Research and design e-learning resources Evidence Guide

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Evidence Guide: TAADES503B - Research and design e-learning resources

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

TAADES503B - Research and design e-learning resources

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

Research and interpret the e-learning resource requirements

The brief, focus and type of e-learning resource is clarified with the client
The likely target audience/s and the e-learning environment is researched
The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated
Existing information which may be relevant is investigated and analysed
Training Package and/or other relevant criteria are read, interpreted and analysed to determine suitability for e-learning delivery and assessment solutions and the outcomes of this analysis is clarified with the client
Ethical and legal considerations are identified and acted upon

The brief, focus and type of e-learning resource is clarified with the client

Completed
Date:

Teacher:

Evidence:

The likely target audience/s and the e-learning environment is researched

Completed
Date:

Teacher:

Evidence:

The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated

Completed
Date:

Teacher:

Evidence:

Existing information which may be relevant is investigated and analysed

Completed
Date:

Teacher:

Evidence:

Training Package and/or other relevant criteria are read, interpreted and analysed to determine suitability for e-learning delivery and assessment solutions and the outcomes of this analysis is clarified with the client

Completed
Date:

Teacher:

Evidence:

Ethical and legal considerations are identified and acted upon

Completed
Date:

Teacher:

Evidence:

Generate options for e-learning resource

Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified
Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people
Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource
Possible constraints are identified and considered in developing design options
Materials for the trainer/facilitator are identified and documented
A preferred design concept is selected and justified as meeting the client requirements

Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified

Completed
Date:

Teacher:

Evidence:

Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people

Completed
Date:

Teacher:

Evidence:

Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource

Completed
Date:

Teacher:

Evidence:

Possible constraints are identified and considered in developing design options

Completed
Date:

Teacher:

Evidence:

Materials for the trainer/facilitator are identified and documented

Completed
Date:

Teacher:

Evidence:

A preferred design concept is selected and justified as meeting the client requirements

Completed
Date:

Teacher:

Evidence:

Create the design concept

Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required
Collaborative arrangements to finalise the design concept are established, where appropriate
Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities
The design demonstrates flexibility of application with contingency pathways integrated and described in the concept
Learner, trainer/facilitator support mechanisms are built into the design
A representation of the e-learning resource is created

Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required

Completed
Date:

Teacher:

Evidence:

Collaborative arrangements to finalise the design concept are established, where appropriate

Completed
Date:

Teacher:

Evidence:

Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities

Completed
Date:

Teacher:

Evidence:

The design demonstrates flexibility of application with contingency pathways integrated and described in the concept

Completed
Date:

Teacher:

Evidence:

Learner, trainer/facilitator support mechanisms are built into the design

Completed
Date:

Teacher:

Evidence:

A representation of the e-learning resource is created

Completed
Date:

Teacher:

Evidence:

Finalise the e-learning design concept

The design concept is reviewed in conjunction with relevant persons
The review process addresses relevant criteria to ensure relevance to the product and learner needs
The design concept is adjusted where required and finalised
The design concept is approved by the client

The design concept is reviewed in conjunction with relevant persons

Completed
Date:

Teacher:

Evidence:

The review process addresses relevant criteria to ensure relevance to the product and learner needs

Completed
Date:

Teacher:

Evidence:

The design concept is adjusted where required and finalised

Completed
Date:

Teacher:

Evidence:

The design concept is approved by the client

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, range statement and the Assessment Guidelines for the Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they can research and design a e-learning resources that address the competency standards to be achieved (or learning outcomes derived from the competency standards), and that reflect the application of instructional design principles and other relevant principles, standards and guidelines in conceptualising the design. The e-learning resource must meet the needs of the client and end user, be creative, easy to navigate and suitable for the learning content and the target audience. Collaboration with others in creating and finalising the design must be demonstrated.
Evidence Requirements
Required knowledge includes:	language, literacy and numeracy appropriate for the learner group cultural and educational background of the learners design features which facilitate access to e-learning by range of likely user groups, for example: people with a hearing impairment those with language, literacy and numeracy needs IT principles, for example: Internet technology capabilities e-learning methodologies and vocabulary how to create an effective learning experience using electronic technology, e.g. using: multiple perspectives opportunities for reflection opportunities for collaborative learning authentic assessment incremental learning variety organisation best practice design a range of e-learning environments and their application in designing e-learning resources differences in e-learning mode versus face-to-face mode, for example: ways of communicating electronically versus face-to-face for the learner and deliverer electronic terms and new language that makes reference to specific functions of e-learning ways of sharing information and collaborating electronically that differ from face-to-face learning instructional design for electronic materials, for example: systematic instructional strategies learning design principles criterion-referenced test items order of increasing difficulty opportunities for review of material and repetition the need for interactivity inclusion of a variety of approaches and techniques for presenting information and activities structure of the information what happens if the learner makes a mistake how to get help techniques to hold the user's attention project management, for example: time management team management meeting budgets administration relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: design of e-learning resources to meet worldwide accessibility and usability guidelines copyright and privacy laws relating to electronic technology security of information
	plagiarism competency standards licensing industry/workplace requirements duty of care under common law anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements OHS relating to the work role, and OHS considerations to include in the design of the e-learning resource OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
Required skills and attributes include:	representing an e-learning design in a variety of ways, for example: describing the learner's pathway through a program to a designer writing the e-learning pathways in a report describing the e-learning pathways in a sketch or drawing referring to examples of other e-learning products with similar attributes to the desired online outcome learning, using and understanding electronic technology anticipating or predicting risks and plan contingencies ability to design e-learning resources in alignment with AQTF requirements e.g. if designing resources to support Training Packages collaboration skills to: work with vendors and consultants share ideas and information seek feedback on the e-learning design research skills to: determine the suitability of the learning content for electronic development identify constraints, resources, standards and guidelines required to design and develop e-learning resources generate options for the e-learning resource
	communication skills to: negotiate solve problems listen to others adjust personal use of technical language to meet others level of understanding
Products that could be used as evidence include:	a design plan documentation of ideas generated documentation of briefs developed consultations and collaboration with others feedback from clients/learners demonstration web site CD-ROM
Processes that could be used as evidence include:	description of the final e-learning resource how learning outcomes were addressed in the design and why how instructional design principles were maintained how evidence gathering opportunities were incorporated and why
Resource implications for assessment include:	computer system and other technology support personnel
The collection of quality evidence requires that:	assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:	a minimum of one completed design concept for an e-learning resource which reflects the outcomes and performance requirements of the unit and which demonstrates application of the specified knowledge and skills required to demonstrate the performance requirements
Integrated assessment means that:	this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES504B Develop and evaluate e-learning resources TAATAS503B Manage contracted work.

Required Skills and Knowledge

Not applicable.

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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

The briefmay include:

client proposal

identified gap in the learning product market

a tender

an organisational need

Focusmay include:

a Training Package

a Training Package qualification/qualifications

a traineeship/apprenticeship qualification

an accredited course

individual competency standards/modules/subjects

a non-accredited course

a learning program

a learning resource to support introduction/ implementation of new technology/equipment

Type of e-learning resourcemay include:

Training Package toolboxes

assessment materials

trainer/facilitator materials

learner materials

professional development materials

generic skills materials

industry/enterprise specific materials

self-paced or instructor-led materials

Likely target audience/smust include:

who the learning resource is for

what the learning resource is designed to do

why an e-learning medium is being considered

how the learning resource will be used

where learning resource will be used

The e-learning environmentmay be:

web-based

computer-based

digital collaboration

virtual environment

Internet/Intranet/Extranet

satellite broadcast

a combination of these environments

operate through learning or content management systems/platforms, for example:

WebCT

Blackboard

Janison Toolbox

Researchedmay include:

Internet research

questionnaires

evaluations of existing products

literature reviews

interviews

informal discussions

focus groups

workshops

Characteristics of the learners/ end usersmay include:

level of prior experience/knowledge of content area

skill/competency profile

technical skills in operating in an e-environment

access to the type of computer required for e-learning

range and response to previous learning experiences

level of education

socio-economic background, age, gender

current work

work culture

cultural or ethnic background

disability or learning support needs

preferred learning styles

motivation for learning

English language, literacy and numeracy needs

Existing informationmay include:

industry/end user needs

industry best practice and culture

existing relevant learning and e-learning resources and materials

relevant Training Packages/competency standards

relevant courses, curriculum, modules

workplace procedures, documentation, and requirements

industry coverage

roles and responsibilities of groups and individuals

information from industry experts and advisers

Other relevant criteriamay include:

learning/assessment strategy

learning outcomes of curriculums

accreditation requirements

curriculum design

occupational health and safety (OHS) implications for delivering the learning strategy

Ethical and legal considerationsmay include:

contract preparation

meeting contractual requirements

intellectual property

regulatory requirements including OHS

organisational requirements

equity issues and needs

potential legal consequences of false, misleading or incorrect information

Standards and guidelinesmay include:

Guidelines for Toolbox Learning Materials

DEST Guidelines for Training Package Support Materials

Training Package competency standards

Preferred Standards to Support Cooperation in Applying Technology to Vocational Education and Training

Web Accessibility Guidelines for content from the World Wide Web Consortium (interoperability)

requirements under the Australian Quality Training Framework (AQTF) for access and equity

legislative requirements relating to:

disability discrimination

equal opportunity

racial discrimination

sex discrimination

Other peoplemay include:

colleagues/team members

the client

staff of Industry Skills Councils/advisory bodies

supervisors/coordinators

project reference groups

technical specialists

Instructional design principlesmay include:

the need for learner-centred activities and interactivity

the need for collaborative learning opportunities

the need for authenticity in learning and assessment activities

presenting material in a logical order and sequence and in order of increasing difficulty

opportunities for review of material and repetition

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensure learning is embedded in a realistic and relevant context

what happens if the learner makes a mistake (feedback)

how to get help

techniques to engage the learner in learning

Other design techniquesmay include:

creative thinking, for example:

brainstorming

mind mapping

scenario setting

lateral thinking

visual/graphic design, for example:

format

composition

balance

typography

images/graphics

charts/diagrams

Learning theorymay include:

cognitive learning theory

behavioural learning theory

information processing theory

andragogy

problem-based learning

Constraintsmay include:

limits of the technology and what types of things it can do

financial limitations to achieve proposed options

low levels of information technology (IT) skills of trainers/facilitators and intended learners/end users

anticipated difficulties due to language, literacy and numeracy skills of learners/end users

limited access of intended learners/end users to the necessary technology

logistical issues

access to relevant technical/subject matter experts

Materialsmay include:

trainer/facilitator guide

technical guide

guide to using the learning resource

Critical feedback may be from:

instructional designers

graphic designers

information technology experts

intended learners/end users

communication experts

audio-visual experts

language, literacy and numeracy specialists

programmers

IT help desk personnel

the client

project stakeholders

members of the reference group

critical friends

Appropriate e-learning activitiesmay include:

tutorials

quizzes

case studies

images

audio

problems

interviews

projects

tasks

web-based role-play

e-games for learning

simulation

checklists

online discussions

work-based practice activities

Learner, trainer/facilitator support mechanismsmay include:

telephone hotline for technical support

email facilities

regular learner contact with trainer/facilitator or tutor

opportunities for feedback

instructions

orientation/induction

schedules

procedures

Arepresentation of the e-learning resourcemay be:

proof of concept

web site shell

diagrammatical representation

sketches

samples of other similar e-learning products

product brief

storyboard, for example:

PowerPoint presentation

html or handwritten show board

Relevant criteriamay include:

benchmarks/learning outcomes are achievable through e-learning

design is relevant to targeted learners

design is easy to navigate/use

design encourages participation and engagement

design motivates and provides effective learning resources

design provides opportunities for learner reflection and collaboration

design meets needs of client

NTISthis.com

Evidence Guide: TAADES503B - Research and design e-learning resources

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

TAADES503B - Research and design e-learning resources

Research and interpret the e-learning resource requirements

Generate options for e-learning resource

Create the design concept

Finalise the e-learning design concept

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _