Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADIG503, 'Design e-learning resources'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design e-learning resources' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify project requirements | 1.1 Refer to project briefs to identify target learner characteristics and their impact on resource design 1.2 Identify content to be incorporated, generated and managed, and how content is accessed or delivered 1.3 Identify delivery platforms including learning management systems, and assess implications for media asset formats and content modification 1.4 Consult with clients to clarify project requirements |
2. Research and select instructional design model | 2.1 Analyse content to establish learning outcomes and assessment strategies 2.2 Research a range of instructional design models and consider their suitability to meet briefs 2.3 Identify accessibility and technical standards that may apply for the delivery platforms 2.4 Identify learning styles of target audience and consider how these may impact design 2.5 Evaluate a range of interactive learning and assessment activities to meet learning needs of target learners 2.6 In consultation with relevant personnel, select the instructional design model that best meets learning needs and project requirements |
3. Draft design specifications | 3.1 Use selected instructional design model to design architecture of the e-learning resource 3.2 Design sequences and interactivity based on content and project requirements 3.3 Develop content templates for content experts if required 3.4 Specify media assets as required 3.5 Specify communication and collaboration tools as required 3.6 Specify user interface of the e-learning resource 3.7 Specify production requirements, including appropriate testing strategies 3.8 Produce design specifications and instructions for design and development teams to use |
4. Finalise design specifications | 4.1 Present design specifications and discuss with clients 4.2 Review designs against required project outcomes and target learner needs 4.3 Review designs against creative and technical requirements 4.4 Adjust designs as necessary after discussions with relevant personnel 4.5 Clarify ownership of intellectual property to comply with production and organisational requirements 4.6 Confirm with clients their acceptance of design specifications, including deliverables, milestones and timelines |