidence can you provide to prove your understanding of each of the following citeria?
Prepare for distance-based learning
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The learning strategy and/or learning program is accessed, read and interpreted to determine, learning outcomes or objectives to be met and any distance-based learning delivery requirements Completed |
Evidence:
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Initial knowledge of group, individual learner styles and learner characteristics is developed to support effective planning for distance-based learning using available information Completed |
Evidence:
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The suitability of distance-based learning as a delivery mode for learners is considered and appropriate recommendations made, where required Completed |
Evidence:
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Learning resources are selected and evaluated for appropriateness, and where required are contextualised for distance-based learning Completed |
Evidence:
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Additional learning materials appropriate to distance-based learning are developed Completed |
Evidence:
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A distance delivery management plan is developed, using knowledge of learning principles, to ensure logical progression of learner progress and continuity of distance learning content Completed |
Evidence:
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Support mechanisms are identified and organised and means of communicating with learners and providing feedback are determined and organised Completed |
Evidence:
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Prior to commencement identified information is sent to learners outlining objectives, learner requirements and expectations Completed |
Evidence:
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Manage distance-based learners
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Expectations and requirements are confirmed through direct contact and any issues/questions are clarified Completed |
Evidence:
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Distance-based learning relationships are established between trainer/facilitator and learners using appropriate communication tools and skills Completed |
Evidence:
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Learning resources and learning materials are progressively distributed in accordance with the plan and learner needs Completed |
Evidence:
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Monitor learner progress
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Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met Completed |
Evidence:
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Strategies are developed and implemented to address learner difficulties, where required and techniques for maintaining motivation and commitment are developed and implemented Completed |
Evidence:
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Support and guidance are provided outside the formal communication process, where appropriate Completed |
Evidence:
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Learner records are maintained, stored and secured in accordance with legal/organisational requirements Completed |
Evidence:
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Review the distance-based learning process
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Feedback is gathered to review the management of the distance-based process Completed |
Evidence:
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Feedback is analysed to determine the success of the distance-based learning in meeting learners' needs and expectations Completed |
Evidence:
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Time is taken to reflect on personal skills in the coordination and facilitation role Completed |
Evidence:
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Options for improving the distance-based learning process are documented, discussed with relevant personnel, and changes made as appropriate Completed |
Evidence:
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