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Evidence Guide: TAADES504B - Develop and evaluate 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

 

TAADES504B - Develop and evaluate e-learning resources

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

Participate in the development process

  1. Individuals who can contribute expertise to the e-learning resource development are identified and proposed to the project manager
  2. Own role in developing the e-learning resource is identified and agreed with the project manager including responsibilities for client liaison, where relevant
  3. Roles of each team member and their contribution to developing the e-learning resource are clarified through team discussions
  4. A collaborative work ethic with team members is demonstrated throughout the development process
  5. Appropriate documentation is maintained throughout the development process
Individuals who can contribute expertise to the e-learning resource development are identified and proposed to the project manager

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own role in developing the e-learning resource is identified and agreed with the project manager including responsibilities for client liaison, where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Roles of each team member and their contribution to developing the e-learning resource are clarified through team discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A collaborative work ethic with team members is demonstrated throughout the development process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate documentation is maintained throughout the development process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the e-learning resource prototype in conjunction with others

  1. The design concept and any relevant standards or guidelines are read, interpreted and clarified
  2. The identified target audience and their learning needs and characteristics are identified or confirmed using information from the design phase
  3. The technical parameters and technological requirements are discussed with team members throughout development phase
  4. Learning expertise is applied to write or present the learning content for the prototype in accordance with the quality requirements of the design concept
  5. Technical and/or content issues are raised with relevant persons immediately they arise and collaborative approaches are used to resolve them
The design concept and any relevant standards or guidelines are read, interpreted and clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The identified target audience and their learning needs and characteristics are identified or confirmed using information from the design phase

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The technical parameters and technological requirements are discussed with team members throughout development phase

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning expertise is applied to write or present the learning content for the prototype in accordance with the quality requirements of the design concept

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Technical and/or content issues are raised with relevant persons immediately they arise and collaborative approaches are used to resolve them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trial and evaluate the e-learning resource prototype

  1. Tools which specify relevant criteria for trialling and evaluation are developed in collaboration with others
  2. Trial sites/audiences/users are identified, confirmed and the trialling/evaluation process is undertaken in collaboration with others
  3. Feedback and results from the evaluation are documented and analysed to determine any changes or improvements relating to own areas/s of development responsibility
  4. Identified modifications are made and the prototype is finalised in collaboration with others
Tools which specify relevant criteria for trialling and evaluation are developed in collaboration with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trial sites/audiences/users are identified, confirmed and the trialling/evaluation process is undertaken in collaboration with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback and results from the evaluation are documented and analysed to determine any changes or improvements relating to own areas/s of development responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identified modifications are made and the prototype is finalised in collaboration with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate in developing the full e-learning resource

  1. Designated responsibilities in developing the e-learning resource are carried out and any milestones, budgets and timelines are met
  2. Other members of the project team are supported in fully developing and completing their designated components of the resource
  3. The completed e-earning resource is evaluated through a collaborative process with team members against criteria, standards and guidelines
Designated responsibilities in developing the e-learning resource are carried out and any milestones, budgets and timelines are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Other members of the project team are supported in fully developing and completing their designated components of the resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The completed e-earning resource is evaluated through a collaborative process with team members against criteria, standards and guidelines

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 develop and evaluate a prototype e-learning resource by following the design brief, and ensure that learning outcomes/competency standards are addressed.

The e-learning resource must meet the principles of instructional design, be well structured and organised, and provide variety for the learner and clear pathways for learning. The designer will work with a project team (which may include a range of experts from various technical fields) on the development of the e-learning prototype resource and final product to ensure the learning components are addressed.

The prototype developed for evaluation may not be a fully functional e-learning resource. It may include information that will be built into an e-learning resource by team members who have the expertise required to complete the resource.

Evidence Requirements

Required knowledge includes:

knowledge of IT principles, for example:

Internet

technology capabilities

e-learning methodologies and vocabulary

project management, for example:

time management

work flow

team management

meeting budgets

administration

effective learning using technology, e.g. using:

multiple perspectives

opportunities for reflection

opportunities for collaborative learning

authentic assessment

incremental learning

variety

organisation

language, literacy and numeracy appropriate for the learner group

resources available to support learning, for example:

books

articles

documents

manuals

web links

lectures

differences in e-learning 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 that differ electronically 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 person makes a mistake

how to get help

techniques to hold the user's attention

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

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

relevant occupational health and safety (OHS) knowledge relating to the work role, and OHS considerations to be include in the content of the e-learning resource

OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner

Required skills and attributes include:

overcoming barriers to e-learning, for example:

using graphics and pathways which are appealing and engaging

identifying and addressing lack of technical knowledge in potential users

learning, using and applying electronic technology

collaboration skills to:

work with vendors and consultants

share ideas and information

seek feedback on the e-learning design

communication skills to:

negotiate

problem solve

listen to others

adjust personal use of technical language to meet level of understanding of other collaborators/likely users

Products that could be used as evidence include:

final or prototype e-learning resource

parts of the e-learning resource under development

plans, diagrams or notes taken during development

evaluation tools developed

results of prototype trials

Processes that could be used as evidence include:

how team roles were allocated and why

how learning outcomes/competency standards were related to technical parameters

how trial sites/audiences were selected and why

Resource implications for assessment include:

technology required for development

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:

evidence of supporting and contributing to the development for an e-learning resource through collaborative working relationships with colleagues

contributing to the development of the prototype

developing the specific components/areas of content

conducting the trial and evaluation

responding to feedback, modifying the prototype and finalising the resource in association with team members

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:

TAADES503B Research and design 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.

Project managermay include:

self

supervisor

Roles of each team membermay include:

project management

communication

graphic design

multimedia

software design

computer programming

audio-visual expertise

research

instructional design

content writer/developer

editing

proofreading

Documentationmay include:

draft materials/content

draft e-learning activities

technical specifications

tools for evaluation

feedback/results of trial/evaluation process

comments/feedback from client

Design conceptincludes:

the basis for the proposed design including sample design construct or representation for the e-learning resource

Standards or guidelinesmay refer to:

Guidelines for Toolbox Learning Materials

Guidelines for Training Package support materials

competency standards

Web Content Accessibility Guidelines from the World Wide Web Consortium (interoperability)

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

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

legislative requirements relating to:

disability discrimination

equal opportunity

racial discrimination

sex discrimination

Target audience and their learning needsmust 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

Characteristicsmay include:

level and breadth of work experience

level and previous experiences of formal education

skill/competency profile

socio-economic background, age, gender, range of abilities (disabilities)

cultural background and needs

specific needs - physical or psychological

motivation for learning

language, literacy and numeracy needs of learners

learning style and preferences

Technical parameters and technological requirementsmay include:

type of electronic media

required technical software and hardware

learner management interfaces

technical navigation tools

integration of media

Aprototypemay include:

CD-ROM

web pages

storyboards

audiovisual resource

virtual classroom

simulation via Internet/Intranet/Extranet

satellite broadcast

computer-based resource

a skeleton of a resource

a representation of colour, look and feel of the resource

written information yet to be built into the resource

Quality requirementsinclude:

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

Toolsmay include:

surveys

interviews

trial applications

Relevant criteriamay include:

navigation/ease of use

quality instructional design

application of relevant standards