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 TAADES503B, 'Research and 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 'Research and 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Research and interpret the e-learning resource requirements | 1.1 | The brief, focus and type of e-learning resource is clarified with the client |
1.2 | The likely target audience/s and the e-learning environment is researched | ||
1.3 | The characteristics of the learners/end users are identified and their suitability for e-learning is evaluated | ||
1.4 | Existing information which may be relevant is investigated and analysed | ||
1.5 | 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 | ||
1.6 | Ethical and legal considerations are identified and acted upon | ||
2 | Generate options for e-learning resource | 2.1 | Standards and guidelines relevant to the design and development of e-learning resources are identified and clarified |
2.2 | Competency standards or other relevant criteria are interpreted to generate and conceptualise design ideas in conjunction with other people | ||
2.3 | Principles of instructional design, other design techniques and learning theory are applied in proposing and selecting suitable ideas for the e-learning resource | ||
2.4 | Possible constraints are identified and considered in developing design options | ||
2.5 | Materials for the trainer/facilitator are identified and documented | ||
2.6 | A preferred design concept is selected and justified as meeting the client requirements | ||
3 | Create the design concept | 3.1 | Critical feedback is sought from relevant persons and is interpreted to modify and improve the design concept, as required |
3.2 | Collaborative arrangements to finalise the design concept are established, where appropriate | ||
3.3 | Sample content is developed which reflects the demonstrated application of e-learning instructional design principles and contains appropriate e-learning activities | ||
3.4 | The design demonstrates flexibility of application with contingency pathways integrated and described in the concept | ||
3.5 | Learner, trainer/facilitator support mechanisms are built into the design | ||
3.6 | A representation of the e-learning resource is created | ||
4 | Finalise the e-learning design concept | 4.1 | The design concept is reviewed in conjunction with relevant persons |
4.2 | The review process addresses relevant criteria to ensure relevance to the product and learner needs | ||
4.3 | The design concept is adjusted where required and finalised | ||
4.4 | The design concept is approved by the client | ||