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 SIRXOSM002, 'Maintain ethical and professional standards when using social media and online platforms'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain ethical and professional standards when using social media and online platforms' 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
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Source information on the general impacts of social media. | 1.1. Access and interpret information about the positive and negative impacts of social media. 1.2. Identify and evaluate the terms of service associated with social media platforms to identify requirements. 1.3. Determine how online harassment can occur via organisational sites and who may be targeted. 1.4. Determine how social media platforms share user information and identify impacts on users. 1.5. Evaluate ways to avoid negative impacts on users of organisational social media sites. |
2. Comply with industry and organisational ethical and professional codes of conduct for online activities. | 2.1. Identify industry codes of conduct, objectives and scope, and seek advice from relevant personnel on applicability to organisation. 2.2. Identify organisational online code of conduct, objectives and scope, and determine applicability to own job role. 2.3. Evaluate contents of codes of conduct and significance to own personal and work based online behaviours and communications. 2.4. Clarify content and compliance requirements of codes with relevant personnel. 2.5. Act according to professional values and principles outlined in codes, seeking advice when difficulties arise. |
3. Maintain personal online presence consistent with organisational standards. | 3.1. Determine differences between organisational and personal online presence. 3.2. Clearly differentiate between representing self and organisation during online activities. 3.3. Review and ensure personal online posts and activities do not damage reputation of organisation and those associated with it. |
4. Protect customer privacy and maintain confidentiality of organisational information. | 4.1. Access and interpret information on privacy regulations and scope of requirements. 4.2. Identify and interpret organisational privacy policies and procedures and determine applicability to own job role. 4.3. Collect, use, maintain and protect information provided by customers and others, according to privacy regulations and organisational policies and procedures. 4.4. Obtain and comply with permissions to publish images and text representing others. 4.5. Maintain confidentiality of sensitive organisational information and confirm information that can be released before publishing. |
5. Source information on copyright. | 5.1. Access and interpret information on copyright to determine what is and what is not protected by copyright. 5.2. Identify copyright owner’s exclusive rights to materials. 5.3. Determine permissions required to use copyright materials and how to obtain these. |
6. Engage professionally with customers online. | 6.1. Communicate with customers in a timely, professional and positive manner to enhance organisational reputation. 6.2. Respond to negative and potentially defamatory comments, complaints and conflicts sensitively, courteously and respectfully. 6.3. Minimise risk to self and organisational reputation by escalating conflict to relevant personnel. |